1. Supporting PhonemicAwareness in the Classroom Final Project by Elizabeth Sarantos
2. 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.
3. Part I: General Information (Session One)GRADE: KindergartenLESSON BLOCK LENGTH: 30 minutesIs 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.Phonemic Awareness is being addressed in my classroom throughout the day in various activities that promote alanguage-rich environment and also through direct instruction. I read stories and poems that capture the attentionof my students through the use of rhymes, alliteration, assonance, repetition and word families. Phoneme matching,syllabication, onset-rime, and phoneme substitution of initial sounds, and phoneme segmentation are also taughtthrough activities that require the students to listen and then respond orally, with the use of manipulatives such ascolored cubes or felt squares, or kinesthetically with movements such as clapping, jumping or marching.
4. 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?Reading: “The Importance of Phonemic Awareness in Learning to Read” by Wesley A. Hoover, SEDL Letter, December 2002 This article stresses the importance of phonemic awareness as a prerequisite to success in learning to decode.In fact, it states that “there are no instances of low skill in phonemic awareness and high skill in decoding.” Although it mightbe thought of as a very basic skill, this article emphasizes that phonemic awareness, unlike spoken language, is not easilyacquired because it is an abstract metalinguistic skill that must be learned through direct instruction. This abstractcharacteristic of phonemic awareness requires a student to engage in the difficult and “counterintuitive” process of taking afamiliar and meaningful spoken word and isolating it into individual phonemes that have no meaning. I found it interesting thatthe article even states that phonemes and what it means to be aware of them are even difficult concepts for the teacher toclearly explain to the student. This could be the reason for the confusion among those in the teaching profession concerningexactly what this skill is and the fact that it is often confused with phonics, phonetics, phonology, and phonological awareness.Despite this confusion, research demonstrates that mastery of this skill is necessary for success in decoding, which eventuallyleads to comprehension of the written word. Teachers should assess this skill and instruct students through engaging auditoryactivities that promote phonemic awareness from the levels of word comparison, rhymes, syllables, blending, and segmenting,to the most difficult levels of phoneme deletion and manipulation.
5. 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? Several of the activities from the Yopp article would be beneficial for my classroom, as well as easy to incorporate into my current curriculum. The activities that develop skills in rhyming, syllabication and onset-rime are most appropriate for my students’ developmental levels and would be of benefit to them even before individual assessments are made. It is my goal to have a language rich environment that includes activities that are fun, yet instructional, and that encourage learning through the use of listening, music, and movement. The easiest activities to incorporate are those that focus on using books that involve word play and rhymes because listening to a story is a part of the daily schedule. Other activities that are easy to incorporate are those that use materials that are in the classroom such as picture cards that can be used to match words with the same beginning or ending sounds and making words with letter cards and blending onset and rime to make nonsense and real words. The most intriguing and promising activities are those which involve music and movement and contribute to an engaging and playful way to learn an important skill. Clapping or jumping the number of syllables in songs and games such as Clap, Clap, Clap Your Hands and Teacher May We? , moving around the classroom to participate in a scavenger hunt to match initial sounds to letters, and using familiar songs and changing the words to practice rhymes, and initial sounds are all activities that are playful yet instructional.
6. Part IV: Audio Recording Practice (Session Two)Share your URL to your practice audio recording here:The URL to my practice audio recording is http://cinch.fm/lizsaran/453296 It is difficult to isolate one particular skill in phonemic awareness as the most important, since mastery of all of these skills leads to success in reading when a child finally associates speech sounds to print. Exposure even before preschool to a language rich environment and to books that include rhymes and words that play with beginning consonant sounds of words and word patterns helps to increase phonemic awareness. Because reading the printed word is the desired result of success with phonemic awareness, I believe that the phonemic awareness skills that focus on the smallest units, such as individual phonemes within a word, are the most important. Success with skills such as segmentation of a word into onset-rime and segmentation into individual phonemes is a direct precursor to identifying sound-letter relationships in phonics instruction and beginning reading. Each child will be ready to learn these skills at their own individual pace, but children should have exposure to, and instruction in these higher level skills in phonemic awareness in pre-kindergarten, kindergarten and first grade.Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness? Audio recordings can be used as a method to initially instruct, but also to reinforce the direct phonemic awareness instruction that has taken place in the classroom during the school day, or at home if a student has access to a computer and the internet. The audio recordings are presented to the student as a model of clear and accurate articulation of phonemes and words. Phonemic Awareness instruction is auditory and access to audio recordings allows for repeated exposure and reinforcement of skills and abundant practice with listening.
7. Part V: Student Assessment (Session Three)Which assessment will you be using on your student?I used the “Phonological/Phonemic Awareness Assessment” on my student.Insert the URL of your audio-recorded assessment with a student here.http://cinch.fm/lizsaran/459118
8. 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?The results of this assessment demonstrate that this student has acquired developmentally appropriate skills on the continuum of phonemic awareness development. She has mastered the skills that are part of the kindergarten curriculum and she is ready to move on to the higher level skills that are taught in first grade. Reflect on the areas of student strength.The student is able to identify rhyming words with ease, to identify words with the same initial sound and to blend onset and rime into words. She has also demonstrated an ability to segment words into individual phonemes, but she does not complete this task with the same levels of ease or confidence as the above mentioned skills. Reflect on the areas of student weakness.The student has difficulty manipulating phonemes with exercises that require substitution or deletion. She often confuses beginning and ending sounds and she benefits from much prompting to have success with these tasks.
9. Part VII: Strategies (Session Four)Include strategies you will use in your classroom here. Products and Performances alphabet books books using alliteration Questions relevant to your lesson Will PA instruction help my students to identify beginning phonemes? Will PA instruction help lead my students to an initial understanding of sound-symbol relationships? Instructional Strategies Students will practice PA skills by hearing and producing sentences that use alliteration in a rich auditory, visual, and interactive environment. Students will use initial phonemes and their associated alphabet letters as a bridge between phonemic awareness and phonics instruction. Specific Skills to be developed Identification of initial phonemes production of words with the same beginning sounds letter-sound relationships
10. Part VII: Strategies, cont. (Session Four)Include strategies you will use in your classroom here. Activities and procedures Students will listen to the teacher read Animalia by Graeme Base, an alphabet book that uses alliteration to describe the activities of an assortment of animals from A-Z. The teacher will show the illustrations to the students and name the alphabet letter represented on the page as she reads. The students and the teacher will choose a letter and brainstorm a list of animals and objects that begin with the same sound. After selecting an animal or an object, they will brainstorm a list of words that begin with the same sound. Then they will create a sentence using alliteration which the teacher will write for the students to see. Extensions and modifications Students will make an alphabet book with each sentence they created and illustrate each page. Students will put their sentences to music or dramatize the activity of the animal or object they chose. Students will find objects in their classroom that begin with the same sound as a given letter. Materials and resources needed Animalia by Graeme Base paper and crayons or markers Websites used http://alex.state.al.us/lesson_view.php?id=13035 References (copyright needed?) Animalia by Graeme Base
11. Part VIII: Common Core Standards (Session Four)Please list all relevant Common Core Standards here, as well as any relevant Massachusetts Proposed Additional Standards.Reading Literature MA.PK.R.L.10 – Listen to, recite, sing, or dramatize a variety of age appropriate literature.Reading Foundations MA.PK.R.F. 1.d Recognize and name some upper- and lower case letters of the alphabet, particularly those in one’s own name and in common signs and labels. (e.g., a STOP sign).Reading Foundations MA.PK.R.F. 2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds(phonemes).Reading Foundations MA.PK.R.F.2 b Segment words in a simple sentence read or spoken.Reading Foundations MA.PK.R.F.2 c Identify the initial sound of a spoken word and generate a list of words that have the same initial sound.Reading Foundations MA.PK.R.F. 3a Link an initial sound to the corresponding printed letter and a picture of an object that begins with that letter (e.g., link the initial sound /b/ to a printed “B” and to a picture of a ball).
12. 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 awareness.Students can listen to the teacher read Animalia on a podcast made on cinchcast. The students can read and record their own alphabet stories on cinchcast. The teacher and the students can create a power point presentation of their collaborative alphabet book illustrated with clipart.Students can use various internet games to practice letter sounds and initial sounds such as the following: http://www.starfall.com http://pbskids.org./wordworld/characters/game_ppp.htmlThe teacher and students need 1-2 computers that are internet accessible and be able to and use cinchcast on those computers.
13. Part X: Reflection (Session Six)Reflect on your phonemic awareness plans and the process of assessment, instruction, and reassessment of your student.This phonemic awareness plan is intended to be a collaborative effort between the teacher and her students. Some phonemic awareness instruction concerning the identification of same and different beginning sounds should have already taken place so that the students are already familiar with the concepts of same/different and beginning. Informal reassessment can be made during the brainstorming session of the lesson as the teacher notes the accuracy of the initial phonemes in the words that the students deliver. A more formal individual reassessment can be made when students are able to independently brainstorm words with the same initial sound when given the name and sound of a specified letter of the alphabet.