As Hill (2012) states, when two or more letter are combined they are known as blends or letter clusters. This resource is beneficial as it helps children identify words when they are reading and writing and also aware of different sounds, using this they will use the blends to create words. Phonemic awareness is knowing that phonemes exist as abstract and manipulate components of words. It focuses on the small units of sound that affecting meaning (Hornsby & Wilson, 2011).
This activity is effective as it allows children to explore phonological awareness. Children are to move the magic spoon to see if they can make a word. As Flint (2014) states, children are able to hear the different sounds and blends of letters that make up a word. This is an important skill, as children will need this when learning how to read. This is referring to children being able to have the ability to mentally manipulate words, syllables and sounds (Hill, 2006).
This resource is effective due to the fact that children might use trial and error in creating a word. Through using trial and error children will gain an understanding that words are made up of sounds represented by letters. As Hill (2006) points out problem solving is beneficial for a child, as they check against several sources of information such as semantics, or the individual letters, in order to construct meaning. This allowing children to use phoneme manipulation (Hill, 2006).
This resource is beneficial as it allows children to have a hands on approach which is effective due to them being able to directly observe and understand what they are doing. This activity provides children to use onsets and rimes as a strategy to identify new words (Hill, 2006) or words in general. Using this approach gives children the chance to use the process of analogy and rhyming to work out the word they are trying to make.
This resource helps children to develop recognition of syllables in words. This making spelling an easier task. As Hill (2006) states, Syllables are important for analysing the structure of words. The use of syllables allows children to break down a word, creating a better understanding of the spelling and pronunciation of the word. When children are using syllables they are producing sounds into isolation (Hill, 2006).
This resources helps children to recognise rhyming words. "When children become aware of rhyme they understand that the terminal sounds of words agree, or rhyme" (Hill, 2006). Rhyming words are effective due to the fact that children have a better understanding of words that share common sounds which links to words that share segments of sound. eg - 'at' 'in'.
This resource allows children to use rhyming and onset and rime to determine which word does not rhyme with the others. Children are engaged in investigating the sounds (Hornsby & Wilson, 2011)to identify which one does not belong there. As Hill (2006) states children are pronouncing the words and then encoding them in order to put the phonemes into graphemes (letters and symbols).Children are becoming aware that to identify the wrong word isn't an agreeing word or rhyming word like the…
Phonemic awareness is the ability to consciously attend to sounds in the language(Flint, 2014). This resource is beneficial as children learn how to break down words using their hands to clap to count and recognise how many distinct words there are. As Hill(2006) discovered children who are aware of syllables in words help them to read and write compound words. Syllables can also be used during transition as shown, as children are still showing awareness of subdividing of a word.
This resource allows children to engage with onsets and rime and segmenting. Children are able to make analogies between known and unknown words (Hill, 2006). An onset is the consonant before the vowel and rime is the vowel and other letters in the syllable (Hill, 2006). Children are able to use this strategy when spelling out the different words on the cards. Linking with this children can use segmenting to break down the word into its individual sounds in order to spell it (Flint, 2014).