How to sing your toddlers, preschoolers, and kindergartners to success
Singing, sounding, saying, and spelling syllables greatly enhance auditory skills such as phonemic awareness and phonemic analysis. Phonemic awareness occurs when children become conscious of the segmented nature of sounds. In simple terms, they become "aware" that spoken words are made up of different sounds. Phonemic analysis is the ability of children to disassemble spoken words into their phonemic sounds consciously.
We recommend teaching one syllable table each month, but please follow your students' varying abilities. Gaining knowledge is not a race: children should learn at their own pace.
Nevertheless, this recommendation would help create an organized scope and sequence.
Here's our R.D.A. (our recommended daily allowance of activities for mastering the syllable tables)
Please read the entire syllable table with them as you listen to the audio recording and point to the syllables in your Elementary Table Syllable Book. Or, watch the video and say each syllable with them.
Sing the entire syllable table with them as you point to the syllables in your Elementary Table Syllable Book.
Try to help your students learn two-syllable sounds (for example, "ba" and "be) by doing the "Spell the Syllables" activity together.
Before you begin the syllable spelling section:
Take out 4 to 6 letter-sound cards and place them on the desk before you so the student has an object of focus.
Choose enough letter-sound cards to give the student options, but make sure the answers (the correct spellings for the sounds on the recording) are also in that set of cards.
Remember, this is auditory training. If you place the letter-sound cards in front of the student, you fix her attention on phonograms she can choose from to spell the sounds she will hear.
The most critical element in this syllable-spelling section is helping students match consonant and vowel sounds to the letters that represent or spell those sounds. Students can answer the consonant and vowel questions after doing several activities. Still, the key is to keep reinforcing letter-sound correspondence, also known as the "alphabetic principle."
We have arranged the recommended activity sections by day. At this pace, you can complete one syllable table per month. However, this is only a recommendation; a day does not have to be 24 hours. A day is a section of time with organized activities. This organizational framework means you do not have to try to finish each "Day" of actions within a day. However, you can also do several days at once, depending on each child's ability and willingness to learn. We cannot stress enough that you must never force this. A child's first encounter with literacy must be exciting and enriching.
The key is listening to your students as you learn with them. They will let you know when enough is enough. Try to have as much fun learning the syllable tables with them as possible. You're building foundations for lifelong learning, and their earliest literacy memories must be filled with joy and excitement.
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