This document provides a cumulative assessment product template for a phonemic awareness lesson plan. It includes 11 parts that detail: general classroom information; the importance of phonemic awareness; a student assessment and analysis; instructional strategies and activities; relevant standards; the use of technology; and a reflection. An assessment of a 6th-8th grade student found strengths in substitution but weaknesses in segmentation. Activities include blending, segmentation, and deletion using manipulatives. The goal is to improve the student's phonemic awareness skills based on earlier assessments and the common core standards.

1. Supporting Phonemic
Awareness in the Classroom
Cumulative Course Assessment Product Template
Daniel Rego
April 20, 2015

2. CCAP Directions
As a cumulative assessment, you will develop plans for teaching phonemic awareness in
your classroom, including plans for assessment procedures, analysis, and activities. This
CCAP template will also include one example of a phonemic awareness assessment and
analysis on a student.
Your plans should incorporate at least one of the technology tools explored in this course
and include details for other types of phonemic awareness strengthening activities. See
the Course Details on the home page top section to review the course layout, syllabus,
and expectations.
Complete this template as the course progresses. This template is due to your facilitator
at the end of Session Six. At that time, your facilitator will review your CCAP and
provide feedback for you.

3. Part I: General Information
(Session One)
GRADE: 6-8
LESSON BLOCK LENGTH: 40-45 minutes
•To a small degree, Phonemic Awareness is being addressed in my classroom. Essentially, it is being addressed with one student this school year.
• Activities used to address Phonemic Awareness include colored squares to teach phoneme segmentation and blending. Every lesson involves
the manipulation of colored squares to teach word structure and to practice reading.
•Deletion and substitution lessons have been recently introduced into the Phonemic Awareness lessons. Using colored squares, the student will
eliminate a sound and replace it with the phoneme provided by the instructor.

4. Part II: Phonemic Awareness
(Session One)
•Phonemic Awareness is an important step in learning to read because:
• It is the ability to hear and manipulate the sounds in spoken words and the knowledge that spoken words and syllables are made up of
sequences of speech sounds (phonemes) . It is important in learning to read in an alphabetic writing system, because letters represent sounds or
phonemes. Without phonemic awareness, phonics makes little sense. (Big Ideas in Beginning Reading, University of Oregon).
• It requires readers to notice how letters represent sounds. It prepares readers for print. It also gives students a way to approach sounding out
and reading words (Big Ideas in Beginning Reading, University of Oregon).
•Indicators that allow an educator to identify a student who lacks Phonemic Awareness or is at risk of reading difficulties
are:
• The student lacks the ability to identify similar and dissimilar sounds (mat, mug, sun), blend and split sounds( f oot), blend sounds into words
(m_a_n), segment a word as a sequence of sounds (/d/, /i/, /sh/), and detect and manipulate sounds within words (changing /p/ in pin to /b/
bin) (Big Ideas in Beginning Reading, University of Oregon).
•In addition, a student struggling with Phonemic awareness may find it difficult to isolate, delete, and add phonemes. (The Importance of
Phonemic Awareness in Learning to Read, Wesley A. Hooper ).

5. Part III: Linguistic Components
(Session Two)
Promising and Intriguing Activities from Yopp Article: The rhyme activity “The Ants Go Marching” teaches the importance of rhyme
using a familiar song. It allows for creativity because a student may create their own verses. For younger children, the marching element
of this activity makes it fun and educational.
Easiest To Incorporate into my Current Curriculum: “The Ants Go Marching” activity can be incorporated minus the marching and
perhaps set to contemporary music. Also, activities with phoneme manipulation like “Cock-a-Doodle-Moo” when the student engages in
phoneme addition and phoneme substitution. This can be very beneficial when geared toward older students.
Activity That Will Benefit My Students Before Assessment: An activity such as “Cock-a-Doodle-Moo” will give me an indication of a
student’s understanding of the subtle differences in phonemes. The activity will need to be geared toward to an older student.
How Activity Addresses Standards: The activity addresses individual IEP goals in phonemic awareness and reading. It also support MA
Standard 2 of the ELA curriculum stressing spoken words, syllables, and sounds (phonemes), recognizing rhyming words, and
segmenting/blending words. In addition, it also supports CCSS.ELA-LITERACY.RF.1.2 which stresses the importance of demonstrating
understanding of spoken words, syllables, and sounds (phonemes) (http://www.corestandards.org/ELA-Literacy/RF/1/).

6. Part IV: Audio Recording Practice
(Session Two)
.
How Audio Recordings will Help Teach and Students Learn about Phonemic Awareness: Audio recordings will help a teacher
determine a student’s present level of phonemic awareness and set appropriate goals. The teacher will be able to model the appropriate
pronunciation of phonemes, while a student will be able to hear how they make these particular sounds. In addition, progress or
regression will be recorded, allowing the teacher and students to make adjustments, focusing on particular needs.
Struggles Students and Teachers Can Face With Audio Recordings: A struggle a teacher can face is not being fully trained in a
phonemic awareness program or not being self-aware of the proper pronunciations of phonemes. The student may not be willing to
record themselves, or become a victim of “stage fright” during the recording process. Also, the student may try to overcompensate for
their shortcomings during the initial stages of assessment, therefore not allowing the teacher to determine the correct level of phonemic
awareness and become unable to set appropriate goals.

7. Part V: Student Assessment
(Session Three)
Assessment Used: The Older Student Blank Rubric pre-assessment was used to assess the student. The assessment was designed by Kim
Michel with a corresponding video to guide the instructor (https://www.youtube.com/watch?v=wMDRw1B3xbo). An IPhone 4S was used for
recording.
Audio-Recorded Assessment: The Segmentation and Substitution assessment can be accessed by clicking on the icon below.

8. Part VI: Analysis
(Session Three)
* Student Performance Analysis: In the Sound Segmentation pre-assessment, the student correctly identified 44 of 77 phonemes (57%).
On the Substitution pre-assessment the student correctly identified 3 of 4 substitutions (75%).
 Areas of Student Strength: The student is able to substitute one sound for another after listening to an instructor give her directions.
Also, the student has a strong background in the concept of onset and rime. When errors were made on the segmentation pre-
assessment, often the student would furnish the onset and rime instead of the segmentation of each individual phoneme.
 Areas of Student Weakness: The student had difficulty in understanding the concept of segmentation, often confusing it with the
concept of onset and rime. The student also demonstrated difficulty in differentiating between several short vowel sounds and some –r
controlled vowels.

9. Part VII: Strategies
(Session Four)
Strategies to be used in the classroom:
 Questions relevant to the lessons: Will The student be able to identify individual phonemes and blend these phonemes into
meaningful words? Will the student be able to segment individual phonemes when provided with a whole word? Will the student be able
to delete individual phonemes when provided with a whole word? Will the student be able delete a phoneme within a word, and replace it
with another phoneme provided by the instructor.
 Instructional Strategies: In the phoneme blending, segmentation, and deletion activities with the older student, the strategy is to use
simple manipulatives in order for the student to focus on the sounds and not the letter-sound connection. An important part of these
activities is to connect the sounds to “muscle” memory for the student . Also, the repeating of student answers in order to reaffirm the
correct response.
 Specific Skills to be Developed: The ability to blend, segment, and delete individual phonemes according to the common core
standards.
 Products and Materials: Simple manipulatives will be used to reach individual goals. This will include colored blocks, colored felts, a
dry-erase board, and dry-erase markers. Also, Elkonin boxes may be incorporated for segmenting words into individual sounds.

10. Part VII: Strategies, cont.
(Session Four)
 Activities and procedures: Three activities will be used for the lessons. The first will be a phoneme blending activity. In this activity,
the student will blend individual sounds (phonemes) into words using jelly beans. Each jelly bean represents a different phoneme in the
word. For example, when the teacher provides the phonemes /k//a//t/, the student will use three different colored jelly bean, and blend
them together to produce the word “cat”.
The second activity involves segmentation of a whole word. When the student is provided with a word, she will be able to segment each
individual phoneme in the word. For example, when the teacher provides the word “cat”, the student will then provide the phonemes
/k//a//t/. A basketball will be used in this lesson. A dribble of a basketball will represent a sound in the word.
The third activity will be the deletion of individual phonemes within a words. For example, when the provided with the phonemes for the
word “cat” /k//a//t/, the student will be asked to delete a phoneme to make the word “at” /a//t/. Colored felts can be used represent
each individual phoneme.
 Extensions and modifications: No extensions or modifications will used at this point.
 Resources needed: Transcript for Older Student Phonemic Awareness Instruction by Kim Michel.
 Websites used: You Tube video titled Phonemic Awareness Older Student Instruction Video by Commonwealth Learning Online
Institute by Kim Michel (https://www.youtube.com/watch?v=wMDRw1B3xbo . Uploaded 11.18.13.). Also, Reading Rockets
(http://www.readingrockets.org/).

11. Part VIII: Common Core Standards
(Session Four)
Relevant State Standards: The Common Core Standards address the Reading Foundation Skills up to the 5th
grade level. The student using
these activities being assessed is in the 8th
grade. Due to this, and because her IEP states that she has not developed in several foundational
reading skills, the following Common Core Standards address her current performance and the activities in this lesson:
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
• CCSS.ELA-LITERACY.RF.1.2 A
Distinguish long from short vowel sounds in spoken single-syllable words.
• CCSS.ELA-LITE.RACY.RF.1.2 B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
• CCSS.ELA-LITERACY.RF.1.2 C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
• CCSS.ELA-LITERACY.RF.1.2 D
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

12. Part IX: Technology
(Session Five)
Technology Strategies Used in the Classroom:
• To record the student for the pre-assessment, an Apple 4s Iphone was used to record and upload the audio.
• For modeling and practicing correct phonemic awareness, a phonemic awareness applet ,provided by the Commonwealth Learning Online
Institute, was used for formulating correct mouth positions (http://cloi.commlearnonline.com/cloi/menu/phonemics/index.html).
• Using laptops and desktop computers, the student was able to access several websites to help reinforce lessons being taught. This
included the Quia Phonemic Awareness Games that stressed phoneme deletion, substitution, segmentation, and blending skills.
• To learn the proper techniques for the pre-assessment, The Older Student Blank Rubric pre-assessment was used to assess the student.
The assessment was designed by Kim Michel with a corresponding video to guide the instructor (https://www.youtube.com/watch?
v=wMDRw1B3xbo).

13. Part X: Reflection
(Session Six)
The Process I Have Gone Through in This Course: This course has taught me the importance that phonemic awareness places on the
development of young readers. More importantly, it also demonstrated that if this skill is not developed at an early age, it can have long
term ramifications. Ashley, the 8th
grade student that worked with me during this time, is an example of the problems an underdeveloped
ability in this area can have on “older” students. Throughout this process, both of us have learned many things that will help us in the
future. Ashley is in the process of developing her phonemic awareness skills. In a short time, she has demonstrated improvement in her
ability to segment, blend, and identify individual phonemes. In turn, as a teacher, I’ve started the process of learning to identify, give an
assessment, and teach phonemic awareness skills. We are both are at the beginning stages of our development, but we will better for
going through this process in the future.
Important Points: I’ve learned without phonemic awareness, phonics makes little sense. Also, It also gives students a way to approach
sounding out and reading words (Big Ideas in Beginning Reading, University of Oregon).
How I Will Change Classroom Instruction: Ashley will be leaving for high school next year, so I will need to identify students who are in
need of phonemic awareness instruction. At the start of the next school year, I will use the pre-assessment tool to identify students that
have an underdeveloped skill in this area. From there, I will use phonemic awareness instruction to help foster improvement.

14. Part XI
The final part of the course work is to create a file of all the components of your lesson and upload it in the assignment section in Session 6 on
the main course page.
This file should include but not limited to:
1. Formal Lesson Write-up
a. Including student grade and level
b. CCSS addressed in lesson
c. Goals and Objectives
d. Skills addressed
e. Clear presentation of the direct instruction
f. Materials and Resources
g. Follow-up and Assessment
2. All printed materials used in lesson
3. Provide a short explanation of the purpose of the lesson based on prior needs and
assessments.