This document is a template for a cumulative course assessment product (CCAP) on teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of linguistic components and student skills, instructional strategies and activities, standards, use of technology, and a final reflection. The submitter completed the template throughout an online course on phonemic awareness, assessing a student's skills and creating a lesson plan incorporating rhyming, initial sound substitution, and word segmentation. Key learning included how to efficiently incorporate daily phonemic awareness instruction aligned to state standards, using a variety of activities, assessments, and technology tools.

1. Supporting Phonemic
Awareness in the Classroom
Cumulative Course Assessment Product Template
Erin Rogers Spring, 2020

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: Integrated Pre-K
LESSON BLOCK LENGTH: 30 minutes
Is Phonemic Awareness currently being addressed in your classroom? If so, how? If you are not currently teaching in a classroom, please
fill out this template as if you are teaching in the classroom of your choice.
Phonemic awareness is addressed during each day. During whole group lessons and activities, phonemic awareness is addressed
through rhymes, poems, songs, language games and activities. It is also addressed during small group and individual learning through
games and activities. Our classroom uses two commercial programs; “Lively Letters,” and “Owl” as part of our ELA curriculum. Our district
requires us to use the Lively Letters and we must show a block in our schedule each day. We mainly focus on forming letter sounds
correctly, using multisensory strategies and music in this program. The students love Lively Letters. It is quick and interactive. We use less
of the OWL curriculum than we used to, as it was given as a grant at first and most teachers didn’t find it to overly helpful. It is very general
and didn’t give a lot of practice on specific pre-literacy strategies. I still use the literature from this curriculum, because it has beautiful
picture books that relate to our city wide monthly themes. The OWL does have some suggestions for phonemic awareness activities that I
will often pull, but I use it in more of a supplemental way. Our district has grade level planning teams that mapped out and dissected the
state standards that I use as a guide. My coworkers and I do a lot of our own planning using activities that we find from sites such as
“Teachers Pay Teachers,” or “Pre-K Pages,”. I find a lot of the commercial programs out there are not individualized enough and my
classroom is so diverse, that I am constantly differentiating instruction and changing instruction based on assessments (luckily we have a lot
more flexibility in pre-k to do this , that the other grades are not allowed to do) . We have a high percentage of ELL’s and over fifty percent
are on IEP’s, as it is an integrated Pre-K. I typically will do a lot of assessing of what my students need and go by their IEP goals.Phonemic
awareness is always a weak area. I would love a curriculum that just addressed the different parts of phonemic awareness for my grade
level. This would be a great addition to other curriculum programs.

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 in
learning to read? Do you currently assess student’s phonemic awareness? If so, what assessments do you use? If not, what are the early
indicators that allow you to identify if a student is at risk of reading difficulty?
Phonemic awareness is an extremely important step in learning to read. Science tells us so. There have been many studies done that show
that phonemic awareness instruction increases a students reading and spelling abilities. If a student does not understand phonemes, then
he/she cannot understand the relationship between letters and sounds. Phonemic awareness instruction should not be the ONLY method of
instruction when learning to read, but it is a critical part of it.
Currently, I assess some phonemic awareness skills at least three times a year in pre-k. Our program has the ESGI assessment, but I also
use a supplemental assessment that my grade level team has found on Teachers Pay Teachers. Once our students enter Kindergarten,
they are screened using the DIBELS assessment the summer before they begin kindergarten and several times throughout the year.

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? Choose at least three
to discuss. How do the activities address the standards?
The three activities that would benefit my classroom the most are matching, isolation and blending. These activities are doable with my
older preschoolers and will be very important skills to have before entering kindergarten. I would not expect my preschoolers to
completely master these skills before kindergarten, but they should have some exposure and a developing ability to participate in
these activities.
Matching activities are probably the simplest to do with my students. Many of them already can do this at the phoneme level. They love to
play this game while we are at circle time. I will often throw out two words that either start with the same sound (cat,cow) or have
differing sounds (cat, ball). They love to guess yes or no. I like the suggestion to use yes and no cards that was mentioned in the
article. Some students that are not close to grasping this concept, will probably be guessing, but I can usually pick out the ones who
are purely guessing. This activity addresses Massachusetts Standard Pre-K RF.2.c.
Isolation activities are a little more tricky for preschoolers, because they have to give a sound response, instead of a yes/no answer. I often
use these activities with the more advanced center groups, but many of my children do still struggle in this area and I think it is
something they will progress more in as they enter kindergarten. This activity addresses Massachusetts Standard Pre-K.RF.2.c
I have always loved blending activities as a teacher and a parent. I often will play blending games in the car with my own young kids and
have them clap the syllables into a word. This is something preschoolers love as well and is an excellent skill to have when learning
to read. This addresses Massachusetts Standard Pre-K RF.2.b

6. Part IV: Audio Recording Practice
(Session Two)
If you used an audio recording tool that provides an URL please share it here. If not upload it as an audio file here and in the discussion
forum. You upload the audio file by: Clicking on Insert in the tool bar above, then pick Audio, then Audio from file or record audio.
If you use another recording program or tool try to save as a .wav file you are able to save and share the audio directly in PowerPoint.
Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?
I think that audio recordings can be an important tool for self awareness. When I listen to myself, I notice that I need to work harder to
pronounce each sound. For me personally, audio recordings of my own speech have made me aware that sometimes my accent, my
natural tendency to mumble certain sounds and use fillers such as “um”, can interfere with speech clarity. When I am teaching I work
hard to be aware of these things to make sure I am producing clear sounds to my students. On the other side, my students can listen
to the way that they are producing sounds and it could help with awareness and self correction. I would imagine this would be very fun
for them.
What struggles did you or your students face or could face?
School is not in session, so I was not able to complete this with a class. I could imagine that technical difficulties could arise. It took me
awhile to figure out how to complete the audio recording, so I think that it would be very important to practice audio recordings before
introducing it to a class.

7. Part V: Student Assessment
(Session Three)
Which assessment will you be using on your student?
I used the “Younger Student Pre-Assessment”
Insert the URL of your audio-recorded assessment with a student here or upload audio file here and in the discussion forum.

8. Part VI: Analysis
(Session Three)
After completing an assessment on a student or child, you will reflect on their scores using the appropriate worksheet. Please upload the
worksheets in the discussion forums if possible.
 What stands out to you most? What stood out to me on this assessment of Ainsley, a seven year old first grader,, was that she had
some great, solid phonemic awareness skills. There were a few minor areas that she can use some extra practice on.
 Reflect on the areas of student strength. Ainsley showed relative strengths in “Sound Blending,” “Rhyming,” and “Beginning Sound
Phoneme Isolation”. She got all of the answers correct in these sections.
 Reflect on the areas of student weakness. Ainsley showed a slight weakness on the “Phoneme Segmentation Fluency” section. She
easily sounded out CVC words, but had trouble with more complex words. For example, she combined the two end sounds on certain
words. In the word “birds”, she sounded it out as /b/ /ur/ /ds/. For the word “boots,” she sounded it out as /b/ /oo/ /ts/. She also did this
with “hoot”, giving /h/ /oot/. I also noticed that she did not segment glued sounds, such as /nk/ and /an/ in “ranch” and “thank”, but
instead combined those two sounds into one.
 Based on the assessment, what skills would you teach next? Based on this assessment, I would have Ainsley practice sounding out
more complex words each day. I would have her to a quick practice (even just two minutes a day) to really strengthen these skills. A
fun activity that she could do at school or home would be to give her a pipe cleaner and beads. She could be given a short list of
words to sound out and as she is doing so, she could slide a bead down with each sound. This activity would strengthen these skills
and help her to become a more fluent reader when included in a full reading program.

9. Part VII: Strategies
(Session Four)
Include strategies you will use in your classroom here.
 Products and Performances
 Questions relevant to your lesson
 Instructional Strategies
 Specific Skills to be developed
Skills to be Developed:
Rhyming, initial sound substitution, segmenting words in a sentence
Instructional Strategies: Cooperative learning, differentiated instruction,music and songs,
Questions: 1. How can I make this work for everyone in my class? 2. What do my students already know? 3. Is this lesson age-appropriate
and engaging? 4. What do I want my students to learn from this?
Products/Performances: The students could put on a small performance of the “Down by the Bay” Rhyming Activity for one of the other pre-k
classrooms. They could decorate the classroom with art projects from the original story, “Down by the Bay”.

10. Part VII: Strategies, cont.
(Session Four)
Include strategies you will use in your classroom here.
 Activities and procedures
 Extensions and modifications
 Materials and resources needed
 Websites used
 References (copyright needed?)
Activities:
1. Rhyming with “Down by the Bay”
The teacher will copy the text from “Down by the Bay” onto a large piece of paper. She will also make index cards of 12 sets of rhyming
words. The teacher will lead the class in singing the song and stop at when the song says, “Have you ever seen a ___, lying on a ____” The
student will use two matching index cards to fill in these blanks.
Modifications:
Students with ELL and Special Education needs may benefit from pictures over the words. Some students may need the teacher to pick the
first word and then give them a choice of two index cards for the to pick the word that rhymes with the first word. Some students may even
need further modifications such as matching picture to picture (so the teacher would print two sets of the rhyming pair and the teacher would
fill in two rhyming words (cat and bat). The students would be expected to find the pictures that match cat and bat.
Materials: Index Cards, markers, computer to print images, large paper.
Websites/Reference: http://www.readwritethink.org/files/resources/lesson_images/lesson121/bay.pdf
2. Phoneme Substitution
The teacher will give a word and the students will be asked to changed the word given new initial phonemes. So for example, the teacher will
give the word “bed”. Then the teacher will say, “let’s change the first sound to /f/. What word will we have now?”.
Modifications: Some ELL or students with special needs may benefit from using touch cues for the sounds or pictures of lips making
individual sounds, paired with the teacher saying them.
3. Materials: Touch cue chart, visuals of sounds
4. Reference: https://www.youtube.com/watch?v=d5PwCp-2n14

11. Part VIII: Common Core Standards
(Session Four)
Please list all relevant State Standards here. (Please specify your state and provide state standards website URL)
Massachusetts: http://www.doe.mass.edu/frameworks/ela/2017-06.pdf
Standards for Activity 1:
Pre-K Reading Standards for Foundational Skills
RF.2.a: With guidance and support, recognize and produce rhyming words (e.g., identify words that rhyme with /cat/ such as /bat/ and /sat/).
Standards for Activity 2:
Pre-K Reading Standards for Foundational Skills
RF.2.c. Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial
sound.

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.
My current pre-k classroom has a SmartBoard and one student iPad. We have access to an iPad cart that may be used on a limited basis.
There are so many phonemic awareness activities on Smart Exchange that can be used on my Smart Board. One example of this is a
rhyming game in which there are two columns of pictures. The students take turns dragging words from the left column to match its
rhyming word on the right column. The Smartboard can be used as a whole group or small group activity.
The iPad is often used in individual or small group centers (led by a teacher or assistant until students are able to independently use the
device and share if in a group). There are so many excellent apps that can be used for phonemic awareness and literacy. I like
Starfall and ABCya a lot.
Now that I know how easy it is to use the recording device on my phone or iPad, I think my students would really enjoy this, which practicing
some great phonemic awareness skills. They could sign a song or recite a poem and record themselves. We could practice making
sounds and playing them back as well.

13. Part X: Reflection
(Session Six)
Please use this section to reflect on your phonemic awareness plans and the process you have undergone in this course. Include the key
points of your learning and how it will change your classroom instruction.
By taking this course, I learned how to easily and effectively incorporate phonemic awareness into my daily teaching. It also reminded me of
which standards to fully focus on for my grade level. As an integrated pre-k teacher in an urban district, I have a very diverse
classroom and many of my students have special needs and ELL’s, making phonemic awareness instruction crucial to their future
reading success.
One thing I learned was how easy it is to provide effective phonemic instruction each day, without taking up a lot of time. Many of the
activities that I found while taking this course only really took about 5-15 minutes and could be incorporated throughout the day. Some
activities, such as the “Rhyming Box” activity in my lesson plan write up, are more formal and fit nicely into my ELA block. However,
some activities are so simple and could be used while standing in line, or while waiting for our friends to finish lunch. Simple activities
include “Yes/No Rhyming” and “Student Name Syllables”.
Another thing that I feel I took from this course, was taking the time to dissect my state standards to make sure I was using the appropriate
phonemic awareness activities. My state standards call for rhyming and initial sound identification in pictures/words at the pre-k level.
I also looked into the Kindergarten standards to know where my students need to be headed.
Overall, this course really helped me to fully understand phonemic awareness and how to plan for and incorporate the proper skills into my
own classroom. I feel so much more organized in my thinking in this subject after this course. I reviewed our current curriculum
resources, our state standards, our materials and technology and now have a wealth of new information and activities on the internet
to provide much more to my students. I can’t wait to use my new skills in the fall!

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. Standards 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.