- Chart 2 - Consonant Sounds
- Hanson Reading Phonics Chart System IMAGINARY PICTURE STORIES for Learning Consonant SOUNDS on Chart 2
Hanson Reading Phonics Chart System IMAGINARY PICTURE STORIES for Learning Consonant SOUNDS on Chart 2
Lynne Hanson designed the Imaginary Picture Stories to help students determine consonant’s SOUND quickly. The Imaginary Pictures along with the Imaginary Picture Stories develop a mental image of each lowercase consonant letter. When a student looks at a consonant and can’t remember its SOUND, the student is taught to IMAGINE the consonant as a picture. With that reference to the mental image, the student can recall its SOUND. No actual pictures are to be used. A guided imagination makes the best picture. The “Imaginary Pictures” are also used later to help students FORM the lowercase consonants in their penmanship lessons and used as a reference when students are given dictations.
The word “tall” then will mean that the student begins to form the letter from the TOP line. The word “short” will then mean that the student begins to form the letter from the MIDDLE DOTTED line and The “naughty cave” letter will then mean that the student will begin forming the letter by driving the WRONG WAY on the One-Way Reading Road. (As we begin to print the letter “c”. The penmanship elements of these “Imaginary Pictures” may be introduced but NOT to be emphasized when first learning the consonant SOUNDS on Chart 2. The first focus on Chart 2 is to learn the SOUNDS of the consonants. Penmanship stroke order is a secondary skill, but by introducing the Imaginary Pictures the beginning of the foundation is being built. Note: To hold students’ attention, the IMAGINARY PICTURE STORIES must be explained and written on a chalkboard as the stories are told. It must be done quickly too. All the details cannot be given at one time, but after the stories are told a few times, the stories are complete. On Chart 2, a small truck appears before the consonant. Demonstrate: “Pretend you are driving along the One-Way-Reading Road with this small truck. You bump into a PART of a consonant letter….a tall part, a short part, or a short, curved, round part.”
Copyright © 1989 by Lynne Hanson, rev.01/17
Phonics Chart System
Because the eye is able to see the whole letter at one time and many letters are similar in appearance, students must be guided to identify the consonant’s SOUND by “DRIVING AND BUMPING” into letter “parts” (when helpful). “DRIVING AND BUMPING” in to some lowercase consonants does not clarify the mental image such as “DRIVING AND BUMPING into a “t” or “v” or “w” or “x” or “z”. You will note how the mental image of those letters is developed in the story. You will also note that for the “goat” and the “queen”, the part below the line is indicated. However, when we learn to print these letters, the short, curved, round part is emphasized because that is the 1st part of the letter we form.
The development of the “Imaginary Pictures” on Chart 2 is quite important in Hanson Reading, because one cue, the “Imaginary Picture” becomes a secure reference for:
1) Identifying the letter ( Is it a “d” or a “b”, and “n” or an “m” a “p” or a “q”? etc.)
2) Identifying its SOUND
3) Knowing HOW to form the letter
[ 9 pages- Consonant Sound Stories]
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