There no doubt will be yuge and bigly changes in Ginah under President Trump. And let’s just say that Alec Baldwin will have job security impersonating him if he so chooses. Of course, Donald is not the only one who mispronounces words. In fact, I gathered a list of them for my article titled Top 40 Pronunciation Peeves. You no doubt have your own mispronunciations. I, myself, know it’s “pro-bab-ly,” but I can’t stop saying “prob-ly.”
Teaching students the syllable and accent rules through effective practice will noticeably improve their word attack and spelling skills. The accent rules and teaching procedure work well for both primary English speakers and English language-learners at all grade levels.
How to Teach English Accent Rules
- Teach students that every syllable has one vowel sound.
- Teach students the syllable patterns. Teaching inductively from examples to rules works much better than the converse strategy. My nonsense syllable transformers are ideal for teaching the basic syllable patterns. Check out Teaching Reading Strategies.
- Show students how accented syllables are louder than others in the same word. Stand in front of students with one hand at your side. State your title (Mr. Miss, Ms. or Mrs.) or your first name as a verbal cue and then snap and clap the syllables of your last name slowly. A snap indicates the unaccented syllable and a clap indicates the accented syllable. Don’t clap more than once in your last name even if there is a secondary accent. Save this instruction for high school. Note: For primary students, you may wish to substitute a thigh tap for the snap. Tell older students to fake the snap if they can’t do it. If your last name is only one syllable, e.g. Smith, adopt a pseudonym.
Ask students do the same, cueing them with your title. Repeat a bit faster and then once more quite quickly so that students are blending your last name. Ask for a few student volunteers to demonstrate with their last names. The teacher should cue with their first names.
- Show students how accented syllables are higher than others in the same word. Stand in front of students with one hand at your side. State your title (Mr. Miss, Ms. or Mrs.) or your first name as a verbal cue and then swipe and hold your hand away from your body to indicate the pitch of each syllable as you pronounce your last name. For example, Say, “Mister…” (hand at side) “Pen” (high pitch; hand swiping to and held at a ninety degree angle) “ning” (low pitch; hand swiping lower and held at forty-five degree angle) “ton” (low pitch; hand swiping again and held at same forty-five degree angle). “Pen-ning-ton. Pennington.” Ask students to stand and do the same, cueing them with your title. Repeat a bit faster and then once more quite quickly so that students are blending your last name. Ask for a few student volunteers to demonstrate with their last names. The teacher should cue with their first names.
- Practice the louder and higher syllable accenting with the 10 Accent Rules. Download this great resource!
The author’s Teaching Reading Strategies is designed to significantly increase the reading abilities of students ages eight through adult
within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 586 game cards, posters, activities, and games.
Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.
Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.