tag:blogger.com,1999:blog-6002857343174543602024-02-07T19:15:00.434-08:00ELCOM-TNsponsorhttp://www.blogger.com/profile/10367014561528597690noreply@blogger.comBlogger50125tag:blogger.com,1999:blog-600285734317454360.post-74785954595598346142016-10-18T09:44:00.000-07:002016-10-18T09:44:17.378-07:00JOLLY PHONICS VOLUME 4 INTRODUCTION OF SOUNDS ai j oa ie ee or<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-41045105046058495422016-10-18T09:33:00.000-07:002016-10-18T09:33:13.432-07:00JOLLY PHONICS VOLUME 3 - INTRODUCTION OF SOUNDS g o u l b<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-64211781250554709362016-10-04T10:50:00.000-07:002016-10-04T10:50:06.087-07:00JOLLY PHONICS SET 2 SOUNDS INTRO VIDEO - VOLUME 2<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-54573780896184627132016-10-04T10:35:00.001-07:002016-10-04T10:35:59.607-07:00JOLLY PHONICS ALL SONGS ( JINGLES ) IN CORRECT ORDER<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-67011231315592677832016-10-04T10:19:00.000-07:002016-10-04T10:19:39.795-07:00JOLLY PHONICS VIDEO RESOURCE - SET 1 SOUNDS INTRO- VOLUME 1 <div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-71203484924071431762016-10-04T09:58:00.000-07:002016-10-04T09:58:28.875-07:00JOLLY PHONICS SOUND CHART <div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-48301488101624205262016-10-04T09:40:00.000-07:002016-10-04T09:40:41.466-07:00OCTOBER MONTH WEEK 1<div dir="ltr" style="text-align: left;" trbidi="on">
OCTOBER MONTH WEEK 1<br />
<br />
JOLLY PHONICS<br />
<br />
SET 1 - s , a , t , i , p , n<br />
<br />
1. INTRODUCTION OF SOUNDS<br />
<br />
2. SONGS FOR THOSE SOUNDS ( JINGLES )<br />
<br />
SET 2 - c k , e , h , r , m , d<br />
<br />
1. INTRODUCTION OF SOUNDS<br />
<br />
2. SONGS FOR THOSE SOUNDS ( JINGLES ).</div>
Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-15934572413025937832016-10-04T09:35:00.001-07:002016-10-04T09:35:44.879-07:00SEQUENTIAL ORDER FOR ELCOM PROJECT<div dir="ltr" style="text-align: left;" trbidi="on">
1. INTRODUCTION OF SOUNDS IN ORDER<br />
<br />
2. SONGS FOR THOSE SOUNDS ( JINGLES )<br />
<br />
3. BLENDING TUTORIAL<br />
<br />
4. SIGHT WORDS ( HIGH FREQUENCY WORDS )<br />
<br />
5. SYLLABIFICATION<br />
<br />
6. SPELLING RULES<br />
<br />
7. JENNIFER ENGLISH COMMUNICATION<br />
<br />
8. ORAL READING FLUENCY<br />
<br />
9.CBSE - NCERT MODULE FOR REFERENCE ( FOR ASSESSMENT )<br />
<br />
10. ABILITY TO READ ANY TEXT AND BASIC COMMUNICATION<br />
<br />
<br /></div>
Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-18476582546322295152016-10-01T09:43:00.000-07:002016-10-01T09:43:10.550-07:00ACTION PLAN FOR PHASE 2 ELCOM SCHOOLS 2016-17( 22 DISTRICTS )<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><u><span style="font-size: 14.0pt; line-height: 115%;">ELCOM PHASE – 2 ( 22 Districts 2016-17)<o:p></o:p></span></u></b></div>
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<b><u><span style="font-size: 14.0pt; line-height: 115%;"> ACTION PLAN</span><o:p></o:p></u></b></div>
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<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->INTRODUCTION OF SOUNDS AND SIGHT WORDS</div>
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<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->VOWEL
PAIRS – SOUNDS INTRODUCTION</div>
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<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->VOWEL
PAIRS – WORDS INTRODUCTION ( BLENDING )</div>
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<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SENTENCES
WITH SIGHT WORDS AND VOWEL PAIRS WORDS </div>
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<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS – SOUNDS INTRODUCTION</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS WORDS INTRODUCTION ( BLENDING )</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->7.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS – SENTENCES WITH SIGHT WORDS AND CONSONANT PAIR WORDS</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->8.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSOLIDATION
OF SOUNDS</div>
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<!--[if !supportLists]-->9.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SYLLABIFICATION </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->10.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]--> SPELLING RULES</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->11.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->COMMUNICATION
– JENNIFER ENGLISH</div>
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<!--[if !supportLists]-->12.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->JENNIFER
– READING FLUENCY DEVELOPMENT</div>
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<!--[if !supportLists]-->13.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->COMMUNICATION
ASSESSMENT GUIDANCE FROM NCERT.</div>
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<div class="MsoListParagraphCxSpMiddle">
<b>SEQUENCE<o:p></o:p></b></div>
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<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]--> INTRODUCTION OF SOUNDS – SEQUENCE WISE – JOLLY
PHONICS</div>
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<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->VOWELS
AND VOWEL COMBINATION</div>
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<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SONGS
– JINGLES OF SOUNDS </div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SIGHT
WORDS</div>
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<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->BLENDING</div>
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<!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SYLLABIFICATION</div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo2; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->7.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SPELLING
RULES</div>
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<!--[if !supportLists]-->8.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->COMMUNICATION - JENNIFER ENGLISH</div>
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<!--[if !supportLists]-->9.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->READING
FLUENCY DEVELOPMENT – JENNIFER ENGLISH</div>
<div class="MsoNormal" style="margin-left: .5in; tab-stops: 46.05pt;">
10.CBSE – NCERT COMMUNICATION MODULE FOR
REFERENCE </div>
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<br /></div>
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<b><span style="background: yellow; font-size: 12.0pt; line-height: 115%; mso-highlight: yellow;">OCTOBER</span></b><b><span style="font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></b></div>
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<b>WEEK 1</b> – *
INTRODUCTION OF SOUNDS - S A T I P N</div>
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* INTRODUCTION OF SOUNDS – C K E H R M D</div>
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<br /></div>
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<b>WEEK 2</b> – *
INTRODUCTION OF SOUNDS – G O U L F B</div>
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* INTRODUCTION OF SOUNDS -ai j oa ie ee or</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 3</b>
– * INTRODUCTION OF SOUNDS - z w
ng v oo</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->INTRODUCTION OF SOUNDS - y xch sh
th</div>
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<b>WEEK 4</b> – *
INTRODUCTION OF SOUNDS – - qu ou oi ue er ar</div>
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* CONSOLIDATION OF ALL SETS OF SOUND</div>
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<b><span style="background: yellow; mso-highlight: yellow;">NOVEMBER MONTH</span><o:p></o:p></b></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 1</b>
- * INTRODUCTION OF SIGHT WORDS </div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 102.0pt; mso-add-space: auto; mso-list: l2 level1 lfo3; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->JENNIFER ENGLISH COMMUNICATION LESSONS 1, 2, 3
& 4</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 2</b> –*
INTRODUCTION OF VOWEL PAIR SOUND oo oa
with WORDS ( BLENDING )</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* INTRODUCTION OF VOWEL PAIR SOUND ee ou AND WORDS ( BLENDING )<b><o:p></o:p></b></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 3 -</b> *
JENNIFER ENGLISH COMMUNICATION LESSONS 5,
6, 7 & 8</div>
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<br /></div>
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* JENNIFER READING FLUENCY DEVELOPMENT LESSONS
1, 2 & 3</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 4 -</b>
** INTRODUCTION OF VOWEL PAIRS SOUNDS
–ie ai AND WORDS(BLENDING )</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* INTRODUCTION OF VOWEL PAIR SOUNDS
ue oi AND WORDS ( BLENDING )</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER READING FLUENCY DEVELOPMENT
LESSONS 4, 5, 6 & 7.</div>
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<b><span style="background: yellow; mso-highlight: yellow;">DECEMBER MONTH</span><o:p></o:p></b></div>
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<b>WEEK 1</b>
- * INTRODUCTION OF CONSONANT PAIRS
SOUNDS –chsh</div>
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</div>
<div class="MsoListParagraphCxSpMiddle">
* INTRODUCTION OF CONSONANT PAIRS SOUND
WORDS (ch sh) BLENDING</div>
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* JENNIFER READING FLUENCY DEVELOPMENT
LESSONS 8 , 9 & 10</div>
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<b>WEEK 2</b> - -*
INTRODUCTION OF CONSONANT PAIRS SOUNDS – th ng</div>
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</div>
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* INTRODUCTION OF CONSONANT PAIRS SOUND WORDS (th ng) BLENDING</div>
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<br /></div>
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* JENNIFER ENGLISH COMMUNICATION
LESSONS 9, 10 , 11 , 12 & 13</div>
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<b><span style="background: yellow; mso-highlight: yellow;">JANUARY MONTH</span><o:p></o:p></b></div>
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<b>WEEK 1</b>
– * INTRODUCTION OF VOWEL CONSONANT
SOUNDS – erar or</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
*INTRODUCTION OF VOWEL CONSONANT SOUND
WORDS (er ar or) BLENDING</div>
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<br /></div>
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*JENNIFER READING FLUENCY
DEVELOPMENT LESSONS 10, 11 & 12</div>
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</div>
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*
JENNIFER COMMUNICATION LESSONS
14, 15, 16 & 17</div>
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</div>
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<b>WEEK 2</b> -
*INTRODUCTION TO SYLLABIFICATION – C L O V E R METHOD ( C – Close
Syllables – CVC Words)</div>
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*C L O V E R METHOD ( ‘’L’ Controlled Words)</div>
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<br /></div>
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* C L O V E R METHOD ( O – Open Syllable Ends
in a Single Vowel – A / PRON)</div>
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</div>
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*JENNIFER ENGLISH READING FLUENCY DEVELOPMENT
LESSONS 13, 14 & 15</div>
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</div>
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<b>WEEK 3</b> - *
C L O V E R METHOD ( V – Vowel Team Syllable)</div>
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<br /></div>
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* C L O V E R METHOD ( E – Silent Syllable
& Magic – E)</div>
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<br /></div>
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* JENNIFER ENGLISH READING FLUENCY
DEVELOPMENT LESSONS 16, 17 & 18</div>
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<br /></div>
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<br /></div>
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<br /></div>
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<b>WEEK 4</b>
– * JENNIFER ENGLISH COMMUNICATION –
LESSON 18 , 19 , 20 & 21</div>
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<b> </b>* C L O V E R METHOD (R – Controlled – or, ir,
er, ur)</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* CONSOLIDATION AND REINFORCEMENT OF C L O V E R METHOD</div>
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<br /></div>
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* JENNIFER READING FLUENCY
DEVELOPMENT LESSONS 19 & 20</div>
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<br /></div>
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<br /></div>
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<br /></div>
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</div>
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<b><span style="background: yellow; mso-highlight: yellow;">FEBRUARY MONTH</span><o:p></o:p></b></div>
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<br /></div>
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<b>WEEK 1</b> – * SPELLING RULES – ( CK – RULES, FLOSSY RULE,
LONG VOWEL SOUNDS)</div>
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<br /></div>
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– * SPELLING RULES – (THE TWO SOUNDS C & G, VOWEL TEAMS, MAGIC – E,
‘TURE’ & ‘TION’ ENDING)</div>
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</div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->JENNIFER COMMUNICATION LESSONS 22, 23 & 24</div>
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</div>
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<b>WEEK 2 </b>- * GENERAL SENTENCES –
READING PRACTICE </div>
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<br /></div>
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*CREATING A DICTIONARY OF FREQUENTLY USED
SENTENCES </div>
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<br /></div>
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* PRACTISING THOSE SENTENCES IN SITUATIONS</div>
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<br /></div>
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<b> <o:p></o:p></b></div>
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<b> </b></div>
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-7962025291652495352016-10-01T09:41:00.001-07:002016-10-01T09:41:20.239-07:00ACTION PLAN FOR PHASE 1 ELCOM SCHOOLS 2015-2016 (10 DISTRICTS)<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="tab-stops: 46.05pt; text-align: center;">
<b><u><span style="font-size: 14.0pt; line-height: 115%;">ELCOM PHASE – I (10 Districts
2015-16)<o:p></o:p></span></u></b></div>
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<b><u><span style="font-size: 14.0pt; line-height: 115%;"> ACTION PLAN</span><o:p></o:p></u></b></div>
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<!--[if !supportLists]-->1.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->INTRODUCTION
OF SOUNDS AND SIGHT WORDS</div>
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<!--[if !supportLists]-->2.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->VOWEL
PAIRS – SOUNDS INTRODUCTION</div>
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<!--[if !supportLists]-->3.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->VOWEL
PAIRS – WORDS INTRODUCTION ( BLENDING )</div>
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<!--[if !supportLists]-->4.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SENTENCES
WITH SIGHT WORDS AND VOWEL PAIRS WORDS </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->5.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS – SOUNDS INTRODUCTION</div>
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<!--[if !supportLists]-->6.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS WORDS INTRODUCTION ( BLENDING )</div>
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<!--[if !supportLists]-->7.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSONANT
PAIRS – SENTENCES WITH SIGHT WORDS AND CONSONANT PAIR WORDS</div>
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<!--[if !supportLists]-->8.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->CONSOLIDATION
OF SOUNDS</div>
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<!--[if !supportLists]-->9.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->SYLLABIFICATION </div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; tab-stops: 46.05pt; text-indent: -.25in;">
<!--[if !supportLists]-->10.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]--> SPELLING RULES</div>
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<!--[if !supportLists]-->11.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->COMMUNICATION
– JENNIFER ENGLISH</div>
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<!--[if !supportLists]-->12.<span style="font-size: 7pt; font-stretch: normal;"> </span><!--[endif]-->JENNIFER
– READING FLUENCY DEVELOPMENT</div>
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<b><span style="background: yellow; font-size: 12.0pt; line-height: 115%; mso-highlight: yellow;">AUGUST</span></b><b><span style="font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></b></div>
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<b>WEEK 1</b> –
CLASS 1 - REINFORCEMENT OF SOUNDS - S A T I P N</div>
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CLASS 2– REINFORCEMENT OF SOUNDS – C K E H
R M D</div>
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<br /></div>
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<b>WEEK 2</b> –
CLASS 1 - REINFORCEMENT OF SOUNDS – G O U L F B</div>
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CLASS 2 – REINFORCEMENT OF
SOUNDS -ai j oaieee or</div>
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<br /></div>
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<b>WEEK 3</b> –
CLASS 1 – REINFORCEMENT OF SOUNDS - z
w ng v oo</div>
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<br /></div>
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CLASS 2 - REINFORCEMENT OF
SOUNDS - y xchsh th</div>
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<br /></div>
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<b>WEEK 4</b> –
REINFORCEMENT OF SOUNDS – CLASS 1 - quou
oi ueerar</div>
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<br /></div>
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CLASS 2 - CONSOLIDATION OF ALL SETS OF SOUNDS</div>
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<b><span style="background: yellow; mso-highlight: yellow;">SEPTEMBER MONTH</span><o:p></o:p></b></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 1</b> - CLASS
1 &2 - REINFORCEMENT OF TWO LETTER
SIGHT WORDS</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 2</b> –
CLASS 1 - INTRODUCTION OF VOWEL PAIR SOUND
oooa with WORDS ( BLENDING )</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
CLASS 2 - INTRODUCTION OF VOWEL PAIR SOUNDeeou
AND WORDS ( BLENDING )</div>
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<br /></div>
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<b><span style="background: yellow; mso-highlight: yellow;">OCTOBER MONTH</span><o:p></o:p></b></div>
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<br /></div>
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<b>WEEK 1</b>
- * JENNIFER ENGLISH COMMUNICATION
- LESSON 1, 2& 3</div>
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<br /></div>
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* JENNIFER ENGLISH COMMUNICATION - LESSON4, 5 & 6</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 2</b> – *
INTRODUCTION OF VOWEL PAIRS SOUNDS –ieaiAND
WORDS(BLENDING )</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* INTRODUCTION OF VOWEL PAIR SOUNDS
ue oi AND
WORDS ( BLENDING )</div>
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<br /></div>
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* JENNIFER READING FLUENCY DEVELOPMENT
LESSONS 1, 2 & 3</div>
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<br /></div>
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<b>WEEK 3</b> – *JENNIFER
ENGLISH COMMUNICATION – LESSON 7, 8 & 9</div>
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<br /></div>
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*JENNIFER ENGLISH COMMUNICATION– LESSON 10, 11 & 12</div>
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<br /></div>
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* JENNIFER READING FLUENCY DEVELOPMENT LESSONS
4, 5 & 6</div>
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<br /></div>
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<b><span style="background: yellow; mso-highlight: yellow;">NOVEMBER MONTH</span><o:p></o:p></b></div>
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<br /></div>
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<b>WEEK 1</b>
– * INTRODUCTION OF CONSONANT PAIRS
SOUNDS –chsh</div>
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</div>
<div class="MsoListParagraphCxSpMiddle">
* INTRODUCTION OF CONSONANT PAIRS SOUND
WORDS (chsh) BLENDING</div>
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<br /></div>
<div class="MsoNormal">
* JENNIFER READING FLUENCY DEVELOPMENT LESSONS
7, 8 & 9</div>
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<br /></div>
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</div>
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<b>WEEK 2</b> -* INTRODUCTION OF CONSONANT PAIRS SOUNDS – th ng</div>
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</div>
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* INTRODUCTION OF CONSONANT PAIRS SOUND WORDS (th ng) BLENDING</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER ENGLISH COMMUNICATION
LESSONS 13, 14 & 15</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 3</b> – *
INTRODUCTION OF VOWEL CONSONANT SOUNDS – erar or</div>
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<br /></div>
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*INTRODUCTION OF VOWEL CONSONANT SOUND
WORDS (erar or) BLENDING</div>
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<br /></div>
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*JENNIFER READING FLUENCY
DEVELOPMENT LESSONS 10, 11 & 12</div>
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<br /></div>
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<b>WEEK 4</b>
– * JENNIFER ENGLISH COMMUNICATION –
LESSON 16, 17 & 18</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 46.05pt; mso-add-space: auto; tab-stops: 46.05pt;">
*INTRODUCTION TO SYLLABIFICATION – C L O V
E R METHOD ( C – Close Syllables – CVC Words)</div>
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<br /></div>
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<b><span style="background: yellow; mso-highlight: yellow;">DECEMBER MONTH</span><o:p></o:p></b></div>
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<div class="MsoListParagraphCxSpMiddle" style="margin-left: 46.05pt; mso-add-space: auto; tab-stops: 46.05pt;">
<b>WEEK 1</b> – *C L O V E R METHOD ( ‘’L’ Controlled
Words)</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* C L O V E R METHOD ( O – Open Syllable
Ends in a Single Vowel – A / PRON)</div>
<div class="MsoListParagraphCxSpMiddle">
</div>
<div class="MsoListParagraphCxSpMiddle">
*JENNIFER ENGLISH READING FLUENCY
DEVELOPMENT LESSONS 13, 14 & 15</div>
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</div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER ENGLISH COMMUNICATION LESSONS
19 & 20</div>
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<br /></div>
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<b><span style="background: yellow; mso-highlight: yellow;">JANUARY MONTH</span><o:p></o:p></b></div>
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<br /></div>
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<b>WEEK 1</b> – *
C L O V E R METHOD ( V – Vowel Team Syllable)</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* C L O V E R METHOD ( E – Silent Syllable
& Magic – E)</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER ENGLISH READING FLUENCY
DEVELOPMENT LESSONS 16, 17 & 18</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 2</b> * C L
O V E R METHOD (R – Controlled – or, ir, er, ur)</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* CONSOLIDATION AND REINFORCEMENT OF C L O V E R METHOD</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER ENGLISH COMMUNICATION
LESSONS 21, 22,23 & 24</div>
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<br /></div>
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<b>WEEK 3</b> – </div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* SPELLING RULES – ( CK – RULES, FLOSSY RULE,
LONG VOWEL SOUNDS)</div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* JENNIFER ENGLISH READING
FLUENCY DEVELOPMENT LESSONS 19 & 20</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 4</b> – *
SPELLING RULES – (THE TWO SOUNDS C & G, VOWEL TEAMS, MAGIC – E, ‘TURE’
& ‘TION’ ENDING)</div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
</div>
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<br /></div>
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<b><span style="background: yellow; mso-highlight: yellow;">FEBRUARY MONTH</span><o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
<b>WEEK 1</b> – *
GENERAL SENTENCES – READING PRACTICE </div>
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<br /></div>
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<a href="https://www.blogger.com/null" name="_GoBack"></a></div>
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<b>WEEK 2</b> – *CREATING
A DICTIONARY OF FREQUENTLY USED SENTENCES </div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<div class="MsoListParagraphCxSpMiddle">
* PRACTISING THOSE SENTENCES IN SITUATIONS</div>
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<br /></div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle">
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<br /></div>
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com2tag:blogger.com,1999:blog-600285734317454360.post-172394943907069232016-01-13T22:29:00.001-08:002016-01-13T22:33:36.428-08:00ACTION PLAN - JANUARY 2016<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje4Kk6f06lA0xfNidfAOkO7oF9M00dG_lt3WR_u5k9cwM0XfDUEtBA-r6CST0hwZs_nlCOSIrNmqEQEiCr3YFphOt5wURIpQNrQVWHLxJ1L6QUkl4bBED4bpJM0KFI1VDSb8QX0SxAk3c/s1600/Untitled.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEje4Kk6f06lA0xfNidfAOkO7oF9M00dG_lt3WR_u5k9cwM0XfDUEtBA-r6CST0hwZs_nlCOSIrNmqEQEiCr3YFphOt5wURIpQNrQVWHLxJ1L6QUkl4bBED4bpJM0KFI1VDSb8QX0SxAk3c/s320/Untitled.jpg" width="320" /></a></div>
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Anonymoushttp://www.blogger.com/profile/16707503231466429867noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-10326117592464102922015-12-10T03:28:00.002-08:002015-12-10T03:28:42.982-08:00ACTION PLAN OF THE MONTH - DECEMBER 2015<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnxVwGzOpaaJ1EAhei4_dWIIe1W8jWe4zrWjPn-kyLONcQw7DstV_YGBgHTS_X8-h7Om5oxUGYy07VeJMkn6LHn7KUujYWwEI25zDuN33wnzBz-HYATFC6rvDzN73hUqxWNw-0UlBzzuc/s1600/20151207035938.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnxVwGzOpaaJ1EAhei4_dWIIe1W8jWe4zrWjPn-kyLONcQw7DstV_YGBgHTS_X8-h7Om5oxUGYy07VeJMkn6LHn7KUujYWwEI25zDuN33wnzBz-HYATFC6rvDzN73hUqxWNw-0UlBzzuc/s320/20151207035938.jpg" width="320" /></a></div>
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Anonymoushttp://www.blogger.com/profile/16707503231466429867noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-73897142181695156912015-10-17T12:04:00.000-07:002015-11-24T05:27:18.393-08:00Rationale of the Project<div dir="ltr" style="text-align: left;" trbidi="on">
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Dear all, </div>
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Happy to share my thoughts on this project with you.</div>
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The English language as we all know is born heterogeneous. The earliest combinations of Angles, Saxon and Celtic gradually expanded with the French, Latin and most other European languages over the centuries. When a word enters the English language, it is accepted with all its baggage – spelling, pronunciation, grammatical class, forms and meaning.<br />
<a name='more'></a> Hence, the plural of foot is feet while that of boot is boots. The former is of German origin, while the latter is of French origin. Nouns and Verbs of German origin change the vowel in the plurals and past tense forms respectively, while those of French origin add , -s and -ed respectively. This explains the discrepancies in the grammatical forms, causing unending confusion in the minds of the users.
Interestingly, this chaotic structure of the language is in complete contrast to the structure of Indian languages which have full inflexions. For instance, in Tamil, the first person singular tense endings are a constant – நான் வருவேன் நீ வருவாய், We will never say – நான் வருவாய். Unlike in English where we say I come, you come, we come, the girls come, they come etc. The change happens only for third person singular nouns or pronouns he/ she/ it. This leads to a number of inconsistencies and we have seen just one.
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Therefore, it is imperative on our part to understand and accept that the problem is not with the learner but with the language.
Let’s look at another problem that is most relevant to us in the current scenario. The phonological structure of Indian languages are scientific and hence logical. The vowels, அ ஆ are back with lips open, இ ஈ are front with lips spread, உ ஊ are back with lips rounded, எ ஏ are central with lips neutral, while ஐ ஒ ஓ ஔ are the diphthongs. Similarly, க் ங் are the back most consonants, beyond which we cannot produce speech sounds in Tamil, ச் ஞ் slightly ahead, ட் ண் centre of the mouth, த் ந் teeth ridge and ப் ம் the foremost consonants produced at the two lips. All these are arranged as oral and nasal pairs. ய் ர் ல் வ் ள்: ழ் ற் ன் are the single or unpaired consonants with a similar back to front positions. Vowels and consonants combine to form syllables ( உயிர்மெய்) and each syllable has a separate symbol. Besides, the phonological structure is highly logical with perfect spelling- pronunciation coordination. Thus the structure is absolutely clear. This is true of all Indian languages. Such languages are termed syllabic languages. When children learn such a highly logical language, the language acquisition device, that is innate in every one of us, is activated to internalise the logic of the language. </div>
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On the other hand, English letters - abcd…z have no logic at all, though they do make immense sense in the parent Latin from which these letters are borrowed. As stated earlier, the English language has borrowed the letters of the Latin alphabet with their pronunciation. But English is of Germanic origin with sounds from German the Scandinavian and Dutch languages. Accordingly, there are several sounds that do not have a symbol representation, ensuing in complete estrangement of spelling and pronunciation. Consequently, a single letter can have multiple sounds, as in chart, case, can, accord, (the letter a) while a single sound can have multiple spelling representations as in passion, appreciate, nation, sure, schedule, shell (the sound ‘sh’). This means, the learners will find it very difficult to internalise a logic that will be uniformly applicable in the language.
We are hence, caught in a situation to bridge this gap between their mother tongue (highly logical) and English (anything but logical). Striking a middle ground is both inevitable and indispensable. </div>
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It is in this context that the phonic methods come in handy. Phonology is the study of sounds, phonemics or phonetics is the study of sounds in a particular language and Phonics is the narrowing of gap between letters and pronunciation. The 7 letter- sound groups with 42 letters in all, Jolly Phonics does not correspond to the traditional alphabet sequence– abcd…z but presents a sequence following a different logical order. It begins with the natural sounds that we hear around us in the animal world, moves to sounds made by humans and then sounds unique to English.
It is a fun and child centred approach that integrates language learning with physical actions. This multi-sensory method synergises both hemispheres of the brain. Language logic is essentially a right brain activity while physical movement is a left brain activity. That is, the respective hemispheres of the brain control these activities. Thus by producing sound- sound combination – words , the right brain is activated and by integrating hand signs, the left brain is simultaneously activated. This is called whole brain learning that enables learners to synergise both halves of the brain for holistic learning.
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The letter sounds are split into seven groups as shown below.
The five skills taught in Jolly Phonics
1.Learning the letter sounds </div>
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2.Learning letter formation </div>
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3.Blending ( to blend the sounds together ). </div>
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4.Identifying the sounds in words (Segmenting) </div>
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5.Tricky words that have irregular spellings </div>
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Therefore the first thumb rule is to adhere to the sounds and letters and given in the schedule along with the jingles and NOT deviate even a single step, as this methodology brings the learner closest to anything logical in English. If the sequence is disturbed by introducing something new, the learner’s acquisition competence gets weakened. </div>
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The second rule is that learners have to be given their time to learn. Teachers may take care that they do not hurry with the learning content simply to keep up with the schedule. Each learner varies in the pace of their learning and so must be given their time and space to do so with ease.
I do sincerely hope that the above stated reasons for difficulty in learning English, the problems with the language and the rationale behind this methodology are amply clear. I would be happy to clear any doubts should you need them.</div>
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I wish you all a thoroughly enjoyable teaching – learning experience.</div>
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Together we can make a difference to the new generation of learners. </div>
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Thank you and best wishes to all! </div>
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Dr Sumathi Shivakumar (Chairperson, ELCOM) </div>
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Asst. Professor of English, A.M.Jain College, Chennai</div>
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Sumathi Shivakumarhttp://www.blogger.com/profile/03595123017395379593noreply@blogger.com9tag:blogger.com,1999:blog-600285734317454360.post-14908791022697887962015-10-13T00:16:00.001-07:002015-10-13T20:52:15.441-07:00Sequence order : 4 Blending Tutorial for the sounds s,a,t,i,p,n<div dir="ltr" style="text-align: left;" trbidi="on">
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyUmHodHmWbAhCKS-ODTivMKwrl5orDlunCc5ims3souySIEpXNvSEcFmd7Zct-xxf70jdgwkPczJTAFP4P0Q' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-36603906876935311012015-10-12T23:10:00.001-07:002015-10-12T23:10:42.064-07:00Sequence Order : 3 - Letters , Sounds with Signs (teach only s,a,t,i,p,n)<div dir="ltr" style="text-align: left;" trbidi="on">
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzlhKvdj6hVrDj2PZQrTrp_K198sTCwbpdEs1WX3T_lS_y7n7YFcVEvCt1Vq9x6Shx4ucCaf8Hh_bnZkjJTig' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div>
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Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-69272280043045699892015-10-12T22:30:00.001-07:002015-10-12T22:30:04.052-07:00Sequence order : 2 - Jingles of the sounds s,a,t,i,p,n(without animation) <div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://elcomtn.blogspot.in/2015/10/blog-post_48.html">Sequence Order : 2 - Jingles</a></div>
Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-77259578964703214132015-10-12T22:04:00.001-07:002015-10-12T22:31:20.831-07:00Sequence Order : 1 Sequence of sources to be used - Source No:1 Jingles of s,a,t,i,p,n<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://elcomtn.blogspot.in/2015/10/blog-post_48.html">http://elcomtn.blogspot.in/2015/10/blog-post_48.html</a></div>
Anonymoushttp://www.blogger.com/profile/00023507806045101771noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-68994166703319778052015-10-12T03:46:00.000-07:002015-10-12T03:46:35.928-07:00Idioms - Miss. Vinuja Vellore <div dir="ltr" style="text-align: left;" trbidi="on">
Idioms:<br />
1. Think on ur feet - adusting quickly to changes and making fast decisions.<br />
Ex. A good salesman must be able to think on his feet to close the deal.<br />
<a name='more'></a><br />
2. Waiting in the wings - waiting for an opportunity to take action mostly to replace someone else in their job.<br />
Ex. A senior manager is going to retire in next two months. Two of his juniors who are waiting in the wings will have a fierce competition.<br />
[10/4/2015, 08:31] +91 94432 11985: ONE WORD SUBSTITUTION [3]<br />
<br />
Find out the answers to the following questions. You can type out your answers and post here. The key will be posted at 1 p.m. today.<br />
Group members requested not to refer any reference books to arrive at the answers. This is to assess the strength of our present vocabulary. Also, group members are requested to type out their answers in a single WhatsApp window: Thank you. And, Good luck!<br />
<br />
11. A person who is free from national prejudices and feels at home in any country of the<br />
<br />
World<br />
<br />
[a] orthodox <br />
<br />
[b] conservative<br />
<br />
[c] crusader <br />
<br />
[d] cosmopolitan<br />
<br />
<br />
<br />
12. Speech delivered without previous thought or preparation<br />
[a] oration <br />
<br />
[b] jargon<br />
<br />
[c] extempore <br />
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[d] harangue<br />
<br />
<br />
<br />
13. Irrelevant talk about God and sacred things<br />
[a] sacrilege <br />
<br />
[b] blasphemy<br />
<br />
[c] profanity <br />
<br />
[d] oblation<br />
<br />
<br />
<br />
14. Group of lions<br />
[a] shoal <br />
<br />
[b] pride<br />
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[c] flock <br />
<br />
[d] pack<br />
<br />
<br />
<br />
15. An exceptionally brilliant or successful young person<br />
[a] genius <br />
<br />
[b] maestro<br />
<br />
[c] intellect <br />
<br />
[d] whiz-kid<br />
<br />
<br />
<br />
16. Ruler who has absolute authority to run the government<br />
[a] monarch <br />
<br />
[b] dictator<br />
<br />
[c] Thereat <br />
<br />
[d] bureaucrat<br />
<br />
<br />
<br />
17. Agreement during a war or battle to stop fighting for a time<br />
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[a] alliance <br />
<br />
[b] treaty<br />
<br />
[c] treaty <br />
<br />
[d] armistice<br />
<br />
<br />
<br />
18. A person who eats human flesh<br />
<br />
[a] cannibal <br />
<br />
[b] obese<br />
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[c] dossier <br />
<br />
[d] laggard<br />
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<br />
<br />
19. An illusion or hope that cannot be realized<br />
<br />
[a] mirage <br />
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[b] fantasy<br />
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[c] misconception <br />
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[d] perception<br />
<br />
<br />
<br />
20. Something outdated or no longer in use or fashion<br />
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[a] absolute <br />
<br />
[b] obsolete<br />
<br />
[c] retarded <br />
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[d] regale<br />
<br />
<br />
<br />
21. Complete failure to reach an agreement to settle a quarrel or grievance<br />
<br />
[a] mishap <br />
<br />
[b] wreck<br />
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[c] omission <br />
<br />
[d] deadlock<br />
<br />
<br />
<br />
22. Person who eats too much<br />
<br />
[a] famished <br />
<br />
[b] glutton<br />
<br />
[c] hungry <br />
<br />
[d] starved </div>
sponsorhttp://www.blogger.com/profile/10367014561528597690noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-39231745018652868382015-10-12T03:17:00.000-07:002015-10-12T03:17:28.534-07:00JINGLES (for the sounds s,a,t,i,p,n ) SUNG BY THE TEACHERS WITH THE STUDENTS<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/16707503231466429867noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-52450005438345070752015-10-12T01:50:00.000-07:002015-10-12T01:50:02.985-07:00Re-orientation program for the Model School Teachers on the State Project - ELCOM,ARIAL MATHS,STEM SCIENCE at Salem<div dir="ltr" style="text-align: left;" trbidi="on">
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Anonymoushttp://www.blogger.com/profile/16707503231466429867noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-43150977799056904302015-10-11T22:50:00.001-07:002015-10-12T03:45:46.611-07:00BLENDING OF SOUNDS - BI-LINGUAL APPROACH, R.VIJAY, KARUR<div dir="ltr" style="text-align: left;" trbidi="on">
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K S Shrirajeshhttp://www.blogger.com/profile/11395515855154120269noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-18751012219180796672015-10-11T11:23:00.001-07:002015-10-11T11:24:13.151-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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LEARNING LADDER</div>
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RANGANATHANRMSAhttp://www.blogger.com/profile/01419520642936212934noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-68248479491661387132015-10-11T11:10:00.002-07:002015-10-12T03:44:01.386-07:00Educational Methodologies (Presentation by Subash)<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Educational Methodologies (Presentation by
Subash)</span></b><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">We use the Glenn Doman method with pre-school children to teach
languages.</span><br />
<a name='more'></a><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> When we work with children who have dropped out we use the Thematic
project methods to increase their awareness and general/subject knowledge. We
use the education by design method to help their overall personalities, the
audio tape method for learning English. For children who have older than 16
years who want to improve English we use the basic sentence structure methods.
We use an English kit we got from Central Institute of English as Foreign
language which is a set of 400 word course for learning English supplemented by
cards. We use the Rishi valley method with children to help them with self
directed learning. Even above all of this we use spiritual methods. </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Aruna of Anugriha has already covered the Glenn
Doman method in detail. Everyone is familiar with the Rishi valley methods
which are used extensively by the Nali Kali programs. I will concentrate on
three methods which have not been covered today by other groups – Audio tape
method, Education by design method (which is another variation of the Thematic
project method) and the Spiritual methods.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Our feeling in Auroville is that school is not the only place for
learning. Learning takes place throughout one’s life. We use learning aids to
help bring out the child’s learning. Whatever we come across in terms of
learning aids – we adapt for our needs. For example – our use of Glenn Doman’s
method may be slightly different from Aruna’s use of it at Anugriha. Also the
Nali Kali methods we use differently. They do not introduce English till the 5<sup>th</sup></span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">standard. We start this in the 1<sup>st</sup></span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">standard itself and to help with this we also
use phonic sounds to help the students learn English. Our teachers are trained
on an on-going basis. Because of this our teachers are well versed with
adapting/creating learning aids based on the needs of the children. This
is important since the teacher should be able to adapt/be flexible. For example
the Rishi valley method is very flexible and it should be easy for the teacher
to adapt this. It is not hard to train teachers to do this. With modern tools
including the computer, print outs, Corel Draw etc available we should make it
easy to help teachers create their own aids.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Audio tape method is a bi-lingual method which uses the mother
tongue and English for learning English. We chose funny stories with a twist at
the end with say 30 sentences. Whenever possible we try to choose 7 word
sentences. We put this in a tape with English first and then Tamil. At the later
stages for 15 sentences or so it is read completely in English. We also give a
handout with the written version so the child can see what he reads </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">correspondingly. This is especially important
for rural children who do not have many opportunities for English reading and
listening, especially to be able to relate English seeing/reading with what
they listen to. This audio-tape method serves this purpose very well. We have
prepared 12 stories for senior children and 6 stories for junior ones. After 12
stories the impact of learning through this method is fairly marked and not
common in rural areas. The children learn to speak very spontaneously. I will
now let</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Lourdes</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">who was part of making this describe how we came
up with this method.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">[</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Lourdes</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">then described how this method was first
implemented.]<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Five years ago a man called Richard from</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Greece</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">visited our schools and stayed with us for a week. I was then
working with small children (third level students). He said he can help teach
English. He described the audio tape method and we then recorded stories with
him speaking with English and I speaking in Tamil. </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">We initially did this paragraph by paragraph.
The faster learners picked this up somewhat. After he left we extended this
work and improvised it to make it line by line learning. We added games and
more stories.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">We were later contacted by another group and also from the
government side to see if this can be implemented in other schools. Teachers
came to our school and we recorded games and other activities using this
method. We then visited them and ensured that the method was learnt well. We
divided the teachers into 8 groups and taught the group leaders who in turn
trained others. The audio tape method also really works well for children who
can read and write English but not speak it. There were 45 students in the
class room and they were divided into 8 groups. All the children learnt all the
words, learnt verbs and even grammar. The children could relate the stories in
both English and Tamil. We have gone to schools, taken stories from their text
books and then trained the teachers. The children then learn from the tapes.
The children are taught responsibility of how to handle the tapes carefully.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">The next method I would like to touch upon is education by design
method. This method has great potential. It can be applied in infinite number
of ways. Students do not learn subjects as separate units. They learn in an
integrated manner. They are given challenges or problems and find answers for
these. This morning some groups described how social issues are integrated into
their learning kits. These type of social issues can be easily explored using
education by design method by posing them as problems. The children come up
with suggestions/solutions. The children are not given answers but the process
of learning helps explore different aspects. The teacher only comes up with
solutions at the end. A constant discussion and frequent interaction with the
teacher/children is possible.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">An example – a challenge was given to the children like this. “I
like Auroville products a lot. Can you help me know what products are available
and how I can get these. I have never visited Auroville so I would like to
visit and buy these.” The teacher before posing the project determines what
skills they should learn through this. The child learns math skills, what is
available in Auroville, learns maps and also communication skills. Our school
is in the industrial belt of Auroville. There are over 30 units making
different things.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">The children worked out a plan, divided themselves into groups,
learnt about different units of product making by actually finding and visiting
these product units. They learnt how the products are made, how much the cost
price is, how they are sold etc. They then came up with a list after making a
map of what products are made where. They made some products themselves. They
made a skit about this. They then added information about Auroville and the
geography/map of this. All this was completed in 12 days. All of the initial
work was done in Tamil. At the end the challenge was posed to do this in
English as well. The children then came up with a timeline and have now
extended this project into an English one. A ten page script was prepared and
the children are now learning this using the audio-tape method. These children
are first generation learners and the learning has now become a game/group
activity that is very effective.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">A second problem posed was like this – an information exchange
program where information on Germany/India was posed. The children had to
compare the similarities and contrasts on German and Indian geography, culture,
food habits etc. The children created a display/exhibition on this. In the end
the children created their own skit comparing the way in which marriages take
place in</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Germany</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">and</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">India. The whole project was a lively one and the children were
more and more curious at the end of it. When a child learns in this way it
really makes the process joyous. They are more and more interested in exploring
more about</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Germany</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">and continue to do this. It also develops
different aspects of their personality. This education for design method has
tremendous potential and can be adapted to the Indian context – it can bring
out the child’s inner personality very well.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Lastly, I would like to touch the spiritual methods which no one
else has touched upon before. I myself am hesitant to describe this because
this may be looked at as practicing a religious method. I’d like to talk about
the use of spiritual methods for the learning of the children. Typically such
methods have been traditionally used to attain the divine. They could include
meditation, consecration, prayer, some ceremonies, practice of yoga-asanas,
pranayama. They make the mind silent and help identify with the divine. Divine
is independent of religion. What we mean by spiritual methods is not these
things – it may eventually lead to these things. The methods we are using in
our schools are intended to put the student in touch with the creative force
that is operating all over the world. This creative force is in everyone in
some way or the other. This creative force is what has created everything. If
the person can be put in touch with the creative force – the person can be
aware of the force helping them. We believe that once the student gets in touch
with this force and learns about how the creative force can help everything he
can learn that the force is supporting him. Ultimately he learns that the force
is really doing everything for you. When students put their activity in touch
with the divine source he sees life supporting him. It helps get past mental
barriers. We call this the yogic technique of consecration. When a child starts
a new lesson he offers this activity to the creative divine force. We find that
his use of the activity becomes clearer. Life supports his decision in an
unexpected way. We haven’t really started using this technique with all
students. Some of our teachers have been practicing this for their own purpose.
The teachers have done this in their desire for self improvement in academic
matters and personal life. In the course of 8 months we found a lot of
improvement in their togetherness. We have found that their harmonies have
increased. </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">They have all experienced
that their goals are getting achieved as well by following this in a focused
manner. In the month of February we will be starting these with some of the
students as well.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> <b>Q&A</b><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">[Ques]In the teaching English using audio-tape method – is the
teacher required? The biggest problem I have seen in many Asha schools with
respect to English is that the teachers themselves do not know English.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">[Ans]
The teacher is needed, tapes are needed. There are many many problems with
teaching English. English is a second language, they do not listen to it often
in a coherent manner. Most rural children find it difficult to read English on
their own. No one is taught phonics in the proper way. This process makes it
easier for both the teachers and the children.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> [Ques] </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">This can be used for any
two languages right?<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;">[Ans] Yes, it should be possible. We haven’t however experimented
with this for teaching other languages.<o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> <b>Contact
Information</b><o:p></o:p></span></div>
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<span lang="FR" style="font-family: Arial, sans-serif; font-size: 13.5pt;">Steve, Subash, Lourdes<br />
Auroville Educational Resource Center<br />
SAIIER, Auroville 605 101<br />
Tel:</span><span lang="FR" style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span lang="FR" style="font-family: Arial, sans-serif; font-size: 13.5pt;">91-413-623350 (subash), 91-413-623350
(Lourdes)<br />
</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;">Email:</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"><a href="mailto:nceert@auroville.org.in"><span style="color: blue; mso-bidi-font-size: 11.0pt;">nceert@auroville.org.in</span><span style="color: blue;"><br />
</span></a><a href="mailto:isaiambalamschool@auroville.org.in"><span style="color: blue; mso-bidi-font-size: 11.0pt;">isaiambalamschool@auroville.org.in</span><span style="color: blue;"><br />
</span></a>Website:</span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"> </span><span style="font-family: Arial, sans-serif; font-size: 13.5pt;"><a href="http://www.auroville.org/"><span style="color: blue; mso-bidi-font-size: 11.0pt;">http://www.auroville.org</span></a><o:p></o:p></span></div>
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RANGANATHANRMSAhttp://www.blogger.com/profile/01419520642936212934noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-75646769040105508882015-10-11T11:06:00.002-07:002015-10-12T03:43:48.218-07:00Sue Lloyd's Steps for Teaching Reading and Writing with Jolly Phonics Reading Writing<div dir="ltr" style="text-align: left;" trbidi="on">
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<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Sue
Lloyd's Steps for Teaching Reading and Writing with Jolly Phonics Reading
Writing</span></b><br />
<a name='more'></a><b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;"><o:p></o:p></span></b></div>
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<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
1<o:p></o:p></span></b></div>
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<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach letter sounds from
Groups 1 – 3<o:p></o:p></span></div>
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<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Blend regular words that
use the letter sounds e.g. in, hot, bus etc.<o:p></o:p></span></div>
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<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach letter sounds from
Groups 1 – 3 and how to write them<o:p></o:p></span></div>
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<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Develop the ability to
hear the sounds in words – holding up a finger<o:p></o:p></span></div>
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<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">for each sound<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
2<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">Blend regular words that:-<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- start with a consonant
blend e.g. stop, clap, drip etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- have two letters making
the same sound e.g. hill, rabbit, duck etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- are long e.g. sunset,
handbag, milkman etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Make words with magnetic
plastic letters – the children identify the<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">sounds and choose the
letters<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Dictate simple words –
the children write on whiteboards or paper<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Develop the ability to
hear the sounds in consonant blends<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
3<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach letter sounds from
Groups 4 – 7<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach blending of
regular words with digraphs e.g. rain, tree, pie,<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">boat, fork etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Develop the
understanding that the digraphs <oo> and <th> have 2<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">sounds e.g. foot/moon,
this/thin<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach letter sounds from
groups 4 – 7 and how to write them<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Demonstrate the joining
of digraphs (if school has a policy of early<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">joined writing)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Dictate regular words
that contain the new letter sounds e.g. train, jet,<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">boil, queen etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
4<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach tricky words 1 –
10 by blending them and learning the correct<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">pronunciation e.g. the,
he, was, to etc.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Practise the tricky
words until they can be read automatically<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Introduce capital
letters and their sounds<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Introduce letter names<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach spelling of tricky
words 1 – 10<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Check accuracy of
spelling by dictating tricky words – children to write<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">words or make them with
plastic letters<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
5<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Introduce Red Level
Readers. Only the children who know the first 10<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">tricky words, and can blend
regular words that use the 42 letter<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">sounds, should be expected
to read these books by themselves<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Understand the
importance of initially using decodable books<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Dictate sentences that
have tricky words 1 – 10 and regular words that<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">use the letter sounds that
have been taught so far e.g. I sleep in a big<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">bed.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Encourage independent
writing<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
6<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach the sounds of the
letter <y> when it is being a vowel e.g. my,<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">funny, system<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach tricky words 11 –
20<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Now the Yellow Level
Jolly Readers can follow on from the Red Level<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">Readers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach the spelling of
tricky words 11 – 20<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Dictate sentences that
use the tricky words, as well as regular words<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">containing letter sounds
that have already been taught<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Continue encouraging
independent writing<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; mso-bidi-font-family: Arial-BoldMT;">Step
7<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach the alternative
magic ‘e’ long vowels and blend regular words<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">that contain these vowels
e.g. ape, these, fine, home, tube<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach tricky words 21 –
40<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Now the Green Level
Readers can follow on from the Yellow<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">Level Readers<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach the alternative
magic ‘e’ long vowels and dictate regular words<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">and/or sentences that
contain these vowels e.g. lane, theme, ride,<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">hope, cube<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Teach the spelling of
tricky words 21 – 40<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- Continue with
independent writing<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; font-size: 8.0pt; mso-bidi-font-family: Arial-BoldMT;">Further<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<b><span style="font-family: "Arial-BoldMT","sans-serif"; font-size: 8.0pt; mso-bidi-font-family: Arial-BoldMT;">Phonics<o:p></o:p></span></b></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- alternatives /ea/,
/igh/, /ow/ (snow), /ew/, /ir/, /ur/, /au/, /aw/, /al/, /oy/, /ow/ (cow) Now
Blue Level Readers can be introduced.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- nk is a blend but easier
if children learn it as if it is a digraph; - wh is another way of writing /w/
(with some dialects it has its own sound)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">- ph has a /f/ sound; -
ue, ew, and u-e can also be pronounced as an /oo/ sound<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">Letter-Sound Groups 1 –
3:- s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b<o:p></o:p></span></div>
<br />
<div class="MsoNormal">
<span style="font-family: "ArialMT","sans-serif"; mso-bidi-font-family: ArialMT;">Letter-Sound Groups 4 – 7:- ai, j, oa, ie, ee, or, z, w, ng, v, oo, y,
x, ch, sh, th, qu, ou, oi, ue, er, ar</span></div>
</div>
RANGANATHANRMSAhttp://www.blogger.com/profile/01419520642936212934noreply@blogger.com0tag:blogger.com,1999:blog-600285734317454360.post-21224559694117205832015-10-11T11:03:00.001-07:002015-10-11T11:03:37.830-07:00<div dir="ltr" style="text-align: left;" trbidi="on">
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<br />
<div>
the path of learning as defined in uk jolly phonics</div>
</div>
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