Hearing and Recording Sounds in Words

Steps for H&R Sounds

100

What is the first step in hearing and recording sounds in words? Why is this step important?

Clapping syallables is important because it helps children to hear larger chunks of sound. This is easier for them than hearing single sounds at first.

200

What is the second step to hearing and recording sounds in words?

Slow articulation (use picture cards and have the child say them slowly)

300

What is the third step in hearing and recording sounds in words? Role play with a team member to demonstrate how you would practice this task with a child.

Push markers in sound boxes.

400

Once the child is pushing markers into sound boxes consistently, what should be the teacher's next step before a child can work in letter boxes? What shift has to be made?

The child should be hearing and recording sounds in order.

500

Before a child is ready for letter boxes, the child is able to: hear and record the ______________ well, have control over writing letters, and select some _____________ correctly.

consonants vowels

Language used

100

When the teacher wants a child to articulate words slowly, before he or she expects the child to be able to do this, what should the teacher do for the child, and what should the teacher say?

Model slow articulation saying, "Say it slowly."

200

Under what conditions should a child be pushing markers into sound boxes? *Hint: What, How, Where

a. What can you hear? b. How could you write it? c. Where will you put it?

300

During the intermediate steps of hearing and recording sounds in words, Clay says to make a gradual shift from saying, "What can you hear?" to...

"What do you expect to see?"

400

What are some questions the teacher could ask the child when the child thinks he knows but is unsure. These questions might help the child locate other letters. *hint: beginning, middle, end

What else can you hear?, What do you hear at the beginning?, What do you hear at the end?, What do you hear in the middle?

500

In early lessons a student writes "like" without the silent "e". What would you do for and say to the child?

Example: (answers will vary) "There is something you can't hear at the end, we have to put it there to make the word look right." Then write the "e" for the child.

What does Clay say?

100

In the earliest stages of developing phonemic awareness, Clay says, "The child needs to use his _____________."

ears

200

What does Clay say about demonstrations in later lessons?

"Do not give up demonstrations altogether in later lessons just because you thought something was learned back in the early lessons." Clay also says that demonstrations are more powerful than talking about it.

300

Does Clay say that we should insist that children discover 'hard to hear' consonants like "nk", "mp", and "ld". Why or Why not?

Clay says she prefers not to insists that children discover these hard to hear consonants and she thinks that teachers should provide the letters. Her reasoning is that these consonants become easier to hear after the letters have been identified and have been seen several times.

400

Fill in the blank. "Help the child to fill in the letters of the word using __________ or pausing on a sound in an exaggerated way so he can focus on the sound you want him to hear. As soon as the child can attend to the sound, return to a natural rate and mode of articulation."

stress

500

What does Clay say about choosing words to use in boxes? Name at least 2 things.

Choose words in which it is easy to hear the sounds, choose words which use easy to see letters he already knows, words he will need to use often, words which have simple letter-sound relationships, words which will lead him to other words, and words of four or five sounds.