1 / 14

Elkonin sound boxes

Elkonin sound boxes. A Bridge Between Phonemic Awareness and Phonics. Initial steps. Auditory/Oral Activities Clapping Words into Syllables Articulating Words Slowly using Picture Cards. Teaching the task. Materials:

vail
Download Presentation

Elkonin sound boxes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Elkoninsound boxes A Bridge Between Phonemic Awareness and Phonics

  2. Initial steps Auditory/Oral Activities • Clapping Words into Syllables • Articulating Words Slowly using Picture Cards

  3. Teaching the task • Materials: • Phonemic Analysis Cards with 2-4 Boxes, one box per phoneme (not per letter) • Picture Cards for Words with 2-4 phonemes

  4. sound boxes

  5. The next step • Model the Task • Say Word Slowly • Push Counters into Boxes While Segmenting Sounds

  6. Pushing Countersinto boxes

  7. The next Steps • Share the Task with the Child • Be sure the child understands the task • Work Toward Independence Still An Auditory/Oral Task - Not Yet Writing Words

  8. Using sound boxesto write words • Once the Child Controls the Task, the Teacher and Child Work Together to Record Sounds in Sound Boxes • Steps to Take: • Articulate Words Slowly • Push Counters into Boxes • Write the Letter Sound in the Corresponding Box

  9. Writing words in boxes m e p i g j u m p

  10. After the word is written • Have the student run his/her finger under the word slowly and blend the phonemes to say the word. • Completing the Boxes = Phoneme Segmentation • Reading the Word = Phoneme Blending

  11. Supportingstudent learning • Questions to Ask: • What can you hear? • How could you write it? • Where will you put it? • What else can you hear? • Do you know a word that starts/ends like that? • Building on Learning: • At first, accept sounds in any order • Work toward sequencing sounds in order, left to right • When the task is secure, move to letter boxes • Ultimately the student will work without the boxes

  12. Other Considerations • Continuous consonants (such as f, l, m, s) are easier to hear. • Clipped consonants (such as b, c, d, p, t) are harder to hear. • Vowels can be tricky – provide the letter for the child if necessary. • Separating the sounds in blends can be tricky (such as b-l, p-r, s-t). Assist with the articulation to help the child hear the individual sounds. • Digraphs (sh, ch, th, wh) and vowel combinations (ee, ea, oa) are recorded in the same box.

  13. references • Clay, M.M., (2005). Literacy Lessons Designed for Individuals. Portsmouth, NH: Heinemann. • Joseph, L.M., (1999). Word boxes help children with learning disabilities identify and spell words. The Reading Teacher, 52, 4: 348-57. • http://www.readingrockets.org/strategies/elkonin_boxes

More Related