Graphemic Appereciation & Learning to Write the Alphabet

Format:

The Books are in print from and designed to help your child learn quickly and easily .
Price:

Purchaesd Individually:The cost to you including shipping is Rs. 2200/-
The Whole set of Six(6) Books will cost you Rs. 5200/- only including shipping.

Summary: Printed on 180 GSM Paper,The books allow you to use the material repetitively to enhance automaticity in your child.
Totle Page Count: 666
Level: PRESCHOOL

Learning Outcome.

INTRODUCTION

Befor you begin to teach you child about the English alphabet please read this carefully.When we talk about teching the child about phonemic awareness we must understand that it is the childs ability to hear, identify, and work with the phonemes.Phonemic awareness is the benchmark for learning phonics. A phoneme is the smallest unit of sound and phonemes have to work together to make up words.

For example, the word "CAT" contains 3 phonemes or sounds, which are /k/, /a/, and /t/. Changing anyone of these phonemes also changes the word. For example, changing the last phoneme /t/ to /p/ changes the word "CAT" to "CAP".

You will find that the small letters are enclosed between two slashes. When we enclose a letter between the two slashes it represents the sound of the letter, and not the name of the letter itself. For example, /w/ denotes the sound of the letter W, "wah", as in the word “WAG” and not the word “ why”. Phonemic awareness and phonological awareness are different, although both are used interchangeably some times.

When you teach Phonemic awareness to your child it will the teaching of - the ability to manipulate the smallest units of sound (phonemes), while your childs phonological awareness as it develops when he is being taught phonemic awareness- and denotes a larger concept which includes phonemic awareness.

If you follow our instructions carefully your child will develop good phonemic awareness and It is with good phonological awareness that your child will be able to hear and identify larger units of sound such as syllables, onsets, and rimes.Phonemic awareness teaching can also be confused with phonics instruction. Phonemic awareness involves teaching children to focus on and work with phonemes, and we can do this without using letters.

If you are able to teach your child good phonemic awareness the child will have better reading and spelling achievements even before moving on to class I, and the main aim of the books is to prepare your child in such a manner that when you apply for admission to the school of your choice, your child will be miles ahead of the other children in learning to read and write and this will develop the perfect platform for his eventual academic success. This will happen as these books are based on Brain Activation studies and The Dyslexia Association of India™ T.R.A.I.N™ phonemic awareness and phonics programme creates Neuroplasticity related changes in the brain of the child andhas long term influence on word reading and spelling for children. In fact it will accelerate the word recognition and spelling skills for the child by creating the correct synaptic connections in the left brain and integrate the left and the right hemispheres for the child.

When the child finishes our books you will notice that his/her phonemic awareness,reading, and spelling skills will be explicitly enhanced and the child will be able to manipulate phonemes with letters efficiently.

The child will learn to work with phonemes and graphemes (a letter, or combination of letters that represents a single sound) and the child will learn and master letters and letter

sounds along with blending and segmenting – achieving proficiency in decoding and reading which is the basis of learning to read. With an enhanced understanding of these issues, the child will be able to grasp what the teacher will use in the school as a curriculum and even in a class of 30 odd children, your child will be able to isolate the sounds and have clarity on what is being taught.

The book will touch on blending and it will be detailed in the phonics books to follow with greater clarity and this will be - the process where a child understands and takes all the phonemes - individual sounds of a word - and strings it all together smoothly and seamlessly to form the complete word. For example, if we give the child - the 4 phonemes of /p/, /l/, /a/, and /y/, the child should be able to combine these 4 sounds to say the word "PLAY".

We will teach you several ways in which phonemic awareness can be shown by a child which include,

Phonemic identity - being able to recognize common sounds in different words such as /p/ is the common sound for "pat", "pick", and "play", and this will be evident once all the books are complete.

Phonemic isolation - being able to recognize the individual sounds of words such as /c/ is the beginning sound of "cat" and /t/ is the ending sound of "cat".

Phoneme substitution - being able to change one word to another by substituting one phoneme. For example changing the /t/ in "cat" to /p/ now makes "cap".

Word Segmenting - the parent says the word "lap", and the child says the individual sounds: /l/, /a/, and /p/ will all be covered in the T.R.A.I.N™ programme.

The programme will also help you teach Oral blending – where you as a parent will help your child say the individual sounds such as /r/, /e/, and /d/, and the child forms the word from the sounds to say "red".

By the time all the books are completed you can expect perfect Oral blending, or simple blending where a child learns to take individual letter sounds and blends them together to form the word is crucial.

We must bear in mind the basic fact that children are not born with an automatic ability which allows them to quickly and effortlessly decode written text and read quickly. We have to teach them that phonemes have to blend together to form a word that they can say out aloud - and that they have to make the connections required between the sounds to form the word.

This is the most difficult initial problem that you may face with your child and it takes consistent practice and exposure to blending exercises for any child to understand the concept of blending.

Blending is all about sounding out the phonemes of a word without a pause and smoothly and seamlessly combining the sounds and then stringing together those sounds to say the words and this must be achieved before trying to achieve reading fluency and proficiency.

When we teach and ask you to emphasise a smooth and seamless attempt at blending you will encounter certain letter sounds that cannot be stretched, and trying to stretch them will distort them. These are short sounds are typically made by a quick puff of air coming from the mouth, and if we stretch them they will get distorted. For example – CH, P, D, B as an example - need to be connected smoothly. For example if we take a word PAT then /p/ cannot be stretched as it involves a quick puff of air and a short sound, but /a/ can be stretched.

With the T.R.A.I.N™ programme your child will learn how to convert letters into phonemes (sounds), and then blend (combine) the phonemes to form recognizable words. The method is very systematic and sequential. We are not going to rely on memory to learn new words, but ensure that a child knows how to recognise the graphemes, convert them into phonemes and then from the correct orthographically perfect word.

Never start by teaching the child words by shape memorization, which could quickly lead to confusion and frustration as in learning to read it is the knowledge of how to decode and decipher written text fluently that is crucial.

Learning to read is a sequential and logical process, and we will help you teach it in such a way to build up your child's reading ability from the bottom up - starting with the very building blocks of the English language - the alphabet letters and letter sounds.

As you start this workbook keep in mind that when you teach a new letter to your child, always teach both letter name as well as the letter sound to your child. The names of the letters will help in the process of learning the letter sounds, as that is what will help your child learn to read. In addition to learning the letter name and sound, also have your child trace the shape of the letter while saying its sound. As you start with your child on the alphabet letters, vocalise the sound and ask him/her to repeat it after you.

You are going to face some problems in the the transition when your child moves from from capital to lowercase letters – but it is actually quite easy as the differences between uppercase and lowercase letters are minimal. Of the 26 alphabet letters, only about ten or so may require some extra attention, while the rest of the letters appear almost identical. Some alphabet letters which have ccertain key differences between capital letters and lowercase letters, and it is these letters that will require some extra attention are shown below Aa Bb Dd Ee Gg Hh Ii Ll Nn Qq Rr Tt

The alphabet letters such as C and c, K and k, O and o, V and v, and the rest are quite straight forward when it comes to distinguishing between uppercase and lowercase letters They are Cc Ff Jj Kk Mm Oo Pp Ss Uu Vv Ww Xx Yy Zz One potential for confusion is with the letters B (b), D (d), and in some cases, also with P (p). With upper case representations of "B", "D", and "P", it's fairly easy for a child to distinguish the differences; however, with the lowercase representations, their shapes often lead to confusion in younger children.

If we look at the 3 letters side by side: “bdp” - we can see, in lowercase, "b", "d", and "p" all look very similar with just minor variations in their "shapes". "b" could easily be mistaken for "d" or "p". Probably the most common confusion here is - between "b" and "d". a lot of children can show the "b" and "d" confusion and also the "b" and "p" confusion.

To help sort all this out, we can use a thumbs up with the childs two hands. Tell your child that his left hand is "b", and his right hand is "d". So when the child gets confused with "b" and "d" ask him to make a thumbs up with both hands to remind him which is "b" and which is "d".

The reason is that the left hand with the fingers grasped will look like a 'b' and the right hand like a 'd'. when we make a thumbs up and the four other fingers form a fist that is facing your body it 'looks' like a –/b/ with the left hand and a /d/ with the right hand.The four fingers present a visual representation of the letters – 'b' and 'd'.