The child could identify that bag is made up of three individual sounds –Ĭhildren progress naturally through the early stages. Then the child can read words through blending and segmenting. We want the children to be able to identify individual sounds in words. Level 5 – Discriminating individual sounds in words lat, dat, gat as rhymes for cat.ĭeveloping a sense of rhyme is an essential part of teaching phonics that must be practised for the children to be able to blend. When teaching about rhyme you can include playing with non-words e.g. If you give them a list of words like sun, run, hat, fun they should be able to spot the odd one out (hat). The child should be able to give words that rhyme e.g. The skill of hearing rhyming words is a crucial step towards being able to blend words. The word quietly has three syllables: qui-et-ly. The word teacher has two syllables: tea-cher. The sentence is now segmented into the twelve individual syllables. The chil-dren list-en to their tea-cher qui-et-ly. There are seven words that make up this sentence. The children listen to their teacher quietly. Level 3 – Discriminating syllables in wordsĬhildren first become aware that a sentence is made up of individual words: Many activities you can do to develop these skills are quick, fun and active to keep the children motivated and alert. These first two levels should be developed in KG, but can also be addressed in Lower Primary. They develop this skill through rhyme and rhythm activities when they clap, tap and stamp the rhythm of various rhymes. Children become aware that speech is made up of individual words. Once children can identify sounds in their environment, they are ready to move on to the next level of auditory discrimination.
Level 2 – Discriminating between different words in speech different people’s voices or the difference between a car and a motorbike. The children should progress to being able to identify more closely linked sounds e.g. being able to identify the sound of a car passing, the noise of a fan turning, etc. The most basic level of auditory discrimination is hearing the difference between sounds in our environment e.g.
Level 1 – Discriminating sounds in the environment There are several steps children must take in learning to hear sounds in words. These activities can be done as warm-ups, or in the middle of the lesson to keep the children awake, or to conclude a lesson. Auditory Discrimination activities like the ones described below support this process, particularly for younger children.Īuditory discrimination activities can be a fun, easy way to keep children active while developing important skills that will support their reading skill development.
When children are able to hear individual sounds in words – then they can blend and read words independently. Auditory Discrimination Activities Play one or two of the games described below to help develop children’s listening skills.* Auditory Discrimination: The listening skills that help children succeed in blending and segmentingĪuditory discrimination is the ability to tell the difference between different sounds.
0 kommentar(er)
