Free Essay

Phonics

In:

Submitted By wakaflaka
Words 1848
Pages 8
Sarah Anastasia Freddino
English 280
Dr. Holmes
December 4th, 2014

Short Paper Assignment
Assignment 5: Presidential Speech
President John F. Kennedy – “City Upon a Hill” Speech (January 9, 1961)

I have welcomed this opportunity to address this historic body and through you the people of Massachusetts to whom I am so deeply indebted for a lifetime of friendship and trust. For fourteen years I have placed my confidence in the citizens of Massachusetts — and they have generously responded by placing their confidence in me. Now, on the Friday after next, I am to assume new and broader responsibilities. But I am not here to bid farewell to Massachusetts. For forty-three years — whether I was in London, Washington, the South Pacific, or elsewhere — this has been my home; and, God willing, wherever I serve this shall remain my home. It was here my grandparents were born — it is here I hope my grandchildren will be born. I speak neither from false provincial pride nor artful political flattery. For no man about to enter high office in this country can ever be unmindful of the contribution this state has made to our national greatness. Its leaders have shaped our destiny long before the great republic was born. Its principles have guided our footsteps in times of crisis as well as in times of calm.

20 Selected Words for Comment

President John F. Kennedy was born just outside of Boston in Brookline, Massachusetts. He lived in Brookline for ten years, before his family moved to the Bronx, NY. He attended school in Connecticut from 8-12th grade. Therefore, his speech pattern would have been informed by the Eastern New England dialect area, as well as possibly the NYC and Western New England dialect areas. His pronunciation is strongly Eastern New England, primarily, for he is well-known for his Boston accent.

* Opportunity – The president’s thick Boston accent plays a role in his pronunciation of this word. The most common US pronunciation of this word is [apərtunɪti]. His pronunciation differs, therefore, in the fact that he does not distinctly pronounce the [r] in the word, as well as pronouncing his [t] as a [d]. My own speech pattern has been formed by the Western New England dialect area, due to being born and raised in South Western Connecticut. My own pronunciation is closer to the most common US pronunciation of opportunity than the president’s pronunciation.

* Address - The most common US pronunciation of this word is [ədrɛs]. Oddly, the president’s pronunciation of the word seems to be formed by the dialect area of the South, and not that of Eastern New England. My own pronunciation of this word is more similar to the common US pronunciation of it rather than that of the president.

* Historic - The most common US pronunciation of this word is [hɪstorɪk]. The president’s pronunciation of this word differs in that he does not pronounce the [h] at the beginning of the word. In my own area of the country, many people do not pronounce the [h] in the word, as well, marking a similarity in the pronunciation of historic in Western and Eastern New England dialects. However, my own pronunciation of the word is that of the common US pronunciation.

* Massachusetts - The most common US pronunciation of this word is [mæsətʃusɪts]. In his pronunciation of this word, the name of his beloved home state, the president pronounces the [tʃ] sound in the word as [dʒ]. My own pronunciation is the same as the most common US pronunciation of the word.

* Am - The president’s pronunciation of this word is rather strange to me. The most common US pronunciation of the word is [æm], and this is the same as my own personal pronunciation of the word. When I have been in Boston, however, I have heard the same pronunciation of the word of the president, so his pronunciation of this word must be strongly influenced by the Eastern New England dialect.

* Fourteen - The most common US pronunciation of this word is [fortin]. The president’s pronunciation of this word is strongly influenced by his dialect area, and is a common pronunciation in Eastern New England as well. My own pronunciation of this word is similar to that of the president, although in my pronunciation the second [r] in the word is more pronounced than in the president’s pronunciation.

* Years - The president’s pronunciation of this word is again formed strongly by his Eastern New England dialect. While the most common US pronunciation of the word is [jirz], the president’s pronunciation includes the common Eastern New England pattern of not pronouncing the [r] at the end of a word. This is also a prominent pattern in NYC, as my grandmother and mother who were both born and raised on Long Island both tend to pronounce this word in the same way as the president. My own pronunciation is more similar to the common US pronunciation of the word. * The - Thefreedictionary.com states that the common pronunciation of this word in the US is [ði] before a vowel, and [ðə] before a consonant. However, the president uses the first pronunciation in his speech before a word beginning with a consonant. Therefore, his pronunciation of the word in this specific case differs from the common US pronunciation. In my own pronunciation of the word, I use the common US pronunciations, which vary depending on the first sound in the word that follows the word the.

* Their - The most common US pronunciation of this word is [ðər]. Again, in the president’s pronunciation of this word in his speech, he drops the [r] at the end of the word, signifying his speech pattern which has been formed by the dialect area of Eastern New England. His pronunciation of this word is similar to that of NYC just as his pronunciation of years was as well, for my grandmother often pronounces this word in a similar pattern. My own pronunciation is equivalent to the common pronunciation.

* Friday - In my own opinion, the president’s pronunciation of this word does not seem to be based on his dialect area, for I have heard this pronunciation all over the country. I mostly have heard this specific pronunciation from those who are over the age of approximately 60, however, although I am unsure as to why that is so. My other grandmother, who was born and raised in South Western Connecticut, pronounces this word in the same way as the president. The most common US pronunciation of this word, however, is [fraidei], and this is my own personal pronunciation of the word, as well.

* Next - Just as the president’s pronunciation of the word address seems similar to that of the dialect area of the South, so too does his pronunciation of this word seem to be of the pattern of those from the South, for I have not heard this pronunciation in Eastern New England very often. The most common US pronunciation of this word is [nɛkst], and is my own pronunciation of the word.

* Here - The Eastern New England speech pattern of the president is blatant in his pronunciation of this word. Again, we see the pattern of his dialect area in the dropping of the [r] at the end of the word. This pronunciation is also similar to that of my grandmother whose speech pattern is heavily formed by the dialect area of NYC. My own pronunciation matches the common US pronunciation: [hiər].

* Was - The president’s pronunciation is a common pronunciation in my area of Western New England, as I often, though not always, pronounce it in the same way as the president. The common US pronunciation of the word, however is [wəz].

* Elsewhere - The president’s pronunciation of this word is a common Eastern New England pronunciation, and is extremely prominent in many of his words. He again drops the pronunciation of the [r] at the end of the word. My grandmother from NYC often pronounces this word in the same way, while my mother, also from NYC, and I, as well as most people in my area pronounce it similarly to the most common US pronunciation, which is [ɛlswɛər].

* God - The most common US pronunciation of this word is [gad]. However, most people in my area, as well as myself, pronounce this word in a similar way to the president’s own pronunciation, revealing that there are often similarities in the dialect areas of Western and Eastern New England.

* Born - The president drops the pronunciation of the [r] in this word, as is common in the Western New England pronunciation of many words, which we have seen throughout this speech, although in this circumstance the [r] the president drops is in the middle of the word, rather than at the end of the word. The common US pronunciation of this word, as well as my own pronunciation, is [born].

* Neither - The common US pronunciations of this word are both [niðər] and [naɪðər], although there is a common debate in the US over which pronunciation is correct. Freedictionary.com says that both pronunciations are technically correct. The president’s pronunciation is different than the two most common pronunciations, however, in the fact that the Eastern New England pattern of dropping the [r] in a word is apparent in the pronunciation of this word.

* Our - The president again drops the [r] in the pronunciation of this word, as my grandmother from NYC also does. In this word, we can again see a connection between the speech patterns of NYC and Eastern New England. The common pronunciation of this word is [auər], and it is also my personal pronunciation of it as well.

* Leaders - The common US pronunciation of this word is [lidərz], while in the president’s pronunciation, he drops the [r], as well as drawing out the first vowel sound for a longer amount of time than is common. This is often a common pronunciation in both the NYC and Western New England dialect areas, as well as the Eastern New England area. However, my own pronunciation is the same as the most common US pronunciation of the word.

* Calm - This word is most commonly pronounced as [kam] in the US. The president’s pronunciation of this word is similar, but in his pronunciation of it, he drags out the vowel sounds for a longer amount of time than most people, as is another common pattern in the dialect area of Eastern New England. My pronunciation of the word is more like that of the common pronunciation of the word.

In conclusion, the president’s upbringing in Eastern New England plays an immense role in his pronunciation of most words. This is especially seen in his pattern of dropping the pronunciation of the letter [r] in multiple words throughout this speech, and many of his other speeches. I have also discovered that there are many similarities between all three dialect areas of NYC, Western New England, and Eastern New England, as proven in my grandmother and mother’s pronunciation of certain words, my own pronunciation, and the president’s personal pronunciation of the same words.

Similar Documents

Free Essay

Phonemic Awareness vs. Phonics

...Understanding Phonemic Awareness and Phonics for K-3 Instruction Grand Canyon University: RDG 512 August 27, 2014 Abstract The purpose of this paper is to gain an understanding of how phonemic awareness and phonics impacts reading and writing for beginning readers. A definition of both phonemic awareness and phonics will be given as well as strategies to teach both. Developmental stages, appropriate ages for teaching these skills and strategies, and the purpose of both will be explained. Different assessment options will also be discussed. Introduction Children begin learning sounds and words from the time they are born. They are even exposed to hearing their mother’s voice while still in the womb. It is important that children are exposed to letters and words at an early age as well as have books read to them. These are factors in learning how to read. Two of the most important elements that emerging readers need to know in order to successfully read are phonemic awareness and phonics. These two concepts are different, but must work as a team for one to read. In the beginning grades, teachers must concentrate greatly on both of these concepts to make sure that the students have the foundation that is needed in order to begin reading. In this paper, definitions of both phonemic awareness and phonics will be shared along with strategies that can be explicitly taught to assist in learning how to read. The sequence of developmental stages, the appropriate...

Words: 1909 - Pages: 8

Premium Essay

Phonics: Restoration of a Valid Instructive Technique

...Phonics: Restoration of a Valid Instructive Technique Millions of people in the United States suffer in silence to the inability to read. Due to the illiteracy rates today not only do these individuals suffer, but the economy of the country does too. Since the omission of the use of phonics, in exchange for a whole word method of learning, illiteracy rates have risen in high numbers. Restoring the use of phonics will improve the literacy rates in many schools. Phonics is simply the system of relationships between letters and sounds in a language. Learning phonics will help students learn to read and spell. Written language can be compared to a code, so knowing the sounds of letters and letter combinations will help students decode words as they read. Knowing phonics will also help students know which letters to use as they write words. In 1930, John Dewey and Arthur Gates moved society away from the use of phonics when they invented a new method to teach reading called the whole word method. Since the implementation of this method the United States dropped from number one in literacy ratings to nearly last in just a few short years. According to a recent report of the National Assessment of Educational Progress (NAEP), there are over 33 million K-12 students reading at least two grades below level-over two thirds of all K-12 students (Levine, 2003). Illiteracy in schools leads to many students giving up and dropping out. With these drop outs, many aspects of society...

Words: 577 - Pages: 3

Premium Essay

Teacher's Career

...School: City and State: Date: Teacher’s career Systematic synthetic phonics has been the only effective way to teach early reading for many years. However, other methods those are even more efficient than the systematic synthetic phonics have been in use in various English speaking countries. Many reports before the Rose Review done in the year 2006 provide evidence of other methods used in teaching early reading. (Sheerman, 2009, p.36) Compares non-phonics and accurate systematic phonics programs and notes a slight difference in their effectiveness with non-phonics being on the lower margin. Other reports have proved beyond any reasonable doubt the existence of other strategies for teaching early reading. The studies reported some of the strategies as being more efficient than others. However, according to Annette Karmiloff-Smith (2009, p. 300), reading is a various area of knowledge with diverse needs that cannot be addressed by a single approach. Therefore, the teachers taking pupils through early reading must be familiar with various teaching strategies and understand when to apply the different methods. These teachers must also understand the reasons that contribute to the usage of particular teaching strategies (Adamuti-Trache & Robert, 2013). The above reports support the use of different approaches in contrary to systematic synthetic phonics. They both realize the diversity nature of children mind hence the difficulty of applying...

Words: 1192 - Pages: 5

Premium Essay

Teacher's Career

...Professor: Name of the School: City and State: Date: Teacher’s career Systematic synthetic phonics has been the only effective way to teach early reading for many years. However, other methods those are even more efficient than the systematic synthetic phonics have been in use in various English speaking countries. Many reports before the Rose Review done in the year 2006 provide evidence of other methods used in teaching early reading. (Sheerman, 2009, p.36) Compares non-phonics and accurate systematic phonics programs and notes a slight difference in their effectiveness with non-phonics being on the lower margin. Other reports have proved beyond any reasonable doubt the existence of other strategies for teaching early reading. The studies reported some of the strategies as being more efficient than others. However, according to Annette Karmiloff-Smith (2009, p. 300), reading is a various area of knowledge with diverse needs that cannot be addressed by a single approach. Therefore, the teachers taking pupils through early reading must be familiar with various teaching strategies and understand when to apply the different methods. These teachers must also understand the reasons that contribute to the usage of particular teaching strategies (Adamuti-Trache & Robert, 2013). The above reports support the use of different approaches in contrary to systematic synthetic phonics. They both realize the diversity nature of children mind hence the difficulty of applying one approach...

Words: 1192 - Pages: 5

Premium Essay

Ideal Paper

...provide instructions that will promote growth for all students. Although students have various learning styles, teachers can successfully teach reading through differentiated instructions. Many teacher fail to integrate reading into their subject because they often feel like they do not have the tools need to successful implement the content area (Wilson, 2011). In this paper, I will address the how ideal reading programs for first grade students should include phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure the success of each student in reading. Phonemic awareness Phonic awareness is an important part of a strong reading foundation for students in first grade. Students entering first will have prior knowledge of phonic awareness from kindergarten classes. It is important as the teacher to build on the prior phonic awareness knowledge and correct inaccurate information to assist the students in building a strong foundation. Students will gain several skills from phonics awareness such as manipulating sounds in spoken...

Words: 2495 - Pages: 10

Premium Essay

As1 Subject Knowledge Plan

...AS1 – Self-assessment plan. Critically reflect on and systematically plan for subject knowledge development for the appropriate phase. Priorities Actions When and Resources Success Criteria Phonics - To develop confidence in regards to the teaching of phonics. 1. Use different types of media to inform my understanding of phonics. (YouTube) 2. Observe phonics teaching in KS1. 3. Obtain phonics teaching policy and review the phonics scheme that the school uses to teach phonics. 4. Read DfE core criteria key features for an effective systematic synthetic phonics teaching programme. 5. Identify key phonics vocabulary in NC. 6. Read academic and practitioner literature on effective phonics teaching. 1. Every weekend use the internet to observe phonics teaching. 2. Observe 1 lesson each week in placement 1. Arrange weekly. 3. During the first week ask KS1 or EYFS coordinator for the policy and scheme. 4. Obtain a copy online and print off. Review this weekly before each observation. 5. Obtain phase lists from KS1 coordinator during week 1. 6. Library search 22.09.15 Complete all actions in SE1 before SE2 in KS1. Score an average of ‘confident’ in phonics RPD self-assessment audit by the end of SE2. Fully understand and be able to explain the meaning of key phonics vocabulary. (179) Teaching Writing – Transcription, composition, vocabulary, grammar and punctuation (SPAG). 1. Create my own SPAG test. Allow a profile child to attempt the test. 2...

Words: 3037 - Pages: 13

Premium Essay

Teaching a Ba by to Read

...my baby doesn’t enjoy reading?............................... 2 What are the learning methods for babies?.......................... 2 Chapter 2: WHY TEACH READING EARLY?........................... 3 Babies are linguistic geniuses.............................................. 4 Isn’t learning to read supposed to be difficult?..................... 5 From speaking to reading … a giant leap?........................... 6 Reading’s place in history.................................................... 7 The promise of early reading................................................ 8 Early reading can prevent dyslexia....................................... 9 Chapter 3: WHOLE LANGUAGE VS PHONICS...................... 12 Why teach whole language?................................................ 13 Why teach phonics?............................................................ 14 The dyslexia debate............................................................ 16 The voice in the head.......................................................... 17 Earlier is easier.................................................................... 18 Summing up....................................................................... 21 Chapter 4: FLASH...

Words: 10487 - Pages: 42

Free Essay

A Magical Solution for Urban Schools Reading Intervention Programs

...Unit 9 Project: A Magical Solution for Urban Schools Reading Intervention Programs LaKisha Overton Kaplan University CM220 Professor Kerr March 31, 2014 A Magical Solution for Urban Schools Reading Intervention Programs Reading can be the gateway to a new world. Unfortunately today there are large numbers of inner city elementary school children who struggle with reading daily. For example, “According to the 2012 Maryland School Assessment, 34.5% of Baltimore City 3rd graders are reading below grade level, a figure that is double the state average” (Baltimore City Library Project, 2014, para.1). It’s the duty of inner city school districts to make changes that will embrace the issues which are effecting the academic growth of children. The letters in words are symbols and those letters make sounds. Putting them all together equals reading, and reading is the key to a child’s future independence. That independence allows them to be positive contributors to society. As well as prepare them to maneuver daily technological advances in our society. A child without a solid reading foundation could be led on a path to becoming a high school dropout. “One in six children who are not reading proficiently in the third grade do not graduate from high school on time” (Baltimore City Library Project, 2014, para.1). Many children have low to poor academic achievement. Multisensory reading intervention can be the solution to help break the cycle of poor reading skills amongst children...

Words: 2180 - Pages: 9

Premium Essay

Observation Paper

...Observation Analysis Constance Clark 506 March 3, 2013 Kim Scoggins Observation Analysis The observation was in Ms. Small, Reading and English classroom. Ms. Small works with 7th graders in Reading and English. Ms. Small uses a theory known as constructivism. When she works with her class she is looking for the meaning behind everything that students say. She calls it “playing devil’s advocate” as students respond to one question, and she immediately leads to the opposite side of the argument. Ms. Small looks at the end result when teaching and says that the facts in isolation do not mean very much. Students have these mental perceptions about ideas and information being taught, but as a teacher Ms. Small brings those ideas into reality visually, verbally, and with direct hands on activities. She says that the quality of the information is more important than the quality. The students are asked not to memorize a story and complete a multiple choice (or multiple guess as she calls it) for her class, but to interpret it, act it out, or defend the characters in a mock trail. Educational theory that I would suggest that could have been used is constructivism. Constructivism is when people construct their own individual psychological models of the world in order to make sense of their experiences. Ms. Small could have enriched the lesson to real life situations to connect to the students in today’s society. A professor can use different educational theories in a classroom...

Words: 1496 - Pages: 6

Free Essay

Psychology

...Pearson, P. D., & Cervetti, G. N. (2013). The psychology and pedagogy of reading processes. In W. Reynolds, & G. Miller, (Eds.), Educational Psychology, V.VII, of Handbook of Psychology (2nd Ed) (pp. 507-554). New York: John Wiley & Sons. Chapter 12 The Psychology and Pedagogy of Reading Processes P. David Pearson and Gina Cervetti As we approach the monumental task of living up to the standard imposed by our predecessor, the late Michael Pressley, in writing the reading chapter for this, the seventh volume in the series of Handbooks of Psychology, we are both privileged and humbled by the opportunity of continuing the legacy of providing a comprehensive account of new theoretical and empirical contributions to reading research. Respectful of the cross-age approach that Pressley took in the last volume (account for progress of beginning readers, adolescent and adult readers— and along the way highlight some pedagogical processes that are salient at all levels, such as word recognition, vocabulary, and comprehension), we took a different approach. We decided to focus on reading as a fundamentally cognitive process that can be influenced by contextual forces at many levels, most notably for education, schools, and policy environments. Thus we deal with the fundamental psychological aspects of reading—word level processes (including subword processes such as phonological awareness and decoding, word reading, and vocabulary, with all of its entailments), and...

Words: 20526 - Pages: 83

Free Essay

Memory and Recall

...Today's Kindergarten:Teaching in a Child-Centered Way 
in a Standards-Based EnvironmentNew Seminar Presented by Judy Ellis
Outstanding National Presenter | | SpecificallyDesigned * Learn how to balance child-centered learning with the increased learning standards for today’s kindergartners * Gain the best research-based ideas and strategies for teaching reading and math concepts in kindergarten * Discover creative activities based on the most effective ideas for building a literacy and mathematics foundation at the kindergarten level * Active demonstrations, slide presentations, and plentiful displays plus an extensive resource handbook packed with ideas and resources to launch kindergartners as readers, writers, and mathematical thinkers Practical Ideas and Strategies How can we best apply a child-centered approach and still meet the increased expectations and goals for today’s kindergartners? How can we help our kindergarten students get off to the best possible start in their literacy and mathematical development? What are the current most effective strategies that can help our kindergartners thrive in a standards-based environment? Veteran kindergarten teacher and international presenter, Judy Ellis, will model the latest in strategies and techniques to increase your kindergarten students’ literacy and math skills. This new seminar is designed to give you practical ideas, cutting-edge teaching strategies and resources to strengthen literacy and...

Words: 914 - Pages: 4

Premium Essay

Phonics And Fluency

...In the article “Two Essential Ingredients: Phonics and Fluency Getting to Know Each Other” by William Dee Nichols, Timothy Rasinski, and William H. Rupley describes how phonics and fluency go hand in hand, and when phonics and fluency are separated, the reading process possess no true meaning or enjoyment. In addition, the authors explain a magical method that allows phonics and fluency to be taught simultaneously, rhyming poetry. The authors feel rhyming poetry is not only fun for students, but the technique presents students with the ability to decode and create word families. When phonics and fluency are separated, students possess a difficult time creating authentic and enjoyable reading experiences. With word families, students are able to see and hear the parts of a word to help them become automatic and accurate readers. The authors explain three main instructional steps in utilizing rhyming poetry. The first step is selecting a word family the teacher wishes to target for the week, and the educator will help students think of words that fit into the targeted word family. Second, the authors feel educators should...

Words: 661 - Pages: 3

Premium Essay

Systematic Synthetic Phonics

...Many have argued, that the most effective approach to teaching phonics is through the use of Systematic Synthetic Phonics (SSP) (Brien, 2012; Glazzard & Palmer, 2015; Rose, 2006). SSP involves teaching letter sounds first, then teaching students to blend the phonemes together with the correct pronunciation to form the word. This approach allows students to strategically work out unfamiliar words, leading to a positive development of early reading standards (Brien, 2012). Among many phonic schemes, Read Write Inc. promotes SSP as the chief approach to be used by early readers when decoding a text. Whilst the emphasis of most of the teaching is on the ‘horizontal axis’ of The Simple View of Reading model( see appendix 2), appropriate acknowledgement...

Words: 818 - Pages: 4

Premium Essay

Visual Phonics Intervention Study

...Phonics instruction teaches children how to connect the sounds of spoken English with letters or groups of letters. Emergent readers need to understand that there is a relationship between letter patterns and sound patterns, which will eventually help them develop the knowledge of separate sounds in words. Phonics has been identified by the National Reading Panel as one of the five areas necessary for reading (Doty, Hixson, Decker, Reynolds, & Drevon 2015). It is widely used in teaching children to read and decode words. Phonics instruction is usually taught to children around the ages of five and six (Yusuf & Enesi 2012). Phonics programs do more than teach children to blend, decode, and segment words, they also include instruction and...

Words: 1061 - Pages: 5

Premium Essay

At-Level Phonics And Word Analysis In English

...Easter is just around the corner. It’s time to help the Easter Bunny fill the baskets with eggs. Today we are going to fill the basket with the eggs that have words that sound the same on them. Okay let’s fill some baskets. WHAT STANDARDS ARE BEING MET WITH THIS AT-HOME LITERACY PROJECT? LAFS.1.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. B. Decode regularly spelled one-syllable words WHY SHOULD WE DO THIS ACTIVITY? Knowing these rims and recognizing common words made from them are very helpful for beginning readers because they can use the words to decode other words. (Cunningham, 2009) SO HOW CAN WE PRACTICE THESE SKILLS AT HOME? For this activity you will need to cut out the eggs on the handout. Once you have cut out the eggs you need to say each of the words printed on the eggs out loud. While you are doing this you need to place the words that sound the same into the same pile, after you have sorted all the words into groups you need to glue them to the basket. HOW CAN THIS ACTIVITY BE MODIFIED FOR ELL AND LOW-LEVEL STUDENTS? ...

Words: 466 - Pages: 2