This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course and details for phonemic awareness activities. The template has various sections to fill out over the course of sessions, including general information, assessments of students' phonemic awareness, strategies for targeting skills, and reflections. The strategies proposed target skills like syllable segmentation, blending, and manipulation using manipulatives, games, and recordings.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness lessons incorporating technology tools. It also provides space to reflect on readings, choose linguistic activities to assess students, and analyze a student assessment recording. The templates guide the creation of grade-level plans, selection of assessment procedures and activities, and analysis of a student's phonemic awareness skills.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
Carol Alter's Phonemic Awareness FInal Projectcjalter
The document provides a template for a final project on developing plans to teach phonemic awareness in the classroom, including assessments, activities, and using technology tools. It includes sections to outline current phonemic awareness instruction, the importance of phonemic awareness, assessment of students' linguistic skills, practicing audio recordings, an example student assessment and analysis, and strategies for developing skills in segmenting words and syllables. The reflections indicate a better understanding of phonemic awareness and its importance for reading, and several proposed activities are described that could help assess and develop students' phonemic awareness.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
This document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness lessons incorporating technology tools. It also provides space to reflect on readings, choose linguistic activities to assess students, and analyze a student assessment recording. The templates guide the creation of grade-level plans, selection of assessment procedures and activities, and analysis of a student's phonemic awareness skills.
This document outlines a final project for a course on supporting phonemic awareness in the classroom. It provides a template for students to develop plans to teach phonemic awareness that incorporate assessment procedures, analysis, activities, and the use of technology tools. The template includes sections for general classroom information, reflections on readings, identifying student strengths and weaknesses based on assessments, developing instructional strategies and activities, connecting activities to standards, integrating technology, and reflecting on learning.
This final project is the culmination of several weeks of study in the Commonwealth Learning Online Institute's course entitled "Supporting Phonemic Awareness in the Classroom" Not only does this course teach about the importance of Phonemic awareness and offers a multitude of references for teaching strategies, but also encourages the learner to explore technology for the classroom.
Carol Alter's Phonemic Awareness FInal Projectcjalter
The document provides a template for a final project on developing plans to teach phonemic awareness in the classroom, including assessments, activities, and using technology tools. It includes sections to outline current phonemic awareness instruction, the importance of phonemic awareness, assessment of students' linguistic skills, practicing audio recordings, an example student assessment and analysis, and strategies for developing skills in segmenting words and syllables. The reflections indicate a better understanding of phonemic awareness and its importance for reading, and several proposed activities are described that could help assess and develop students' phonemic awareness.
The document provides a template for a final project on teaching phonemic awareness in the classroom. It includes sections for general information, reflections on phonemic awareness assessments and readings, linguistic components, audio recording practice, student assessments, analysis of assessment results, teaching strategies, standards, technology integration, and a reflection. The template is to be completed throughout a six-session course and submitted for review and feedback.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to plan phonemic awareness assessments, activities, and instructional strategies. It also provides guidance on using technology, addressing common core standards, and reflecting on the assessment and instruction process.
This document provides a template for a final project on supporting phonemic awareness in the classroom. It includes directions to develop assessment procedures, analysis, and activities incorporating technology and other phonemic awareness strengthening activities. The template has sections for general classroom information, reflections on phonemic awareness readings and assessments, analysis of a student assessment recording, and strategies for instruction.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates for general information, assessments of phonemic awareness, instructional strategies, standards, use of technology, and reflections. The templates are to be completed over several sessions to detail plans for phonemic awareness activities, assessments, and use of assessments to inform instruction.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
This document provides a template for a cumulative course assessment product on supporting phonemic awareness in the classroom. It includes 11 parts that cover general information, phonemic awareness, linguistic components, an audio recording practice, a student assessment example, analysis of the assessment, suggested strategies, relevant common core standards, plans for technology use, and a final reflection. The template is to be completed throughout a 6-session course and submitted for feedback.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
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.
This document provides a template for a cumulative assessment product (CCAP) on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, why phonemic awareness is important, current assessment practices, linguistic components, audio recording examples, conducting a student assessment, analyzing student results, instructional strategies, connecting to standards, using technology, and reflecting on learning. The template is to be completed throughout a training course and submitted for review.
This document provides a template for a cumulative course assessment product (CCAP) focusing on developing plans for teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student phonemic awareness skills, analysis of assessment results, instructional strategies, standards addressed, and examples of phonemic awareness activities. The CCAP requires developing plans for phonemic awareness instruction, assessment, and at least one example of a student assessment and analysis. It is due at the end of a six-session course and will be reviewed by the course facilitator.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
MeaghanGearyCryan Supporting PA 4.23.13 DRAFT FOR FINALMeaghan Geary
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course, include details on phonemic awareness activities, and assess student progress. The template has sections to outline phonemic awareness instruction already used, assessments, at-risk students, example activities, a student assessment and analysis, additional strategies, relevant common core standards, use of technology, and a concluding reflection.
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening SkillsAdila Dila
Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
Vocabulary Instruction with NonfictionCiel Educttu
This document discusses effective strategies for teaching vocabulary. It notes that direct vocabulary instruction is important according to the National Reading Panel. It recommends that students should be actively involved in developing their understanding of words through hands-on activities. Students should personalize their word learning by choosing words to study. Teachers should immerse students in words throughout the day using techniques like read alouds. Repeated exposure to words through multiple sources is important for learning.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-led discovery learning, as well as principles of experiential and inductive learning advocated by Krashen and others.
3. Key ideas discussed include focusing learning on the student rather than the teacher, minimizing anxiety, and acquiring language through meaningful use and interaction rather than explicit instruction.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-initiated learning through discovery and hypothesis formation.
3. Stephen Krashen's theory of language acquisition is covered, distinguishing between acquisition through meaningful interaction versus conscious learning, and emphasizing the role of comprehensible input and low anxiety environments.
The document discusses opinions on teaching pronunciation to English language learners. It notes that pronunciation is important, especially for learners whose first language is very different from English. While some argue pronunciation lessons could be boring, others believe they are necessary, at least for beginners. There is general agreement that pronunciation should be taught in context, and that both proper pronunciation and stress/rhythm are important. Teachers need to know terminology to help students, but practice is most important. Advanced learners may be able to learn from each other, as long as the teacher ensures correct pronunciation.
This document discusses the history of pronunciation teaching techniques from traditional intuitive-imitative and analytic-linguistic approaches to more modern learner-centered techniques. It describes methods like the Direct Method, Reform Movement, Audiolingualism, and Communicative Approach. Key aspects of techniques mentioned include using minimal pairs, tongue twisters, phonetic training, listening and imitation, and addressing both segmental and suprasegmental features. The goal is to help learners surpass a threshold level of pronunciation to avoid communication issues rather than achieve native-like speech.
Practical teaching technique for Young Learnersmuhcoy
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates for general information, assessments of phonemic awareness, instructional strategies, standards, use of technology, and reflections. The templates are to be completed over several sessions to detail plans for phonemic awareness activities, assessments, and use of assessments to inform instruction.
This document discusses strategies for supporting phonemic awareness in a 4th grade classroom. It describes the teacher's literacy blocks and student population, which includes some students lacking phonemic awareness. Screenings are used to identify students for intervention. Activities discussed to build phonemic awareness include a poetry unit, response to intervention block, and audio recording practice. The document also analyzes one student's assessment results and identifies areas of strength and weakness. Finally, it proposes classroom strategies like segmentation and syllabication activities to target skills during literacy and intervention blocks.
This document provides a template for a cumulative course assessment product on supporting phonemic awareness in the classroom. It includes 11 parts that cover general information, phonemic awareness, linguistic components, an audio recording practice, a student assessment example, analysis of the assessment, suggested strategies, relevant common core standards, plans for technology use, and a final reflection. The template is to be completed throughout a 6-session course and submitted for feedback.
The document provides directions for a final project template on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on phonemic awareness and assessments, example activities and assessments, analysis of student assessments, instructional strategies and activities, relevant standards, use of technology, and a reflection. The template is to be completed throughout a training course and submitted at the end for feedback.
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.
This document provides a template for a cumulative assessment product (CCAP) on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, why phonemic awareness is important, current assessment practices, linguistic components, audio recording examples, conducting a student assessment, analyzing student results, instructional strategies, connecting to standards, using technology, and reflecting on learning. The template is to be completed throughout a training course and submitted for review.
This document provides a template for a cumulative course assessment product (CCAP) focusing on developing plans for teaching phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student phonemic awareness skills, analysis of assessment results, instructional strategies, standards addressed, and examples of phonemic awareness activities. The CCAP requires developing plans for phonemic awareness instruction, assessment, and at least one example of a student assessment and analysis. It is due at the end of a six-session course and will be reviewed by the course facilitator.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
MeaghanGearyCryan Supporting PA 4.23.13 DRAFT FOR FINALMeaghan Geary
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes directions to incorporate at least one technology tool explored in the course, include details on phonemic awareness activities, and assess student progress. The template has sections to outline phonemic awareness instruction already used, assessments, at-risk students, example activities, a student assessment and analysis, additional strategies, relevant common core standards, use of technology, and a concluding reflection.
ENGLISH LANGUAGE TEACHING METHODOLOGY:Topic : Listening SkillsAdila Dila
Listening comprehension is an active process that involves applying knowledge to sounds. It refers to the ability to recall and understand information presented orally. Several factors can affect listening comprehension, including hearing defects, language skills, and auditory discrimination problems. Teachers can assess listening comprehension using informal tests of nouns, adjectives, verbs, prepositions, tenses, directions/instructions, and discourse understanding. Strategies for teaching students with listening deficits include preferential seating, reducing distractions, using clear simple directions, visual aids, and increasing student response time.
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
Vocabulary Instruction with NonfictionCiel Educttu
This document discusses effective strategies for teaching vocabulary. It notes that direct vocabulary instruction is important according to the National Reading Panel. It recommends that students should be actively involved in developing their understanding of words through hands-on activities. Students should personalize their word learning by choosing words to study. Teachers should immerse students in words throughout the day using techniques like read alouds. Repeated exposure to words through multiple sources is important for learning.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-led discovery learning, as well as principles of experiential and inductive learning advocated by Krashen and others.
3. Key ideas discussed include focusing learning on the student rather than the teacher, minimizing anxiety, and acquiring language through meaningful use and interaction rather than explicit instruction.
1. The document discusses principles of learning put forth by Carl Rogers, including that learning is most effective when it is relevant to students' personal interests and when external threats are minimized.
2. It also discusses Gattegno's "Silent Way" method where the teacher remains silent and allows student-initiated learning through discovery and hypothesis formation.
3. Stephen Krashen's theory of language acquisition is covered, distinguishing between acquisition through meaningful interaction versus conscious learning, and emphasizing the role of comprehensible input and low anxiety environments.
The document discusses opinions on teaching pronunciation to English language learners. It notes that pronunciation is important, especially for learners whose first language is very different from English. While some argue pronunciation lessons could be boring, others believe they are necessary, at least for beginners. There is general agreement that pronunciation should be taught in context, and that both proper pronunciation and stress/rhythm are important. Teachers need to know terminology to help students, but practice is most important. Advanced learners may be able to learn from each other, as long as the teacher ensures correct pronunciation.
This document discusses the history of pronunciation teaching techniques from traditional intuitive-imitative and analytic-linguistic approaches to more modern learner-centered techniques. It describes methods like the Direct Method, Reform Movement, Audiolingualism, and Communicative Approach. Key aspects of techniques mentioned include using minimal pairs, tongue twisters, phonetic training, listening and imitation, and addressing both segmental and suprasegmental features. The goal is to help learners surpass a threshold level of pronunciation to avoid communication issues rather than achieve native-like speech.
Practical teaching technique for Young Learnersmuhcoy
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
The document provides guidance for a final project on developing plans to teach phonemic awareness in the classroom. It includes a template to plan phonemic awareness assessments, activities, and analysis of student performance. The template should incorporate at least one technology tool from the course and include details on assessment procedures, phonemic awareness activities, and an example analysis of a student assessment. The completed template will be reviewed by the facilitator at the end of the course to provide feedback.
The document summarizes a lesson given by the author to a 5th year secondary school class. The lesson was based on the communicative language teaching approach and focused on using visual aids, comprehensible input, and pair/group work. Key strategies used included pictures and videos to support a listening activity on food and health. Students participated actively but some challenges remained around student tardiness and managing distracted students. The author felt the organization of activities worked well overall and aims to improve student engagement and time management.
This document discusses 10 different language teaching approaches: Grammar-translation Approach, Direct Approach, Reading Approach, Audiolingual Approach, Communicative Approach, The Silent Way, Community Language Learning, Functional-notional Approach, Natural Approach, and Total Physical Response. Each approach is summarized with its key principles and classroom techniques. The document advises teachers to try different approaches and see what works best given their unique classroom and students.
This document summarizes a 10 part document about supporting phonemic awareness in the classroom. It discusses phonemic awareness instruction through a reading program and centers, choosing assessments to evaluate skills, analyzing a student's assessment results, developing lesson plans addressing specific skills, incorporating standards, using technology resources, and reflecting on learning from a professional development course.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general information, phonemic awareness assessment and activities, linguistic components, an audio recording practice, a student assessment and analysis, instructional strategies, common core standards, use of technology, and a reflection. The template is to be completed over several sessions and submitted to the facilitator for feedback.
The document provides directions for a final project on developing plans to teach phonemic awareness in the classroom. It includes templates to fill out over six sessions that cover topics like phonemic awareness assessments, activities, standards, and strategies. The templates require details on assessments, activities, skills, and using technology. A reflection is also included to discuss how this process has changed instruction. The final submission requires assembling all templates and materials into a formal lesson plan with assessment.
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, student assessments, analysis of assessments, instructional strategies, standards addressed, use of technology, and overall reflection. The template is to be completed throughout a training course on phonemic awareness and submitted at the end for feedback. It guides the creation of comprehensive plans, including activities, assessments, and lessons to teach phonemic awareness and address students' specific needs.
Phonemic awareness final project [autosaved]jtlucas0127
This document provides a template for a final project on developing plans to teach phonemic awareness in the classroom. It includes sections for general classroom information, reflections on readings, assessments of student skills, analysis of assessment results, instructional strategies, standards addressed, use of technology, and a final reflection. The template is to be completed throughout a six-session course on phonemic awareness and submitted to the facilitator at the end for feedback.
This document provides a template for a cumulative course assessment product on teaching phonemic awareness in the classroom. It includes sections for general information, phonemic awareness, linguistic components, an audio recording practice reflection, a student assessment, and analysis. The analysis section summarizes a student's strengths in rhyming, initial sounds, and blending/segmenting short VC and CVC words. However, the student struggles with consonant blends, r-controlled vowels, and phoneme manipulation, deletion, and substitution tasks. The document emphasizes the importance of phonemic awareness for early reading skills.
This document contains Jill Cameron's self-evaluation of an audio recording of one of her science lessons along with samples of work from two students, one on-level and one below-level. Jill found that while her lesson went well, she identified areas for improvement such as slowing down her speech and using more affirmative language. The student work samples show improvement in spelling and sentence complexity for the on-level student but inconsistency for the below-level student who struggled to focus during lessons.
Final presentation supporting phonemic awareness final draftMeaghan Geary
The document provides details on a final project for a course on teaching phonemic awareness in the classroom. It includes a template to develop plans for phonemic awareness assessment, activities, and instruction. The template requires at least one example of a student assessment and analysis. It also requires incorporating at least one technology tool from the course and details on other phonemic awareness activities. The document includes an example lesson plan and strategies for teaching phonemic awareness to a class with diverse abilities through multisensory activities.
The document discusses a teacher's plans to incorporate phonemic awareness strategies into their 9th grade English inclusion class to help struggling readers who are reading between a 2nd to 4th grade level, including using segmentation and blending activities with new vocabulary words from an assigned novel.
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
Supporting Phonemic Awareness in the Classroomregodan
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.
The document discusses the importance of vocabulary instruction for reading comprehension. It notes that direct vocabulary instruction is needed, especially for subject-specific words, rather than relying only on incidental learning. Effective vocabulary instruction engages students actively in developing their understanding of words through strategies like semantic mapping, involves personalizing learning, immerses students in multiple exposures to words, and builds on multiple information sources. Dictionary use should supplement, not interrupt, the reading process.
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Research shows that phonemic awareness instruction helps children learn to read and spell. The document outlines effective strategies for teaching key phonemic awareness skills like isolation, categorization, blending, segmentation, deletion, addition, and substitution of phonemes. It recommends assessing students' phonemic awareness, especially blending and segmenting skills, and focusing instruction on one or two phonemic manipulation types at a time.
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. Key skills are typically mastered between ages 3-8 and instruction should focus on one or two phonemic manipulation types, like blending and segmenting, with no more than 20 hours of explicit teaching needed over the school year.
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. It recommends assessing phonemic awareness in kindergarten and focusing instruction on blending and segmenting, as these methods have the greatest impact when taught explicitly with structured practice.
The document describes Paula Schulze's reflections on four English lessons taught to a 4th year secondary level group. Paula focused on communicative language teaching approaches and used a variety of strategies like visual aids, group work, and discussions. The students reacted positively overall, actively participating in lessons and using English, though some lessons ran short on time or required improvements to practice structures more.
This research proposal aims to describe the researcher's experience teaching pronunciation to English as a foreign language (EFL) children. The researcher will analyze current theoretical and methodological approaches to teaching pronunciation to EFL children and compare them to their own experience. The objectives are to describe the researcher's teaching experience, analyze approaches to teaching pronunciation to EFL children, compare the researcher's experience to current approaches, and analyze the benefits of teaching pronunciation to EFL children. The proposal includes sections on the abstract, introduction, rationale, objectives, literature review, and methodology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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2. Final Project Directions
As a final project, you will develop plans for teaching phonemic awareness in your
classroom, including plans for assessment procedures, analysis, and activities. This final
project 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.
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 final project and
provide feedback for you in the Notes section.
3. Part I: General Information
(Session One)
GRADE:: Kindergarten
LESSON BLOCK LENGTH: 20 minutes
One way I might target phonemic awareness in a kindergarten class would be by introducing an object found in class, like a piece of paper. I
would then say, “This is a paper. It begins with the sound /p/ . Paper” to isolate and draw attention to the initial sound /p/ . I would also
draw attention to the way I was articulating the sound by pointing to my lips as I said /p/. I would ask the students to select an item within
the room that started with a /p/ sound, like they heard in “paper”. The educators in the room would help guide the students if they didn’t
initially select an item with the correct sound, by asking them to look at their lips (the teacher’s lips and their own lips in a mirror) while they
say the item’s name and then contrasting the name of the item with the word paper. The children would gather the items, bring them back to
the circle, and show and say the name of the item with emphasis on the initial sound. Each student would listen and vote thumbs up or
thumbs down to whether or not their peer had presented the correct sound.. I would want to make sure each child was successful in front of
their peers so that they don’t feel discouraged or embarrassed if they didn’t grasp the concept immediately. To be certain that the students
were able to discriminate the sound /p/ from another phoneme, I would include a few items with incorrect sounds that would be presented by
myself, a paraprofessional, or the classroom teacher.
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 not, what are the early indicators that allow you to identify if a student is at
risk of reading difficulty?
I found the article The Importance of Phonemic Awareness in Learning to Read, by Wesley A. Hoover to be very interesting and after reading it I
feel more confident in my ability to explain phonemic awareness. Phonemic awareness is an essential step in learning to read. A phoneme is the
smallest unit that carries linguistic meaning. When blended together phonemes form words. If a child is unable to discriminate, isolate, identify
and manipulate these sounds, it is likely that it will also be difficult for him to learn to read and write, as the letters in our language are
representative of the phonemes. The understanding that these phonemes carry meaning is crucial. Without this understanding, a child might
not understand the need to pronounce (and in the later stages, spell) all the phonemes within a word. Many of the students on my caseload
have “phonological processing disorders” and their speech is unintelligible not because they are unable to articulate the sounds, but because
they have not internalized that each sound is important to the meaning. For example, a child might omit the /s/ in the word “spin” producing an
entirely different word “pin”, and without direct instruction, they won’t understand that the meaning has changed. I have had a few
opportunities to assess students’ phonemic awareness within brief subtests included in speech and language assessments, such as the Clinical
Evaluation of Language Fundamentals-Fourth Edition, however this task usually falls to the reading specialists in the schools I have worked. Early
indicators that would suggest that a student I was working with might be at risk for reading difficulty would be speech sound disorders,
phonological processing disorders (as mentioned above), as well as overall language issues.
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?
The Yopp article provided many wonderful activities that I am excited to incorporate into my lessons. As a specialist, my goal is to find activities that not only target the goals and
objectives on my students’ IEPs, but to also incorporate the curriculum and standards from their classroom. The activities that I was especially excited about implementing
with my students, involved the syllable manipulation. I liked the ideas about clapping out syllables, using cubes or other manipulative to represent each syllable in a word,
and thought the idea of doing a whole body action for each syllable of a word would go over really well with some of my students who benefit from a lot gross motor
activity to keep their bodies organized and their minds engaged. While targeting syllable manipulation, I could also target students’ IEP goals relative to their speech. I
have had students who simplified the production of a word by omitting a syllable (such as producing “banana” as “nana” or “pajamas” as “jamas”). I would demonstrate
how many words consist of more than one syllable or parts. I would first demonstrate by clapping out each syllable while saying the name of a variety of objects in the
room. I would then ask the child to follow along with me. I could use the ideas in the Yopp article to further demonstrate and mark each syllable in the words we were
targeting.
When working within a student on my caseload’s class, I sometimes like to do a group lesson that will help out my particular student as well as add to the learning experience of
the entire class. In that situation I don’t always know the other students very well and have never assessed them. In that case, I would select an activity that was
somewhat easier, such as matching and then isolating initial sounds. If my student is working on using the /f/ phoneme, I might use the idea of the Hungry Thing and
instead of doing sound manipulation, I might initially have a bunch of items displayed and say that the monster’s name is Finn and he only likes to eat things that start with
the /f/ sound, like in his name. I would begin the lesson with saying the name of the item a child selected and ask the class if it started the same as “Finn”. After a few
rounds I would determine if we needed to make the activity more challenging. I would switch to asking sound the child heard at the beginning of the name of the item and
ask if it began with the target sound /f/ the monster could eat it.
6. Part IV: Audio Recording Practice
(Session Two)
Share your URL to your practice audio recording here:
http://cinch.fm/awilderslp/536064
Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?
I would imagine that this could be a really useful tool for teaching about phonemic awareness. If I was working with a large group of
children, I could break some off to a listening center to listen to a podcast I had created. The podcasts could introduce a skill or reinforce a
skill. I could even create different lessons that my students could go home and do with their parents to reinforce what we had done in
class. So many different phonemic awareness skills could be targeted, including identifying phonemes as same or different, identifying
rhymes, identifying the number of phonemes in a word. I bet my students would also enjoy creating their own recordings. I can imagine
students pairing off and recording themselves as they come up with rhyming words, words that start with the same phonemes, or
“quizzing” each other on the number of phonemes in a variety of words. There are a multitude of ways this technology could be
incorporated into teaching about phonemic awareness.
7. Part V: Student Assessment
(Session Three)
I will be using the Younger Student Pre-Assessment to evaluate my 6y8m old daughter's phonemic awareness
http://cinch.fm/awilderslp/phonemic-awareness-course/537332
8. Part VI: Analysis
(Session Three)
In my analysis of my daughter's phonemic awareness, I found that she was secure in her ability to recognize rhymes and with matching a
phoneme sound with an image. When asked what sound "insect" began with she was able to answered with the short 'i' sound and with
"plate" she reduced the blend to just /p/. I discovered that her sound blending skills seem to be developing well. She got 6/8 correct and
her errors were with ending sounds. On "train", she ended the sound with /k/ so I'm not sure if she didn't hear me correctly or if she
couldn't hold all the sound in her memory to blend. My guess is the former since she got harder words with more sounds, such as
"shrimp" and "black" correct. She also missed the ending /t/ in "reached“. The area that my daughter had the most difficulty, was with
phoneme segmentation fluency. On that part of the assessment she got 60/75 sounds. Analysis of her errors showed a pattern of
blending ending sounds together, such as /n/ and /d/ in 'ground', as well as reverting to a more onset/rime pattern, for example "seen"
was produced as /s/ plus /een/. Based on the results of this assessment I will be targeting phoneme segmentation when we begin our
lessons.
9. Part VII: Strategies
(Session Four)
To target segmentation of phonemes I will use a list of real word and nonsense word lists that were part of the summer lists sent home with all
kindergarten students. In my first activity I will utilize colored beads as a visual and tactile marker of the individual phonemes. I will start
by reviewing how words are made up of different sounds that we call “phonemes.” I will remind my student how earlier we blended the
phonemes to make words and demonstrate with an easy CVC word, such as cat or dog. For example, I will demonstrate by saying the
individual phonemes taking a bead and setting it in front of me for each sound. I would then push the beads together, either just on the
table or on a string if I could be certain the fine motor task of stringing the beads wouldn’t over complicate the task for the individual
child, to illustrate the blending of the phonemes together to produce the target word.
Following the review, I would introduce the segmentation task. I would remind the student again that words are made up of individual sounds
called “phonemes” . I would demonstrate the task by saying another easy CVC word and moving a bead forward from a pile for each
phoneme. For example, I would say, “When I say the word ‘cap’ I hear 3 different phonemes, /k/ /a/ /p/ ‘cap’” using a bead to show
each sound and then sliding my finger below them to blend them back together to reform the word. I would start with CVC words and
move on to words that included a blend for more of a challenge.
Another way I would target this skill, would be within a gross motor game similar to “Mother May I” or “Red Light Green Light.” I would again
tell my student that words are made up of individual phonemes. I would demonstrate with a CVC word, saying the word and hopping
forward as I said each phoneme and saying the word again. I think this activity would be a good movement activity for the sensory
seeking students I frequently work with and the game aspect would help with motivation.
Once my student was secure in segmenting tasks, I would move on to phoneme manipulation.
10. Part VII: Strategies, cont.
(Session Four)
When developing these lessons I considered that many of my students are receiving other services, such as occupational or physical therapy. I
was imagining that the techniques I used might carryover well into a co-treatment session. Using the beads in the segmenting task, the
OT could work on fine motor skills, such as pincer grasp and hand eye coordination, while I was targeting the literacy task as well as
possible articulation issues. The gross motor game could be incorporated into a co-treatment session with a physical therapist. I believe
that this would help with carryover of skills because they would be worked on in multiple environments and it would increase efficiency
because we are able to target multiple skills within a single activity. I also tried to keep the materials simple. I wanted items that could be
found in multiple settings (not just the classroom) or didn’t require any specific materials. This was important to me because I don’t
always work in the same room or location. I wanted the activities to be things I could recreate in whatever setting I was in at the moment
and activities that could be shared easily with parents so skills could continue to be worked on at home.
I found the Yopp article to be a wonderful resource when developing these tasks. I also tried to use the activities that were presented on this
http://www.readingresource.net/phonemicawarenessactivities.html as my guide.
11. Part VIII: Common Core Standards
(Session Four)
The Common Core Standards were under Kindergarten and First Grade Phonological Awareness.
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Count, pronounce, blend and segment. (Kindergarten)
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant or CVC) words.
*(This does not include CVCs ending with /l/, /r/, or /x/.) (Kindergarten)
b. Orally produce single syllable words by blending sounds (phonemes), including consonant blends. (First Grade)
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (First Grade)
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (First Grade)
Massachusetts Proposed Additional Standards
MA.PK.R.F.2 Phonological awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
12. Part IX: Technology
(Session Five)
Unfortunately, at this time I do not have access to many technologies in my own work space, however I learned within this course that I should
look for an pursue grants for technology. Using what I currently have available to me, I will set up a separate desktop for my students on
my teacher computer so that my students can use programs and read documents without having access to my private files. When
working with a small group, I would like to use the various websites presented in this course, especially the PBS kids one
(http://pbskids.org/island/) and the Quia website that was developed by a fellow speech-language pathologist (
http://www.quia.com/pages/pbordasphonemic.html) and allow my students opportunities to independently work on a skill while working
with other students on skills that continue to need strengthening.
I was disappointed to hear that the Cinch website will no longer be operating, but am excited to try out http://www.ipadio.com/ . I will use this
technology to allow students to record themselves as they participate in rhyming, alliteration, sound isolating, segmenting, blending, and
various other phonemic awareness tasks. I think they will find it motivating to use the technology, it will allow them some auditory
feedback as they listen to themselves, and it will allow me to monitor their skills level if I am not always able to work directly with them. I
also think I could use podcasting to present new information to parents and develop extension activities that can be done at home related
to what we have been working on that week.
13. Part X: Reflection
(Session Six)
In the past seven weeks I feel that I have really developed in my knowledge of phonemic awareness and best practices for targeting skills to
promote literacy. Taking this class as a speech-language pathologist, and not a classroom teacher, initially made me a little worried.
Having completed these weeks, however, I feel more confident in how my unique skills connect to the establishment of literacy and that
many activities that I would normally do with a student with articulation or phonological processing disorders can also be used to target
the phonemic awareness skills that are important for a student learning to read. When I perform these activities with my caseload, I will be
explicit when explaining why we are working on a particular skill as it is important for them to understand that these speech and language
skills are also critical skills for learning to read. I feel prepared to utilize what I learned in this course to perform assessments, develop
lessons, tie them into my specific skill area (speech/language), and justify my role.
I was not very familiar with the Core Standards, but they will be my “go to” from now on when I am writing goals and objectives on student
IEPs; I am already targeting many of those skills but I think it will be beneficial to all parties working with the student to use common
language (plus it will save me time with figuring out the perfect wording!). From looking through IEPs at my new position, I can see that
they already are writing IEPs in this way.
I had thought I was pretty proficient with technology and thought I was more knowledgeable about methods for maintaining confidentiality. I
never really considered that a student could access my files if I allowed him to use my computer or how important it was to have a special
email, separate from my personal email, for creating and accessing online technology. It also never occurred to me to look for grants so
that I could have the same resources as other professionals in my building. This will be a goal of mine when I return to school.
I am looking forward to applying what I have learned about phonemic awareness when I return to work and to continue my education with the
next course in this series.