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صفحة: 12
12 My Way, Teacher's Guide Using cognates allows students to leverage their existing L1 knowledge for better understanding of English syllables . Phonics and phonetic reading Point to each letter one by one and have students say the sound of the letter . Note that in this book only short vowel sounds are introduced . After students name all three sounds, use your finger to show how to make the sounds connect in a more fluid way . Students may read the word as if the three sounds are three separate syllables, but show them how to read the word fluidly by repeating it and moving your finger underneath it as you pronounce each sound . Practice each word at least three times so students can begin to master the sounds and blend them to smoothly read words . According to Scarborough, the more automatic these skills become, the freer one’s brain becomes to make meaning of the reading . Learning to decode is just the first step in the journey . In Unit 2, only stand - alone words, with each letter pronounced as a single sound, are presented . In Units 3 - 5, the idea of word families is introduced . Students should learn to recognize letter chunks, reading the new letter or sound and then the chunk . Students learn to read the letter chunks as a single sound . This minimizes sounding out . Wissell, S . ( 2023 ) . Dyslexia - The Hidden Disability in the Workplace ( Doctoral dissertation, La Trobe ) . Letter blends In Units 4 - 5, letter blends are introduced . When learning blends, students may try to give each letter its own sound . Teach them that these special letter combinations represent a single sound . In each Unit, where there is a letter blend, it is mentioned in the notes . Blends should be treated as a single sound . For example : - ck, - st, - nd, - dd Sight words Sight words are not taught as part of the learning structure and should be taught separately . These are words that help ensure a rich reading environment prior to a student learning all the reading rules that would allow them to blend the word . Sight words in My Way are taken from the first 100 words, as prescribed by Fry . Here we do not focus on the individual sounds, rather we read the entire word . Again, use your finger to move under the word in one single motion, reading the complete word . Have students repeat after you, saying the entire word as you move your finger . Encourage them
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