Korean Job Discussion Forums

[inkorea]

Hello,

I haven't posted in quite awhile. I have to give a presentation on Tuesday on a topic that I'm afraid is not necessarly my strongsuit.

PHONICS! , please.

I'm using a now book. Sorry, I forgot the exact name.

All suggestions would help.

INKOREA

[Dawn]

Am copying the text from a workshop I taught last year on teaching phonics in a way that appeals to multiple intelligences. There's not a lot in the way of explanation, but if you're familiar with Gardner's work, this may give you some ideas:

Verbal/Linguistic Intelligence
∙ Reading books
∙ Participating in discussions
∙ Playing word board or card games

Logical/Mathematical Intelligence
∙ Solving puzzles or problems (Mystery Letter, I Spy, What��s Missing?)
∙ Identifying patterns (word families, silent ��e�� strips��)
∙ Sequencing (What sound comes first? What sound comes next? What sound comes last?)

Visual/Spatial Intelligence
∙ Hunting for letters and words (using environmental print, catalogs, newspapers, magazines, etc.)
∙ Matching pictures with their initial sounds
∙ Matching words to their shapes
∙ Participating in art or craft activities

Bodily/Kinesthetic Intelligence
∙ Using manipulatives to solve problems (letter tiles, sandpaper letters, Reading Rods, letter cubes)
∙ Playing with construction materials (blocks, Unifix cubes, Wikki Stix, Play-Dough)
∙ Participating in active games (Swat the Letter; Run and Write)
∙ Engaging in rhythmic actions ("Bounce to the beat of the letter Bb"; "Dance 'til you're dizzy with the letter Dd"; etc.)

Musical Intelligence
∙ Songs
∙ Chants ("A" /a/ "apple"; "E" /e/ "elephant"; "I" /i/ "igloo"; etc.)
∙ Clapping games

Interpersonal Intelligence
∙ Working with a partner
∙ Participating in group activities
∙ Role-playing ("When two vowels go walking, the first one does the talking and the second one is silent"; "Qu" wedding)

Intrapersonal Intelligence
∙ Self-expression (writing sentences or simple poems where all words begin or end with the same sound)
∙ Journal writing (For younger students -- "My favorite Aa words are ..." [complete with pictures]; For older students -- "B makes me feel beautiful, bashful, bored, etc.")

Naturalist Intelligence
∙ Observing (sound hunts, field trips)
∙ Categorizing (sorting and classifying activities)
∙ Collecting (collect items outside of class; bring in for sharing time)

[tomato]

Hello, Inkorea!

Here's how I taught a kindergarten lesson on cat and rat:

I showed pictures of a cat, a bat, and a cat with a rat.
These pictures were easy to find in a Google search.

After showing each picture, we slapped our knees while chanting, "This is a cat! This is a cat!"
Then we said "This is a cat" in sign language.

I have a set of alphabet tiles which I made from a pile of shingles which were being discarded at a construction site. For each word, I laid the tiles out spelling the word, mixed up the tiles, and asked for volunteers to lay the tiles out again.

(One tip for teaching kindergarten: each student is eager to volunteer, but there is a danger of losing the attention of those students NOT chosen. After each performance by a voluteer, we had a rhythmic chorus of "Thank you, Kevin! Thank you, Kevin!")

I also have a handmade flannelboard set for writing letters in Braille.
The flannelboard consists of 2 columns of 3 white squares each. They are mounted on the back of a corn flakes box. There are also 6 black dots which fit on those 6 squares.

I showed each Braille letter by putting the black dots in the appropriate places. I counted to 6, shouting each number for a place where a dot appears, and whispering each number for a place where a dot does not appear.

After each flannel board display, I asked for a volunteer to repeat the display. (Again, each performance by a volunteer was followed by a rhythmic thank-you chant.)

For gross motor activity, I showed the pictures again. After saying, "Let's march for the cat," we marched while chanting "This is a cat! This is a cat!" Then we jumped for the cat, ran for the cat, danced for the cat, stamped for the rat, and tiptoed for the rat.

Finally, we sang:

Old MacDonald had a word, E I E I O.
And in this word he had a C, E I E I O.
With a /k/ /k/ here and a /k//k/ there,
Here a /k/, there a /k/, ev'rywhere a /k/ /k/,
Old MacDonald had a wor, E I E I O.