It is with great pleasure that we add a new type of resource to The Literacy Bug: Activities.
And the first cab off the rank is Analysing Spoken Words. The following video presentation provides a demonstration of this first activity along with some essential points. (NB: The video can also be found on YouTub e at https://youtu.be/8DVPbK0HSyY.)
Ultimately, we want children to notice the patterns within their oral language (e.g. in their words), so they are equipped with the fundamental skills upon which they can build more formal literacy (e.g. sound-letter correspondences).
As Mark Seidenberg attests, “spoken words [need] to be treated as consisting of component parts, [which is a skill that] we now consider [as] an ordinary, teachable aspect of learning to read: phonological awareness. (Seidenberg, 2017, p. 63)
After you watch the video, we encourage you to download the following resources, which are mentioned in the presentation:
- Activity Sheet
- Demonstration Slides
- Teaching Resources (including key equipment)
- EXTRA: What do I hear? and what might I see?
- EXTRA: Phoneme Cards
- EXTRA: Grapheme Cards
If you would like further background, please visit our Mastering the Code presentation, including the presentation slides. This presentation and its associated slides provide background research that will help you better understand the purpose of the activity.
To wrap up our thoughts, over time children need to develop the ability to:
- Learn rich language;
- Hear/isolate words within sentences (or the speech stream);
- Focus attention on words;
- Detect/isolate syllables within words;
- Detect/isolate sounds within syllables/words;
- Begin to recognise the possible sounds within their language(s);
- Correlate their developing understanding of sounds with their emerging knowledge of sound-letter combinations;
- Focus on the meaning of words; and
- Focus on the use of words in rich, meaningful sentences.
We hope the activity is a valuable addition to your practice. We welcome your feedback and ideas, so please stay in touch.
… And please note ... the activity can be done partially or in full, depending on the age and ability of the learners. … And it can be incorporated into many aspects of daily practices, whether this is around book reading, in the sand pit or with general word play. These and other bits of advice are discussed in the above video and associated resources.
Thank you for your time. Please explore and enjoy!
Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.