ANNU’S TEACHER TRAINING REPORT APRIL 2018
Phonetics Workshop 2
The objective of our workshop on Saturday, 28th April 2018 was to teach all of the consonants with just one vowel - short a. We revised the sounds of each letter on the alphabet chart. I made a short ‘a’ sound as in ‘at’. I introduced five words with that sound in it, words that
we use every day: am, ad, as, at, ax." We learnt that each has 2 letters and sounds. We practiced each word and their letters as revision from left-right to remind teachers to observe and encourage students to read and write from left-right. We repeated for an, as, at, ax.
Next we went to initial consonants s, m, h, t. I stuck ‘am’ on the wall and reviewed the sounds in it. I initiated teachers to add ‘S’ to it and made sounds of all 3 letters. Here we got to learn that names begin with capital letters. I Stuck ‘as’ on the wall and reviewed the sounds in it. The teachers added ‘h’ to it made sounds of all 3 letters. We explored ‘sat’ and ‘tax’ and made the sounds of all of them. At this point, I explained that the learner had enough words to be able to read and· write two simplesentences, that a sentence always begins with a capital letter and it ended with a full-stop (punctuation): Sam sat and Sam has an ax. Next, we explored d, w. I stuck ‘d ’ on the wall and ask for the sound, added ‘a’ in front and pronounced. Next, I add ‘d ‘ in front and asked for the pronunciation. We did the same as I showed ‘w’, asked for the sound. I also stuck ‘w’ in front of ‘ax’ and asked for pronunciation.
The teachers began to build short sentences with punctuations ( period and question marks). Next, we explored consonant blend nd; (initial consonant ) by adding ‘d’ to the end of ‘an’ to make the word ‘and’. We also differentiated between ‘an’ and ‘and’. Teachers could demonstrate how it was used. Teachers placed‘h, l, s’, in front of the word ‘and’ to get words hand, land, and sand. They created and read the sentence, "Dan and dad had land and sand."
Teachers learnt to differentiate between the 2 sounds (soft and hard) for ‘C’ by observing the placement of ‘a, o, u’ and ‘e,i,y’. They played Fastest ‘kuh’ and ‘sss’ by identifying given words in the fastest time possible. We did likewise with soft and hard ‘g’. This workshop dealt with challenging consonants and their usage so they had a clearer idea of how to better teach children sounds and basic reading foundation.
We will be exploring digraphs and so on which are a greater challenge to our teachers and reading a simple book containing the above lessons. The teachers were divided into groups of 3 to practice their learning in pairs. One group used the computer to play phonics game, another used a kindle to practice sounding our loud and the final group used a workbook to sound and act out with partner all the basic learnt sounds. Teachers are aware on using locally-available resources to help children learn.
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