Hi, I’m Yvette, a facilitator at
the Rollins Center for Language and Literacy. You probably already know
the English language has very distinct sounds – or phonemes
- that we combine in different ways to make words. In this video, we are
going to demonstrate how to pronounce each of
the individual phonemes. Often, we accidentally
add an extra uh, or /schwa/ sound to
the end of consonants. If students hear
this and imitate it, it may then be reflected in
later reading and writing tasks. To prevent this, it is important
to produce only the phoneme itself – without any
additional sounds. An example of this
is the sound /p/ . Sometimes when teachers are
trying to emphasize or isolate a phoneme they say /puh/. Instead, focus on producing
just the phoneme itself /p/. We’ll start with the consonant
phonemes – you’ll see the associated letter
or letter combination- also known as a grapheme -on
the screen as I say the sound. Ready? Here we go! /b/ ….as in banana /d/….as
in dinosaur /f/…..as in fish /g/….as in guitar /h/….as in
hand /j/….as in jelly /k/…..as in car /l/….as in leaf /m/…as in
Monday /n/…as in nail /ng/….as in the end of the word sing
/p/….as in pumpkin /r/….as in rain /s/…. as in sun /zh/… as in the
middle of treasure /t/… as in turtle /v/… as in volcano /w/….as in
watch /y/….as in yo-yo /z/….as in zip Some graphemes such as Q and X are composed of two phonemes. For example, Q makes the /kw/ sound and X makes the /ks/ sound. The next phonemes are
considered to be digraphs, where two letters make one sound. /ch/….as in child /sh/….as in
shoes /th/…..as in the middle of mother /th/….as in third Make sure students hear you
pronounce phonemes correctly. You’re modeling the language
that they need to independently decode and write words. Just like the consonants,
the English language has a wide variety
of vowel phonemes with their own distinct sounds. I’ll model each sound and
the grapheme will be shown on the screen below. /a/ .…. as in the first sound
in apple /e/.…..as in the first sound in elephant /i/……as in
the first sound in igloo /o/……as in the first sound in octopus
/u/……as in the first sound in umbrella /ae/…..as in
middle sound in rain /aw/…as in the final sound in saw
/ee/…..as in the final sound in tree /ie/…..as in the
middle sound in light /oa/…..as in the middle sound in boat
/ue/…..as in the first sound in uniform /oo/….as in the
middle sound in mood /oo/….as in the middle sound in book
/ou/….as in the final sound in cow /oi/……as in
the final sound in boy There also r-controlled vowels
such as /ar/…is in the final sound in car /er/…as in the
middle sounds in herd, bird, and surf /air/….as in the
final sound in chair /ear/….as in the final sound in spear
/or/….as in the middle sound in fork Sometimes when a vowel sound
is located in the unstressed syllable of a word,
it becomes a schwa. An example of this is the /uh/
that you hear as in the first sound of the word again. Make sure that students hear
you model the correct consonant and vowel phonemes This will
help them produce the correct sounds themselves and in
turn, guide them as they learn to read and write.
