Curriculum Development Paper

* Have difficulties with a small number of sounds – for example r, w, l, f, th, sh, ch and dz.

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)

4 . Wou ld it b e b etter to tra n s m it a ll in voice in form a tion from th e origin to Ta m p a a n d for Ta m p a

When starting the Yopp-Singer test of phoneme segmentation, Carmen performance is the majority of the words were done well. She was quickly responsive in pronouncing the words and breaking them based on their sound. Out of the 22 words, Carmen pronounce 16 correctly.

Stacy is strong reader with excellent decoding skills. She does have some difficulty with longer words. This lesson helps students like Stacy to segment longer words into syllables so that they can use their prior knowledge to read and comprehend words in context. The syllable patterns that will be used for this lesson are CVC, CVCe, and CVVC with an emphasis on compound words.

I created word work cards that will help my book buddies decode words with vowel digraphs. I have created blue bordered cards with beginning consonants, green bordered cards with vowel digraphs, and orange bordered cards with ending consonants. Before working with these cards, I will show my book buddies a poster I created that will help them understand that in many cases, when two vowels are together, the first vowel is the sound that is heard. After reviewing the poster, I will begin using the word work cards. When using these cards, my book buddies will each have a card with the vowel diagraphs oa, ai, and ea. I will ask my book buddies to say the sound of the digraphs and then choose a blue bordered card to place on the left side of the card that contains the vowel digraph. I will have my book buddies sound out the letter or consonant cluster on the beginning sound card and then the card containing the vowel digraph. They will then select a card that can complete that word by choosing an orange bordered card that will complete the word,

Lesson 3 Lesson title: Rhyming Bingo Standards: Reading: K.4 The student will orally identify, segment, and blend various phonemes to develop phonological and phonemic awareness. b.)

Match phonemes to phonograms. Student will learn these word families at – ad- ap – ag- am – an

Vocabulary instruction plays an important role in developing language with ELL students. After conducting the research project on the importance of vocabulary instruction and reading comprehension, I expect to continue supporting my students with necessary vocabulary instruction in order to grow their knowledge of language. I will continue to collaborate with our ELD teacher when selecting vocabulary as well. My future project will be focused on the best scientifically-based practices to deliver vocabulary instruction to ELL

2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [ɔɪ] (Diphthongs should be treated as one sound.)

Full phoneme segmentation: Counting out the number of syllables. Speech practice with CVC words. Have students participate in silent reading and use their own ability to sound out words they don’t know with syllable practice. Students can count the number of syllables in a rhyme or poem, they can clap together counting syllables in

Due to time constraints, I will focus on teaching Cody to identify the letters a,b,c,d, and t and to produce the phonological sound. After he has mastered the sound with symbol, I will focus on blending the sounds to produce consonant vowel consonant words ( cat, bat, at ). Mastery will consist of 80 % accuracy over seven days. These tasks will be single step.

12 5.1 Alphabet ............................................................................................................................................... 12 5.2 Double vowels ...................................................................................................................................... 13 5.3 Syllabic nasal ....................................................................................................................................... 13 5.4 Tones..................................................................................................................................................... 13 5.5 Word division ...................................................................................................................................... 13 5.6 A note on 'y' ......................................................................................................................................... 14 6. Grammatical sketch .................................................................................................................................. 15 6.1 Parts of speech ..................................................................................................................................... 15 6.2 Verbs..................................................................................................................................................... 17

There are many different key ideas that we as a class have learned over the past 3 weeks. One key idea