Auditory Awareness

https://www.youtube.com/watch?v=sbNDFgWOrTQ
https://www.youtube.com/watch?v=dfoRdKuPF9I
The letters b, d, f, h, k, l, m, n, p, r, s, t, v, w, and z have their usual English
values. Other symbols are used as follows:

Symbol Example

as in get

etʃ chip

ʤ jar

x loch
ŋ ring

θ thin

ð this

ʃ she

ʒ decision

j yes
Vowels

Symbol Example

Short vowels

a as in cat

ɛ bed
ə ago

ɪ sit

i cosy

ɒ hot

ʌ run

ʊ put
Long vowels

ɑː arm

ɛː hair

əː her

iː see

ɔː saw
uː too

Diphthongs

ʌɪ my

aʊ how

eɪ day

əʊ no
ɪə near

ɔɪ boy

ʊə Poor

Triphthongs

ʌɪə fire

aʊə sour

In multisyllable words the symbol ˈ is used to show that the following syllable
is stressed, as in /kəˈbal/; the symbol ˌ indicates a secondary stress, as in
/ˌkaləˈbriːs/.
(ə) before /l/, /m/, or /n/ indicates that the syllable may be realized with a
syllabic l, m, or n, rather than with a vowel and consonant, e.g. /ˈbʌt(ə)n/
rather than /ˈbʌtən/.

(r) indicates an r that is sometimes sounded when a vowel follows, as in

drawer, cha-chaing.

Lesson one

Skill 1

Recognition of sounds (approx 15-20 mins)

Introduction

Teacher: now we’re going to recognize the first sounds in English words.

Modeling:

Teacher: the first sound of the word “people” is /p/, the teacher repeats for 3 times or
more,
Then says: people /p/, people /p/, people /p/.

Teacher: the first sound of the word “box” is /b/, the teacher repeats for 3 times or
more,
Then says: people /b/, people /b/, people /b/.

Directed practice

Teacher asks students to repeat after him:

the first sound of the word “people” is /p/, the teacher repeats for 3 times or more,
Then says: people /p/, people /p/, people /p/.
the first sound of the word “box” is /b/, the teacher repeats for 3 times or more,
Then says: people /b/, people /b/, people /b/

Independent practice

Teacher asks students to work in groups and find as many words, that begin with the
sounds /p/ and /b/, as they can, then to pronounce them aloud

You can apply the same exercise on the following sounds:

short -a- in and, as, after

short -e- in pen, hen, lend
short -i- in it, in
short -o- in top, hop
short -u- in under, cup
The 6 Long Vowel Sounds
long -a- in make, take, shake,fake,snake,cake,break,lake,sake

Introduction

Teacher: now we’re going to recognize differnce between short /a/ and long /a/.

Modeling:

Teacher:a

Teacher: the first sound of the word “box” is /b/, the teacher repeats for 3 times or
more,
Then says: people /b/, people /b/, people /b/.

Directed practice

Teacher asks students to repeat after him:

the first sound of the word “people” is /p/, the teacher repeats for 3 times or more,
Then says: people /p/, people /p/, people /p/.
the first sound of the word “box” is /b/, the teacher repeats for 3 times or more,
Then says: people /b/, people /b/, people /b/

Independent practice

Teacher asks students to work in groups and find as many words, that begin with the
sounds /p/ and /b/, as they can, then to pronounce them aloud
Merging syllables into words (approx 15-20 mins)

Introduction

Teacher: now we’re going to Merge syllables into words.

Modeling:

Teacher says: /ti/, /li/, /vi/, /jin/, raising one finger after pronouncing each syllable,
then the teacher pronounce the word as a whole moving the four fingers together in
front of him.

Teacher: the first sound of the word “box” is /b/, the teacher repeats for 3 times or
more,
Then says: people /b/, people /b/, people /b/.

Directed practice

Teacher now asks one of the good students to repeat after him:
/ti/, /li/, /vi/, /jin/, raising one finger after pronouncing each syllable
Then
the teacher pronounce the word as a whole moving the four fingers together in front
of him, and students repeat

Then
all students repeat after the teacher

Independent practice

Teacher asks students to work in groups and find as many words, divide them into
syllables, pronounce them as separate syllables then as whole words, in the same
way that the the teacher has just done
Dividing words into syllables

Introduction

Teacher: now we’re going to divide words into syllables.

Modeling:

Teacher says:the word paradise can be divided into the following syllables: /pa/, /ra/,
/dais/, clapping after each syllable
The teacher repeat that for tree times at least

Directed practice

Teacher now asks one of the good students to repeat after him::the word paradise
can be divided into the following syllables: /pa/, /ra/, /dais/, clapping after each
syllable

Then all students repeat after the teacher

Independent practice

Teacher asks students to work in groups and find as many words, pronounce them
as whole words then divide them into syllables, using the way the teacher has just
used.
Bar jar
Gather father
Catch latch
Park bark

Introduction

Teacher: today we’re going to play a game. We will replace the first sound in the
word with a new sound, so that we get a new word with a different meaning.

Modeling:

Teacher says:the word park (teacher repeats it three times) which means a large
public green area in a town, used for recreation
When I put /b/ instead of /p/ it becomes bark which means the abrupt, harsh,
explosive cry of a dog

Directed practice

Teacher now asks one of the good students to put /b/ instead of /p/ in the word park,
and to pronounce the resulting word, and the difference in meaning between the two
words======================’

Then all students repeat after the teacher

Independent practice

Teacher asks students to work in groups and find as many words, pronounce them
as whole words then divide them into syllables, using the way the teacher has just
used.
The letters and their sounds

When considering a spelling program and how to best help children learn the sounds
of the English language you need to remember to choose words that help them
understand all of the 44 sounds. (19 vowel sounds including 5 long vowels, 5 short
vowels, 3 diphthongs, 2 'oo' sounds, 4 'r' controlled vowel sounds and 25 consonant
sounds).
The following lists provide sample words to teach the sounds in the English
language.
Certainly, you can find more words to fill out word families or align with a sight
vocabulary list, such as the Dolch Word Lists.
The 5 Short Vowel Sounds
short -a- in and, as, after
short -e- in pen, hen, lend
short -i- in it, in
short -o- in top, hop
short -u- in under, cup
The 6 Long Vowel Sounds
long -a- in make, take
long -e- in beet, feet
long -i- in tie, lie
long -o- in coat, toe
long -u- (yoo) in rule
long -oo- in few, blue
The R-Controlled Vowel Sounds
-ur- in her, bird, and hurt
-ar- in bark, dark
-or- in fork, pork, stork
The 18 Consonant Sounds
c, q and x are missing as they are found in other sounds. (The C sound is found in
the k sounds and in the s sound in words like cereal, city and cent. The Q sound is
found in 'kw' words like backward and Kwanza. The X sound is also found in ks
words like kicks.)
-b- in bed, bad
-k- in cat and kick
-d- in dog
-f- in fat
-g- in got
-h- in has
-j- in job
-l- in lid
-m- in mop
-n- in not
-p- in pan
-r- in ran
-s- in sit
-t- in to
-v- in van
-w- in went
-y- in yellow
-z- in zipper
The Blends
Blends are 2 or 3 letters combined to form a distinct spelling-sound.
The blends sounds:
-bl- in blue and black
-cl- in clap and close
-fl- in fly and flip
-gl- in glue and glove
-pl- in play and please
-br- in brown and break
-cr- in cry and crust
-dr- in dry and drag
-fr- in fry and freeze
-gr- in great and grand
-pr- in prize and prank
-tr- in tree and try
-sk- in skate and sky
-sl- in slip and slap
-sp- in spot and speed
-st- in street and stop
-sw- in sweet and sweater
-spr- in spray and spring
-str- in stripe and strap
The 7 Digraph Sounds
-ch- in chin and ouch
-sh- in ship and push
-th- in thing
-th- in this
-wh- in when
-ng- in ring
-nk- in rink

The Other Special Sounds Including Dipthongs

-oi- in foil and toy
-ow- in owl and ouch
short -oo- in took and pull
-aw- in raw and haul
-zh- in vision