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Activities to develop phonological awareness
Pupils who have difficulties in this area may have: problems identifying syllables in polysyllabic words problems recognising rhyming words difficulty in generating rhyme difficulty identifying initial,[link widoczny dla zalogowanych], medial and final phonemes in words difficulty with phoneme blending visual strengths (learning better from charts, diagrams, videos, demonstrations and other visual materials) a good visual memory (bein able to visualise information and present it in the form of mindmaps, diagrams, charts, posters, illustrations) kinaesthetic strengths (learning better through using concrete materials, practical experiences and multisensory techniques). Order the book: A-Z of Special Needs for Every Teacher for lots more activities and help.Activities to develop phonological awareness Syllable count – say the word (eg. yesterday), then use fingers to count the syllables (yes/ter/day). Finnish the name – adult to say the first syllable of a two syllable name (eg. Hen...),[link widoczny dla zalogowanych], then ask the pupil to complete it (Henry). Finish the word – adult to say the first syllable of a two syllable word (eg. zeb...) then ask the pupil to complete it (zebra). I spy 1 – initial sounds (everyday items in the classroom). I spy 2 – initial sounds (pictorial choice). Pairs – matching pictures to initial sounds. Bingo – matching pictures to initial sounds. I spy 3 – 'I went to the zoo/park/seaside and saw something beginning with...' (initial sounds). Sound/picture mapping – match picture to sound by drawing lines. I spy 4 – initial CV (consonant-vowel) blending (I am thinking of something beginning with ca...). Pelmanism – matching pictures to initial CV. Missing vowels – helps the pupils to become aware that there could be more than one choice of vowels for each word (eg. bt – bat, bet, bit, but). Line-links – ask the pupils to draw lines to link initial sounds to rhyme endings (eg. b-ed/r-ed, m-an/c-an). Rhyme wordsearches. Rhyme pelmanism 1 – pictorial. Rhyme pelmanism 2 – words. Rhyme families 1 – collect rhyming pictures ('Can I have a picture that rhymes with...'). Rhyme families 2 – collect rhyming words ('Can I have a word that rhymes with...'). Rhyming cloze (oral) – using traditional rhymes, action rhymes, songs and jingles. Blends and ends – matching initial consonant blends to rhyme endings (eg. bl-ack/tr-ack). Dominoes – using blends and ends. Tongue twisters – initial sounds and consonant blends (eg. six silly swans swam out to sea). Odd word out – both oral and written (eg. ring, sing, song,[link widoczny dla zalogowanych], thing). Sense or nonsense – as the pupils to identify the words that make sense by blending the phonemes (eg. brick, quick, stick, smick, trick). Compund word pairs – collect word pairs (eg. sea/side, tea/bag). Syllable sort – collect syllables to form polysyllabic words (eg. yes/ter/day, af/ter/noon). From A-Z of Special Needs for Every Teacher by Jacquie Buttriss and Ann Callander
The Court of Appeal pointed out that R and F's submission in the county court was of overt, conscious racism, and it was not prepared to find that there had been unconscious discrimination.The decisionThe Court of Appeal said that, unlike the ordinary civil claim where the judge decides, on the claimant's evidence only, whether the claimant has made out a case, in this case the judge had had the benefit of the whole of the evidence. Despite the school's failure to comply with the statutory requirements, the judge had been entitled to find on the basis of all the evidence that R and F had not proved racial discrimination.

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