INSTRUCTION: This activity helps students to learn letters and letter-sounds through a modified version of the song "I've Got the Whole World in My Hands." Instead, they will sing about having the whole alphabet in their mouth. The lyrics are altered to include letters and sounds. For example, they would sing, "I've got the bee, /b/ /b/ in my mouth". To access kinesthetic and visual learning, students can use actions and the teacher can show letter-sound cards with each corresponding part.
ASSESSMENT: This activity is a fun way to formally or informally assess students' understanding of letter sounds. Students have different familiar items and must sort the items into two sound circles depending on the first letter sound. For example, they may sort items such as snakes, spiders, and cars into the /s/ and /k/ sound circles.
INSTRUCTION: This word centre is effective as it provides students with a variety of manipulatives to work with letters and letter-sounds, which helps students access the learning in multiple ways (RR, 2011). Students can work with magnetic letters, white boards and white board markers, letter books, letter tiles, and magnetic high-frequency words. They can use these materials to create words using picture cards, letter tiles, or magnetic letters.
INSTRUCTION: CTW (2016) states that students learn better when they are presented with engaging activities, such as games. This activity motivates students to practise their letters and sounds through a modified version of "Bingo." One student calls out letters/sounds, and the other players will place a counter down if they have it. The goal is to fill up their board. Students continually practise their letters/sounds throughout the game as they must recognize them in order to play.
INSTRUCTION: RR (2006) states that teaching language with music is effective as it accesses students' multiple intelligences. This activity incorporates music into letter-sound instruction through a familiar song. The students then change the initial sounds of all words to a sound of choice, then sing the song. For example, "Twinkle, Twinkle Little Star" would become "Zinkle, zinkle zittle ztar". This lets students have fun saying silly words while also practising their letter sounds.
UNDERSTANDING: This article discusses the importance of a multi-sensory approach in phonics instruction, including listening, speaking, reading, and tactile/kinesthetic activities. The reasoning is that manipulatives, gestures, speaking and auditory cues enhance learning and memory as well as engaging and motivating for students. The article also suggests different multi-sensory phonics activities.
UNDERSTANDING: This document provided me with a deeper insight into the research behind phonics and phonics instruction. The document discussed the influence of effective systematic and explicit phonics instruction, what effective phonics instruction means and what it includes, how to look for effective phonics instruction programs and reading materials, as well as multiple effective research-based strategies for teaching phonics.
INSTRUCTION: CTW (2016) states that visuals are effective for students' learning, which is incorporated in this activity. The teacher shows several phoneme trees charts that each represent a different sound. Within each tree is all the letter combinations that produce the same sound. This helpful for teaching students letter-sound correspondences by creating an area where students visually see that sounds can be spelled with different letters/letter combinations as well as what they are.