5.3 Multisensory teaching practice – Segmentation

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来自 University of London 的课程

帮助读写有障碍的孩子

472 个评分

University of London

帮助读写有障碍的孩子

472 个评分

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes

从本节课中

Practical teaching approaches Part 2

Multisensory teaching in practice illustrated; comprehension, composition

5.1 Multisensory teaching practice – Auditory, visual and oral-kinaesthetic discovery9:34

5.2 Multisensory teaching practice – Manual–kinaesthetic discovery3:29

5.3 Multisensory teaching practice – Segmentation9:20

5.4 Multisensory teaching practice – The Alphabet12:20

5.5 Multisensory teaching practice – 'Blap'14:02

5.6 Multisensory teaching practice - Revision of reading cards5:35

5.7 Teaching phonological awareness and the alphabetic principle – Part 19:54

5.8 Teaching phonological awareness and the alphabetic principle – Part 28:26

5.9 Teaching phonological awareness and the alphabetic principle - Part 312:50

5.10 Multisensory techniques for reading and spelling – Part 19:26

5.11 Multisensory techniques for reading and spelling – Part 214:55

5.12 Comprehension - Part 113:00

5.13 Comprehension - Part 213:22

5.14 Composition12:29

与讲师见面

Dr Jenny Thomson
Dr Vincent Goetry

So I went to the zoo and I saw a lot of animals

with very strange and long names.

And sometimes when you have long names which are difficult to say,

which are difficult to read, one trick is to divide,

is to cut the name into smaller chunks, into smaller parts.

We call them the syllables, and

we are going to be helped to do that with our counter.

So I'm going to give you counters.

And as you see, it doesn't matter exactly what you take.

You can take whatever you want as long as you can count with those.

Oops, let's use these for you, too.

Let's use this for you, this for you.

As you can see,

it doesn't really matter what we use as long as we can manipulate and count.

And let's use these.

Would you two.

Now this is a lot of, Things.

So, Do you know what a syllable is?

What is a syllable?

Do you know?

Okay, tell me.

>> It's one part of the word that you split them in half.

>> Yes, it's a part of a word and you can split a word into syllables.

Now, if you are not sure about syllables, I'm going to give you a few tricks.

Let's take the first word of your page, we can use, for example,

the counters and the first word is?

>> Alligator.

>> Alligator, so, how many little

counters do we have to take?

Alligator.

So that's how many?

>> Four. >> That's four.

So let's take four counters, whatever, they can have different shapes,

they can have different colors.

Yes you can.

>> [SOUND] >> Let's take.

Take four, take four in front of you, or four of these, whatever you prefer.

>> One two three four.

>> Yes you can mix them both, why not, and

so we put them in front of us, >> And we are going to,

I'm going to do the same with these.

And we are going to count the number of

syllabus in alligators with the counters

by pointing Each of our counters, okay?

As we say the syllables of the words.

Let's go all together.

Everybody has four counters?

Lets go.

All, i, ga, tor.

Now let's try with the second word, does it have also more chance or less?

>> More. >> More, what word is that do you think?

>> Rhinoceros.

>> Rhi, no, cer, os.

So how many chance, how many little.

>> Four.

So we take again four counters.

You can keep the one you had.

You can keep the one you had.

And we are going to count

again, one, two,

three, and four.

And let's put them in a row.

As in the word.

Let's put them in a row.

Let's put them in a row.

Very good.

So let's count again.

And say the word slowly and touching each counter as we say the words.

One, two, three.

>> Rhi, no, cer, os.

Very good, now, there is another trick if you don't have counters,

you put your hand right under your chin.

Do like me, just so that your hand doesn't touch your chin, okay?

Just underneath your chin.

And we are going to go back to alligator, and

we are going to count how many times our jaw is touching our hand, okay?

And we are going to do it, put your hands like me.

Put your hands right under your chin so that it doesn't touch it but

it's very close.

And we are going to articulate very, very,

to make very big moment with the mouth, okay?

Le, ga, tor.

Can you tell me how many times your jaw touched your hand.

Tell me.

>> Four. >> Four times.

So that's another trick, you can use the counters.

You can put your hands under the chin, you don't even need counters in this.

Or we can use another trick, which is clapping in your hands.

Okay? Let's do it all together, with alligator.

A, li, ga, tor.

Now, children, may I ask you to take a pencil?

So, thank you.

And so we are going to split the word on the sheet of paper into syllables.

So for the first word remember we have let's a put a line after the.

Lee, let's put a line after the e.

Gay, let's put a line after the a.

And then tor, we don't need the line because it's at the end of the word.

Let's do it with the second word.

What is the first syllable?

Tell me.

>> Rhi. >> Rhi.

So we put a line after the i.

And then.

>> No.

>> No, after the O?

>> C. >> C, after the E?> Ros.

And then Ros.

And let's do the third one as well.

What is the word?

Chimpanzee. >> Chimpanzee.

So here, watch out, chim, pan, zee.

Let's put the hand under our chin again and

see how many times our jaw touches our hand.

Chim, pan, zee.

That's three times, okay?

Chimp, you put a line after the m.

Put a line on your sheet after the CHIM, PAN-

>> PAN.

>> ZEE.

Now, if you are stuck with a words, a long word and you cannot read it,

what you can always do is use your thumbs.

With your thumbs you can hide the end of the word if you are a little bit stuck.

And because you have split the word into syllables.

You can use a window, what do you see here on the first word.

Sorry you don't see.

>> And then >> Lee.

>> Lee and then.

>> Gay. >> Gay

>> Tor.

>> Tor and if we put all together,

these four things, it is? >> Alligator.

>> Alligator.

Let's try with this, with the second one.

So you have put a line after the i's, so?

>> Rhi? >> Rhi.

>> No.

>> No.

>> Ce.

>> Ce.

>> Ros.

>> Ros.

And all together.

Let's put them all together.

>> Rhinoceros.

>> Rhinoceros.

So you see that's a trick.

So these are three tricks that we can use to

segment to cut longer words into smaller chunks.

Thank you very much for your collaboration.

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