PA Final Project Kat Duncan
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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.
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3. The Sight Word Approach teaches high frequency words that are recognized instantly without sounding out. It provides a base for beginning reading.
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Pa final project(1)Lana Davis /2
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.
Pa final project(1)Lana Davis
The document provides instructions for a final project template for a course on supporting phonemic awareness in the classroom. It outlines parts to include in the template such as general classroom information, reflections on phonemic awareness and readings, plans for student assessment and analysis, strategies and activities to incorporate phonemic awareness, relevant standards, and use of technology. The template is to be completed throughout the course and submitted at the end for feedback.
Carol Alter's Phonemic Awareness FInal Project
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.
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THE TEACHER`S ROLE
1. The document discusses the teacher's role in helping students improve their pronunciation of English. It emphasizes providing feedback, building awareness of pronunciation, and establishing priorities to focus on the areas that most impact intelligibility.
2. It recommends techniques like using the International Phonetic Alphabet, minimal pairs, contrastive analysis between the first language and English, and regular practice of sounds through activities like tongue twisters and reading aloud.
3. The goal of pronunciation teaching is to move students from conscious to automatic performance of sounds and to focus on intelligibility rather than perfection. Teachers should use student models and varied techniques tailored to individual needs.
strategies in promoting numeracy and literacy
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
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