For learners with complex communication needs CCN onset rime can be a really valuable tool in helping them to hear sounds in words, just as it is with all other learners. And sometimes they may need more explicit instruction and practice to understand how useful it can be.
We can do lots of activities with word families. One of my favourite low technology options is just to print cards with one rime e. I then ask a learner to make different words for me using the cards. My simple document I use to make these cards up can be downloaded by clicking here. I use these cards nearly every week with different learners in different ways.
And you can see a video of me using them with a choice of two onsets below and thanks to Rowan from Acacia Hill School for also being the video. We also need to make sure that as we teach this skill, we include one word for each word family on our word walls so that students can start to use those words independently to help them spell others.
There are 37 common word families that we need to make sure that we include on our word walls and in our activities. References Adams, M. Beginning to Read: Thinking and Learning about Print.
Onset and Rime. Phonemic Awareness. What is onset and rime? Blend onset and rime Segment onset and rime Recognize rhyming words Produce rhyming words Why is understanding onset and rime important to reading? Checklist to Examine Core Curriculum. Phonological Awareness Glossary. Onset and Rime Skills Cards. Onset and Rime Strategy Cards. For students to master onset and rime, they should engage with onset and rime by being taught each of the tasks in the following sequence: blend segment recognize rhyming words produce rhyming words.
Phonological Awareness Continuum. Phonological Tasks Prompt Cards. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website.
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If they were able to do this well, I move on and work on many different words. If the groups were unable to find the beginning sounds in the words very well, I repeat this same lesson next time If I repeat the lesson again to re-teach, I skip the introductory part and just jump into it.
This practice can be done in small or whole group and can be practices as many times per week, throughout the year, as necessary. However, once students are able to hear individual sounds on a consistent basis, this practice should be done minimally. I make sure to remember that it is still helpful to have students listen for individual beginning etc sounds for spelling purposes.
The teacher says the word, pulled out of the sentence. The students repeat the word. Students will say the word. Students will touch one square and say that word part, then move to the next and do the same. The teacher will use the word in a sentence. The students will repeat the sentence. The teacher has a student use the word in their own sentence. Assessing this task is easy- I watch and listen.
As students are moving their manipulatives, I watch their movements and listen to their sounds. If students are having difficulties, I like to talk through the lesson with them, as you can see in the video.
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