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Transcript of ch ea ei ar bb ck ed au All of which is achieved through the process of visually recognising simple...
![Page 1: ch ea ei ar bb ck ed au All of which is achieved through the process of visually recognising simple letter patterns and their associated sounds Is.](https://reader037.fdocuments.net/reader037/viewer/2022110404/56649e895503460f94b8ddb2/html5/thumbnails/1.jpg)
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chea
eiar
bb ckedau
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All of which is achieved through the process of
visually recognising simple letter patterns and their associated
sounds
Sound
Hunter
Is a learning activity that helps children in the early
writing phase to:
Develop graphophonic knowledge
Begin the development of phonological awareness
Increase vocabulary
Expand their awareness of spelling generalizations
![Page 5: ch ea ei ar bb ck ed au All of which is achieved through the process of visually recognising simple letter patterns and their associated sounds Is.](https://reader037.fdocuments.net/reader037/viewer/2022110404/56649e895503460f94b8ddb2/html5/thumbnails/5.jpg)
Students in Level 2:
• Make use of known spelling patterns to make plausible attempts at spelling unfamiliar words
• Use sound and visual patterns when attempting to spell unfamiliar words
• Begin to expand their vocabulary
• Develop spelling strategies by using graphophonic cues
Sound Hunter addresses thefollowing
Victorian EssentialLearning Standards for level 2
Learning Objectives
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KeyIndicators
Conventions Processes &
Strategy
• The use of a small bank of words drawn upon for automatic spelling
• Knowledge of all the common sounds of the letters
• Knowledge simple of letter patterns and the sounds they represent
• The ability to draw upon graphophonic knowledge when writing
• The use of a small range of strategies to spell unknown words
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Major Teaching
Emphases
Conventions
• Build graphophonic knowledge
Use of
Texts
• Expose students to a range of text forms • Build knowledge of words and
word parts
• Provide opportunities for students to develop new vocabulary
Processes &
Strategy
• Build knowledge of graphophonic elements
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The sound‘air’ as in ‘fair’
INSTRUCTIONS
1. Select a text that clearly exhibits the chosen focus
2. Read the text for enjoyment
4. Discuss the words and ask students to sort them into subgroups
5. Create a chart of the words the students found
6. Challenge students to find more examples of words
7. Revisit, discuss and add to the chart on future occasions
3. Revisit the text, hunting for the chosen focus. Have students identify and record words with this focus
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Advantages
+ Develops graphophonic understanding
+ Expands awareness of spelling generalizations
+ Increases Vocabulary
+ Has authentic applications
+ Involves the student in a fun and meaningful word play activity
+ Can be adapted for a diverse range of learners
+ Creates a resource for future reference
+ Develops spelling strategies
+ Employs a variety of texts
+ Helps build up a students bank of words that are automatically spelled
+ Builds knowledge of words and word parts + Is based on investigation, exploration
and inquiry approaches to learning
+ Develops phonological awareness
![Page 10: ch ea ei ar bb ck ed au All of which is achieved through the process of visually recognising simple letter patterns and their associated sounds Is.](https://reader037.fdocuments.net/reader037/viewer/2022110404/56649e895503460f94b8ddb2/html5/thumbnails/10.jpg)
Teaching Methods Sound Hunter supports spelling development
in the classroom through the use of:
Direct instruction
Whole class and
Individual work
Explicit instruction
Reflection
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Catering for:Learner Diversity
= Differentiating Instruction
Taking multiple approaches to instruction and making adaptions to content
Instruction and content is varied according to individual readiness level
INVOLVES:
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SUFFIXES• ‘ing’• ‘ed’
CONTRACTIONS• ‘I’ll’• ‘can’t’
PREFIXES• ‘un’• ‘dis’
• ‘s’• ‘es’• ‘x’
• ‘wasn’t’
• ‘don’t’
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Reference List
Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., Lynch, P. & Rourke, R. (2005a). First steps writing map of development (2nd ed.). Port Melbourne: Rigby Heinemann.
Annandale, K., Bindon, R., Broz, J., Dougan, J., Handley, K., Johnston, A., Lockett, L., Lynch, P. (2005b). First steps writing resource book (2nd ed.). Port Melbourne: Rigby Heinemann.
Annandale, K., Bindon, R., Broz, J., Dougan, J., Handley, K., Johnston, A., Lockett, L., Lynch, P & Rourke, R. (2005c) First steps writing map of development CD (2nd Ed) [Computer Software] Belmont, Rigby.
Berenstain, J., & Berenstain, S. (1957). The Berenstain Bears and the Missing Dinosaur Bone. Random House
De Vries, A. (2010). A girl reading [Image] .
Eggen, P. & Kauchak, D (2010) Educational Psychology – Windows on classrooms (8th ed) Pearson International edition, New Jersey: Pearson Education
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Reference ListFountas, I., & Pinnell, G., (1999). Voices on word matters: learning about phonics and
spelling in the literacy classroom. Portsmouth, NH: Heinemann
Man with magnifying glass [image]. (2010). Retrieved from http://www.istockphoto.com/stock-photo-6321121-searching.php
Rief, F., & Heimburge, A. (2006). How to reach and teach all children in the inclusive classroom (2nd Ed.). San Francisco: Wiley
Turner, A, Easy, S., Fletcher, M., Gilbert, J., Pearson, P. (1998). Literacy at work. South Melbourne: Longman
Victorian Curriculum and Assessment Authority. (2009). Victorian essential learning standards: Level 2. Retrieved from http://vels.vcaa.vic.edu.au/vels/level2.html