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Asset File Essay Select four melodies, finger plays, word games or sonnets that you can use to advance phonological mindfulness. Depict the methodologies to advance phonological mindfulness among kids whose home language is other than English. Phonological mindfulness includes the discovery and control of sounds at three degrees of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes. 1. Communicate in English, and talk it regularly, partner words with objects as frequently as could be expected under the circumstances. For instance, show the kid a book and state, Book. Rehashing words and expressions frequently will prepare the kid to connect certain items with specific words intellectually; and more than that, it will empower the kid to get on the phonemes of the language subliminally. 2. Play word games to advance phonological mindfulness. With a little child who has constrained English abilities, sound soup is a great game to play. Draw out a major soup pot and tell the youngster, We are going to make k soup today! At that point, start to fill the pot with things that start with the k sound carrots, kale, timekeepers. The purpose of the game is to get the youngster to turn out to be extremely acquainted with a specific sound and to remember it as a sound that can happen toward the start of a word. 3. Play sound acknowledgment games that require to a greater extent a reaction on her part. One such game is the think that its game. State a sound r, for instance and request that the kid discover you an item in the room that starts with that sound. 4. Recognize the quantity of words in a short sentence. For instance, â€Å"Pat has a feline. What number of words are in that sentence? † 5. Next spotlight on onsets and rimes. For instance, â€Å"c† in addition to â€Å"at† rises to â€Å"cat†; â€Å"cl† in addition to â€Å"own† rises to â€Å"clown. † Beep! Choo! Zoom! Blare! We’ll be traveling in our vehicle. (Profess to drive a vehicle. ) Beep-signal. (Profess to blare horn. ) We’ll be traveling in our vehicle. Signal blare. We’ll be taking some time off. We’ll be taking some time off. We’ll be traveling in our vehicle. Blare signal. Train choo (Put arms by sides and claim to chug. ) Plane zoom (Make a plane with your hand and fly around. ) Bus sound, blare (Pretend to pull down on a horn. ) Oh, we’ll all have some good times when we go Signal blare, choo, zoom, sound. . . Apples and Bananas I like to eat, eat, eat apples and bananas I like to eat, eat, eat apples and bananas Now change the vowel sound to An: I like to ate, ate, ate ay-ples and ba-nay-nays I like to ate, ate, ate ay-ples and ba-nay-nays Now change the vowel sound to E: I like to eat, eat, eat ee-ples and honey bee nee-nees I like to eat, eat, eat ee-ples and honey bee nee-nees Now change the vowel sound to I: I like to ite, ite, ite I-ples and bi-ni-nis I like to ite, ite, ite I-ples and bi-ni-nis Now change the vowel sound to O: like to ote, ote, ote gracious ples and bo-no-nos I like to ote, ote, ote goodness ples and bo-no-nos Miss Mary Mack Miss Mary Mack All wearing dark, dark, dark With silver catches, catches, fastens All down her back, back, back. She asked her mom, mother, mother For 50 pennies, pennies, pennies To see the elephants, elephants, elephants Hop over the fence, fence, fence. They hopped so high, high, high They arrived at the sky, sky, sky And they didnt return, back, back Til the fourth of July, ly, ly! Teddy Bear Teddy bear, teddy bear, Turn around. Teddy bear, teddy bear, Touch the ground. Teddy bear, teddy bear, Shine your shoes. Teddy bear, teddy bear, Skidoo. Teddy bear, teddy bear, Go upstairs. Teddy bear, teddy bear, Say your petitions. Teddy bear, teddy bear, Turn out the light. Teddy bear, teddy bear, Say goodbye.