Child and Family Involvement Plan


Childand Family Involvement Plan

Janeis a fourth grade student whom we met and got to know each other. Shewas a charming, and easily to talk to student who described herexperience in school since the first grade. The talk that we had withJane was inspiring as she told me how she struggled in likingmathematics. Jane explained how she struggled through her academicchallenges and was seen some light in the mathematics problems thatwere giving her sleepless nights. From the talk that we had withJane, she was very determined in attaining her goal of becoming adoctor. However, Jane had one problem: English pronunciation. Janeexplained to me that despite her interest in learning how topronounce most of English words. We agreed that I would help herlearn on how to pronounce English words. I felt that since I was goodin English back in school, it was my responsibility to help her.

Inorder to start on a positive note, I started out by creating atimeframe on which we could attain Jane`s goals of learning how topronounce English words. We started out by writing down the goals andthe timeframe on which those goals would be achieved. As her guardianin learning on pronunciation of English words, I estimated thatwithin three months, Jane would be in a position to learn on howwords are pronounced without having difficulty, which will help herin attaining her career goal of becoming a Doctor. When establishingthese goals, we agreed with each other and told her that in case shehad any problems in the course, she would directly tell it to me andwe would solve them.

Westarted the exercise of learning pronunciation by writing down manysimple English words on a large sheet of paper, as I instructed herto rewrite the words in an alphabetical order. In the choice of themany words, I chose to include some words that were complicated andexplained to her that she excludes the words that she was not sureabout their pronunciation. I realized that even after including manysimple words, she was not able to rearrange many of the words in analphabetical order. I realized that her major problem was that shealready had a perception that English was hard and she was afraid ofbig words such as recognition, perception, and influential. In orderto make her understand, I chose to first change her perception aboutlearning pronunciation. I explained to her that all that she neededwas positivity and with time, she would be able to pronounce andunderstand all the English words that she saw as being difficult.Although she found developing positivity difficult at first, I gaveher my story and explained to her that I also had the same problembut I was able to become the best English student in my class (Boyer,2003).

Afterlearning her problem of being positive about learning on how topronounce Jane became willing to participate in the activity ofgetting to learn of effective pronunciation. The next activity thatwe did was to identify the various aspects that differentiatedpronunciation in different words. The aspects that I identified andwrote them for her are voicing, aspiration, mouth positioning,intonation, linking, and length of the vowel, syllables, and specificsounds made during pronunciation (Boyer, 2003).

Amongthese aspects, I chose to first her to train her on how to understandthe influence of voicing on pronunciation. I gave her examples ofwords that make the throat vibrate and how we should be able topronounce them. I made her understand that words such as /g/ werevoiced while /k/ was not a voiced sound, which affected how thosewords were pronounced. Since Jane knew well about vowels, it was alittle easier to make her recognize the positioning of the vowels ona word and the influence of their positioning on the pronunciation ofa word. Aspiration is a feature that describes the amount of air usedin order to produce a sound (Sethi, 2004). The common aspirations inEnglish include /ch/, /t/,/p/, and /k/. Through the learningactivity, I made Jane realize that the amount of air that sheproduced during pronunciation affected how right her pronunciationwas. I then chose words that seemed to be confusing such as change,chauffer, popper, and described to her the influence of the amount ofair on the pronunciation of such words. I then allowed Jane to writedown the words that she felt was hard for her to pronounce regardlessof whether she was right or not. During the exercise, I realized thatJane wrote the words whose consonants were mixed up with the vowelssuch as kryptonite, kazoo, and laboratory, linguistic, among others.In these words, I realized that Jane was writing the words in themanner in which they sounded (Dziubalska-Kołaczyk, 2008).

Duringthe exercise, I realized that Jane had a problem of realizingspecific words. In order to avoid the confusion in pronouncingsounds, I had to make her differentiate between sounds such as curl,girl, bat, pray and play. I introduced tongue twisters as a strategythat would help her recall the specific sounds and how theirpositioning would influence pronunciation. For example, TrueTeacher`s Treasure. Inthis example, there are three words that really confused Jane and shehad to struggle in pronouncing even though she was able to pronouncethe words after several attempts. When I started introducing tonguetwisters, Jane was impressed by the way it was easier to pronouncethe words and understand their meaning. After two months, Jane hadalready started learning words and would pronounce even the complexwords. She was very happy that she was no longer afraid of the longwords with several vowels. By the time she was learning this, she hadalready created a positive notion on learning English and pronouncingdifferent English words (Rice, 2002).

Irealized that Jane as an above average student whose level oflearning was affected by her perception. At beginning of the session,Jane did not believe in herself and she had a negative attitude onlearning on how to pronounce English words. After a long discussion,on how to develop interest in learning, she had started to learn andwas really struggling to learn on how to pronounce. After continueddiscussions and teaching of the different aspects considered duringpronunciation, Jane was in a position to not only like English butdevelop skills that would help her through her academic life onunderstanding English and her pursuit for her career goal as adoctor.


Boyer,S., &amp Boyder Educational Resources. (2003). Spellingand pronunciation for English language readers.Glenbrook: Boyer Educational Resources.

Dziubalska-Kołaczyk,K., &amp Przedlacka, J. (2008). Englishpronunciation models: A changing scene.Bern: Peter Lang.

Rice,D. (2002). Practiceand learn.Westminster, CA: Teacher Created Materials, Inc.

Sethi,J., &amp Jindal, D. V. (2004). Ahandbook of pronunciation of English words.New Delhi: Prentice-Hall of India.