Use a sound Wall

Phonemic and phonological methods in teaching Phonological awareness is the first step in learning how to read and spell. Phonological awareness refers to the ability to hear and manipulate sounds (can be syllables, onset, rime, or phonemes), while phonemic awareness refers to the ability to recognize and manipulate the individual sounds (phonemes) that make up words.
So for example, whether a student can identify the beginning sound in a word, if a set of words rhymes, or break a word into syllables is highly dependent on their phonological awareness skills.
Most individuals naturally acquire phonological and phonemic awareness through exposure to print, games, songs, and interactions with others. But for students with language disabilities like dyslexia, they need explicit instruction in phonological and phonemic awareness.
Phonological and phonemic awareness activities are tasks where students must listen to and manipulate sounds. For younger learners who are not yet reading, these are performed completely orally without looking at any letters. For older students, you can do this orally and using letters, as they need to practice both ways.
The only difference between phonological and phonemic awareness activities is that phonological activities focus on hearing and manipulating syllables, onset, rime, and phonemes. In phonemic awareness activities, you simply work with phonemes. So phonological awareness tasks come before phonemic awareness tasks.
Use A Sound Wall

If you have a word wall up, I strongly suggest you switch to a sound wall. Sound walls have lots of reading research to back them up for improving reading and spelling skills, and they make a lot more sense than word walls. They build on phonemic awareness because they focus on the phonemes. You cannot teach blending, segmenting, or other phonemic awareness skills without the foundational understanding of phonemes.

Rhyming words

So many of my students struggle with rhyming words because they focus on one letter in any part of the word and struggle to focus on the ending. I usually start to teach orally by segmenting 2 rhyming words and focusing on the rhyming pattern. I ask for more words that rhyme and we make a list.

Then we move on to visually finding rhyming patterns, using a highlighter to box in the rhyming pattern in two words. After the student has mastered this, then I give 1 word and ask for a rhyming word

There are two main ways that we tend to teach grammar: deductively and inductively. Both deductive and inductive teaching have their pros and cons and which approach we use when can depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.

The Grammar Translation Method
The grammar translation method has old history and also it known as Classical or Prussian Method. İn our today, this method uses for the goal of helping students to read and appreciate foreign language literature. İn addition to, students comprehend better his/her own grammar rules of mother tongue with the target language’s grammar works and activities and thanks to this comparison and occurring proximity, students perceive language’s structure and differences.
The main principle of this method is to understand written literature in target language. Literary language is superior than spoken language. Namely, writing and reading more important than speaking and listening and also pronunciation. Morever, culture…show more content…
Namely, oral based approach. İt known as Michian, Army and New Key Method. Repetition or oral skills are important and also positive reinforcement hepls the students. Teacher speaks just in target language and also uses images and jest-mimics. İn addition to, teacher uses single-slot and multiple-slot technics. Therefore, students see techers as a model.
The Audiolingual Approach to language teaching has a lot of similarities with the Direct Method. Both were considered as a reaction against the shortcomings of the Grammar Translation method, both reject the use of the mother tongue and both stress that speaking and listening competences preceded reading and writing competences. But there are also some differences. The direct method highlighted the teaching of vocabulary while the audiolingual approach focus on grammar drills.
This method incloudes some technics like the other methods to such as; dialog memorization, backward build-up or expansion drill, repetition drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, transformation drill, question and answer drill, use of minimal pairs, complete the dialog and grammar…show more content…
Caleb Gattegno, founder of the silent way, and he devotes his thinking to the importance of problem solving approach education. Depend on, the fundamental principle of this method is, teaching should be subordinated to learning. Namely, learning is faciliated if the learner discover or creates and also learning is faciliated by accompanying physical objects and finally learning is facilited by solving involving the material to be learned.