44 Phonemes — Transcript

Full transcript

1. 0:04Hi, I’m Yvette, a facilitator at the Rollins Center for Language
2. 0:08and Literacy.
3. 0:10You probably already know the English language has very
4. 0:13distinct sounds – or phonemes - that we combine in different
5. 0:17ways to make words.
6. 0:19In this video, we are going to demonstrate
7. 0:21how to pronounce each of the individual phonemes.
8. 0:24Often, we accidentally add an extra uh,
9. 0:28or /schwa/ sound to the end of consonants.
10. 0:31If students hear this and imitate it,
11. 0:34it may then be reflected in later reading and writing
12. 0:37tasks.
13. 0:38To prevent this, it is important to produce only the phoneme
14. 0:42itself – without any additional sounds.
15. 0:45An example of this is the sound /p/ .
16. 0:49Sometimes when teachers are trying to emphasize or isolate
17. 0:53a phoneme they say /puh/.
18. 0:55Instead, focus on producing just the phoneme itself /p/.
19. 1:00We’ll start with the consonant phonemes – you’ll see
20. 1:04the associated letter or letter combination-
21. 1:07also known as a grapheme -on the screen as I say the sound.
22. 1:11Ready?
23. 1:12Here we go!
24. 1:14/b/ ….as in banana /d/….as in dinosaur /f/…..as in fish
25. 1:24/g/….as in guitar /h/….as in hand /j/….as in jelly /k/…..as
26. 1:34in car /l/….as in leaf /m/…as in Monday /n/…as in nail /ng/….as
27. 1:49in the end of the word sing /p/….as in pumpkin /r/….as
28. 1:57in rain
29. 1:59/s/…. as in sun
30. 2:03/zh/… as in the middle of treasure
31. 2:07/t/… as in turtle
32. 2:10/v/… as in volcano /w/….as in watch /y/….as in yo-yo /z/….as
33. 2:21in zip
34. 2:23Some graphemes such as Q and X
35. 2:26are composed of two phonemes.
36. 2:29For example, Q makes the /kw/ sound and X makes the /ks/ sound.
37. 2:36The next phonemes are considered to be digraphs, where
38. 2:40two letters make one sound.
39. 2:43/ch/….as in child /sh/….as in shoes /th/…..as in the middle
40. 2:51of mother /th/….as in third
41. 2:57Make sure students hear you pronounce phonemes correctly.
42. 3:00You’re modeling the language that they need to independently
43. 3:04decode and write words.
44. 3:06Just like the consonants, the English language
45. 3:08has a wide variety of vowel phonemes
46. 3:11with their own distinct sounds.
47. 3:14I’ll model each sound and the grapheme will be shown
48. 3:17on the screen below.
49. 3:18/a/ .…. as in the first sound in apple /e/.…..as in the first
50. 3:25sound in elephant /i/……as in the first sound in igloo /o/……as
51. 3:33in the first sound in octopus /u/……as in the first sound
52. 3:39in umbrella /ae/…..as in middle sound in rain /aw/…as
53. 3:47in the final sound in saw /ee/…..as in the final sound
54. 3:54in tree /ie/…..as in the middle sound in light /oa/…..as
55. 4:03in the middle sound in boat /ue/…..as in the first sound
56. 4:09in uniform /oo/….as in the middle sound in mood /oo/….as
57. 4:16in the middle sound in book /ou/….as in the final sound
58. 4:21in cow /oi/……as in the final sound in boy
59. 4:27There also r-controlled vowels such as /ar/…is in the final
60. 4:34sound in car /er/…as in the middle sounds in herd, bird,
61. 4:41and surf /air/….as in the final sound in chair /ear/….as
62. 4:49in the final sound in spear /or/….as in the middle sound
63. 4:55in fork
64. 4:57Sometimes when a vowel sound is located in the unstressed
65. 5:01syllable of a word, it becomes a schwa.
66. 5:04An example of this is the /uh/ that you hear as in the first
67. 5:07sound of the word again.
68. 5:10Make sure that students hear you model the correct consonant
69. 5:14and vowel phonemes This will help them produce the correct
70. 5:18sounds themselves and in turn, guide them as they learn
71. 5:22to read and write.