Download Link sounds to the written code

Link sounds to
the written code
Why this strategy is important ................................... p144
Classroom principles to support the strategy .......... p144
Activities to Implement the strategy ......................... p145
Dictagloss .................................................................... p146
Recognising sounds and symbols .............................. p148
Hearing vowels ............................................................ p149
Syllables/segmentation .............................................. p150
Adding syllables using prefixes and suffixes ............ p152
Alliteration cloze .......................................................... p154
Words to sounds to letters ......................................... p156
One minute words ...................................................... p158
Letter - sound bingo .................................................... p160
Letter - sound searches .............................................. p162
Linking words and sounds .......................................... p163
Sentence maker - sentences,word ............................. p164
Making sounds from writing ...................................... p166
Tic-Tac-Toe .................................................................... p168
Letter substitution ...................................................... p170
Making new words ...................................................... p172
Words that use the same letter .................................. p174
Letter cloze .................................................................. p175
Letter/sound relationship ........................................... p176
Paired reading ............................................................. p178
Lets encode ................................................................. p179
Multi-sensory reading ................................................. p180
Beyond the classroom ................................................ p182
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Why this strategy is important
Written words represent spoken words, and reading and writing depend on the
ability to make links between written language and language knowledge which is
learned first in spoken mode. This knowledge helps children to ‘crack the code’ of
written language. There is a large amount of evidence to suggest that, in the early
years of schooling, teaching children about the links between the sounds of language
and the written code helps them learn to read and write.
Classroom principles
to support the strategy
Talk about sounds in words as well as how they are spelt, for both Standard
Australian English and indigenous languages which children are learning to write.
Consistently separate reference to sounds (using the sounds that you hear in
words) and letters (using letter names).
Use letters which can be manipulated (for example, magnetic letters) to link
sounds to spellings.
the sounds in the word represented by a common sound – letter relationship? Try
to limit the exceptions to start with.
between sounds and letters. Many different spelling choices are available for
some sounds, and the same letter combinations may represent different sounds.
Discuss common groups of letters (as well as single letters) and the sounds they
encode. Concentrating only on ‘sounding out’ approaches will not inevitably lead
to success in reading and spelling.
Intervention Strategies
Talk about ‘spelling choices’ - variation in the way the same sound may be spelt.
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If you are working with Aboriginal children who are also acquiring literacy
in an indigenous language, investigate the writing system which is used. The
relationship between sounds and spellings may be more regular than is the
case for English. If so, children may find it easier to learn to read and spell in
the indigenous language – and this reading and writing will be supported by the
rich language base they bring with them from their home experience. All of this
knowledge can then be applied to the difficult task of learning to read and write
Standard Australian English.
Activities to implement the strategy
All the activities contained in this section are designed to help children make explicit
links between the sounds that they hear in words, and the way those sounds are
represented in print. The many different ways used to represent the same sounds in
English makes this a difficult task, but it is recommended that teachers acknowledge
these different spelling choices, and avoid giving the impression that there is only
one way to represent sounds in print. The ability to recognise common letter groups
and the sounds they represent will also assist children as they attempt to crack the
alphabetic code.
Strategy 5
Although these activities have been written for use with Standard Australian English,
they can and should be adapted for use with indigenous languages in schools where
teaching of literacy skills in indigenous languages or Kriol takes place.
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Beyond the classroom
their written representation.
Consider providing magnetic letters or alphabet blocks for use within the home.
Encourage a focus on written language within the home. This focus can encompass
all language varieties spoken in the home.
existing materials published in indigenous languages, or develop resources for use
within the community.
Let parents know the focus of work in the classroom – particular letters, or a focus
on ways to represent particular parts of words (eg syllables, first sounds).
Intervention Strategies
Provide suggestions to help parents focus on similar concepts in the home.
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