1. In your lesson plans when your student is called upon to identify letters or combinations of letters, what is meant by identify? And how does phonetic identification compare to a line up? Explain.
In your lesson plans when your student is called upon to identify letters or combinations of letters, that's just another way of expressing to you, the teacher, that your student should SOUND and NAME, SPELL and CLASSIFY each set.
When a person walks into a lineup to be identified in a group of other people as the certain individual that he or she is, the identification is made based on something tangible. It may be the appearance, a certain look, a tone of voice but something sparks the memory of the one making the identification.
2. How do you spell letters in any set of letters? Examples: ch, ph, th, ck, bl, sl, tr, oy, oi, ar, er, ure, etc. Explain your answer.
Spell the letters in a set (combination) by saying each alphabetic name in the exact order in which each appears. Don't say the sound. Spell the name of the letters.
3. How do you name alphabetic letter combinations? And how does naming the letters compare with spelling the letters? How is drama useful? Explain.
When you NAME alphabetic letter combinations that means you say the NAME of each individual letter as its name occurs in the alphabet when you say your ABC's.
It's the same thing as when your lesson plans tell you to SPELL a letter or letter combination.
The students should name each letter after the teacher names the letter and point to the letter or letters displayed as they name the letters. The use of flashcards reinforces this.
Drama is useful because it reinforces and locks in an animated, exaggerated image in the mind which makes it easier to recall.
4. What is the purpose of drill and how does repetition work? Explain.
The purpose for drill is to make the subject to be learned become imbedded in the mind. Then it is much easier to remember when a subject has been properly drilled.
Repetition is the only way. The more something is repeated the more it is "hammered" into the brain where it is most unlikely to find a hiding place in the corner.
Drama sticks out in the mind. Say what you are practicing in different voice tonal pitches or put some action to it.
5. How do you classify letters individually and collectively? How does classification compare to recognition of the actual letter or group of letters? Explain.
When you classify letters or letter combinations in your lesson plans, you merely recognize a single alphabetic letter as a VOWEL or as a CONSONANT. You recognize combinations of letters as DIGRAPHS, BLENDS, VOWEL COMBINATIONS or whatever category is designated.