Supporting PhonemicAwareness in the Classroom Final Project Template
Final Project DirectionsAs a final project, you will develop plans for teaching phonemic awareness in yourclassroom, including plans for assessment procedures, analysis, and activities. Thisfinal project template will also include one example of a phonemic awarenessassessment and analysis on a student.Your plans should incorporate at least one of the technology tools explored in thiscourse and include details for other types of phonemic awareness strengtheningactivities.Complete this template as the course progresses. This template is due to yourfacilitator at the end of Session Six. At that time, your facilitator will review your finalproject and provide feedback for you in the Notes section.
Part I: General Information (Session One)GRADE: SES deals with k-5LESSON BLOCK LENGTH: 50 minute lessonsIs Phonemic Awareness currently being addressed in your classroom? If so, how? If you are not currently teaching in a classroom, pleasefill out this template as if you are teaching in the classroom of your choice.It is addressed only it it has to be as the main focus is comprehension. When it is addressed, it is incorporated in the lessons I have a mainactivity for 20minutes, a minor activity, then fun reinforcement. The main one is for comprehension, the minor one is for skills which can bephonemic awareness, and the reinforcement is fun material, such as games which can also be phonemic awareness.
Part II: Phonemic Awareness (Session One)Reflect on one of the readings from this session. Some guiding questions could be: Why is phonemic awareness an important step inlearning to read? Do you currently assess student’s phonemic awareness? If not, what are the early indicators that allow you to identify if astudent is at risk of reading difficulty?Reflection: Article”The importance of Phonemic Awareness in Learning to read:”Reflection Phonemic awareness is conscious or unconscious awareness of a linguistic unit, not a writing systems. They are needed to hearand speak a language . Third piece is to be able to manipulate phonemes or most basic unit of language capable of making a difference inmeaning to hold and contrast in memory both phonemes and letter strings that represent them. It is necessary for reading alphabetic writtenlanguages.There are pre and post tests for reading/ spelling and comprehension which do show weaknesses and strengths .Other than that it isobvious when a child has difficulty because they hesitate and/or read a sound incorrectly and cannot understand the meaning of what theyare reading. In other words an experienced teacher will be able to know , but it is could to have documentation.
Part III: Linguistic Components (Session Two)From the Yopp article, which activities look promising and intriguing? Which ones might be easiest to incorporate into your current curriculum? Which activities, before assessing your students, do you think would benefit your classroom most?I have chosen activities that I hope will be playful, engaging, interactive, and social to stimulate curiosity in context of real reading.. Because I am in a small area, having activities that are too noisy (song, clapping, etc.) or involve too much movement would be disruptive to other teachers and students..1. I would have the students read the book: ‘The Hungry Thing” book focuses on reading with rhyming. The fun is in the nonsense words. I would have questions to help focus on comprehension such as which foods were eaten, or matching nonsense to the real counterpart. Instead of the crafts activity of paper bags, I could have coloring pages of foods.2.”Ten Cats Have Hats” would be read with questions after each section to predict the rhyme.After reading the students can select a rhyme and draw it, and then color it. I like the idea of picking a hat with a word on it to illustrate, also.3. The Humpty Dumpty activity of mending broken words sounds good. I would also incorporate few comprehension questions such as multiple choice or true/false of who tried to put Humpty Humpty together again, where did he sit, etc.
Part IV: Audio Recording Practice (Session Two)Share your URL to your practice audio recording here:http://cinch.fm/lana4cast/463794Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?Recordings are like practicing a speech in front of a mirror.It is certainly helpful, but no substitute for the real thing.
Part V: Student Assessment (Session Three)Which assessment will you be using on your student?Older Student Pre-AssessmentInsert the URL of your audio-recorded assessment with a student here.http://cinch.fm/lana4cast/463810IIt was much more helpful to practrice with a real person because I got feedback and modified my techniques. Myson needed more than one example. Eventually he got it. He did about 1/3 of the first assessment and I felt all ofthe second.
Part VI: Analysis (Session Three)After completing an assessment on a student or small child, you will reflect on their scores using the appropriate worksheet. What stands out to you most? I needed more examples to help the student understand what to do. Reflect on the areas of student strength. He was easily able to read the words. Reflect on the areas of student weakness. He had trouble separating the sound, but this may have been because he could read well.
PART VII STRATEGIESInclude strategies you will use in your classroom here. Products and Performances: books, worksheets, games, and maybe interactive versions of the previous items depending on availability of the technology Questions relevant to your lesson; Does PA skills have to be taught separately or can it be included as part of stories Instructional Strategies: Modeling, Repetition through games and other student responses,questions to reinforce concepts. Specific Skills to be developed: Comprehension, fluency, cooperation, and respect .
Part VII: Strategies, cont. (Session Four)Include strategies you will use in your classroom here. Activities and procedures For Older student: Bending, Segmentation, and Deletion Extensions and modifications: Modifications =1. More samples to help student understand what to do, and 2. Remind student that the color selection does not matter, just that each one be different to show that there are differences. Extensions + More words or different types of times to show understanding, e.g.. Using paperclips, etc if the student has trouble manipulating object or the color part interferes. Materials and resources needed: Need items for student to respond. Such as pencil/pen/marker, paper clips, colored paper/blocks, etc. Websites used:http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/levels.html References (copyright needed?) The Commonwealth Learning Online Institute, Older Student Phonemic Awareness Instruction Transcript
Part VIII: Common Core Standards (Session Four) Please list all relevant Common Core Standards here, as well as any relevant Massachusetts Proposed Additional Standards./tmp/PreviewPasteboardItems/ELACCproposed (dragged).pdfThe activities were 1-1 with guidance and support, and include 1. to help speak and listen, recall info, retell, should have option to ask questions to seek help, getting info, clarify what is not understood. Use of blocks or other manipulatives.2.Demonstrate understanding by using common objects
Part IX: Technology (Session Five)Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You may also consider using your newfound podcasting skills in a creative way to help students with phonemic awarenessUnder the assumption that computers are available. Depending on the age, the rhyming ones can be fun. It would be good to include a book where the sounds become a song or story. In that way comprehension will help reinforce the sound letter associations. Fuzzy Lion Ears is good too because there is a picture and an activity
Part X: Reflection (Session Six)Include technology strategies you will use in your classroom here, noting also your access to computers and other required hardware. You may also consider using your newfound podcasting skills in a creative way to help students with phonemic awareness. .Under the assumption that technology devices are available, I would like to add the cinch records. I think students would get a hoot out of listening to themselves talk. When I was a child my father took us to a special place to make little records of our cute mispronunciations. In addition I could periodically repeat the cinch, so that students could hear their progress.I like the Reader’s Theater concept of using a script because I usually have pairs of students.. It will have a sense of humor and I can add comprehension questions afterward..Even if I do not have a computer, I could print out the scripts,I find rhyming from Mother Goose, Dr Seuss poetry,and limericks. There are now interactive web sites. The students are visually, cognitively, and auditorially be stimulated via songs, pictures, and questions ( I often modify these from quizzes). There are coloring activities, and sometimes Bingo games. These sound or rhyme carries the students, even if they can not read or understand what they read.Games are a great way to get students involved. The memory game I make up from the lesson of the day to reinforce the vocabulary. From the discussion board I saw several games/ sites that are certainly worthwhile to explore and add to my arsenal of fun activities, eg. Wordie, Think Map VIsual Thesaurus , Quizlet, juniors’s web,Raz programEven if technology devices are not available in the classroom, they are certainly useful for lesson preparation. From this course we have learned assessments, many activities and ways to use the activities, e. g. how much time for them.. I look forward to experimenting and incorporating my discoveries into my lessons.. My goal is to enrich the learning experiences of my students to help them succeed in school and life.