Lesson Plan To Illustrate Short And Long Vowel Sounds

Next, I observed the standards, differentiated instruction, and the phonemic and phonics lessons in the class. The essential questions and standards are listed in the front of the classroom but are never referred to. I think that differentiation is a big part of this class, especially because of the number of students with individualized education plans. During lessons, the entire class will meet around the rug for instructions and introductions. After the class is given instructions, most students will work independently and there will be one or two groups that work with Ms. Dunlap or her teacher’s aide for guided practice. The majority of the lessons include hands-on activities, such as cutting examples of noun and verbs out of a magazine, using blocks to measure student’s heights, and songs that emphasize parts of speech. While I observed I also saw some phonemic awareness lessons. These are lessons that focus on individual sounds of letters and the structure of the words and letters. I think that this class had a wide variety of reading levels. Some students did very well, but others could not write their names yet. The class met on the rug for phonemic lessons, and Ms. Dunlap would use a book that had tons of activities. The book includes different activities that make students find the sounds in words, substitute sounds to make new words, blend sounds to form words, and to take apart words to find the sounds. Ms. Dunlap

The observation began with a review of what phonological awareness means. According to Chard, D.J. & Dickson, S.V. (2018), it is being aware of the fact that oral language is made up of many smaller units, such as words and syllables. In order to be successful at reading and writing language, an individual must develop skills in phonological awareness. Teaching students to rhyme is very important also because it is one of the ways students show that they have an awareness of phonological awareness. An example of rhyming is when a word is broken down by a single letter or combination of letter sounds such as the word chop would be broken into the onset: ch and rime: op. Students must

Select four songs, finger plays, word games or poems that you can use to promote phonological awareness. Describe the strategies to promote phonological awareness among children whose home language is other than English.

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

The teacher prepares the students to operate in a small group together. This practice can enhance the student’s cooperative learning skills.

Small groups require active teaching with much teacher guidance or involvement. Small groups can teach the context better than a larger group, allowing for no child to be struggling and left behind. Reading, math and science can benefit from small group interaction. Each student has a chance to be heard, voice his opinion or conclusion, get a response from the teacher and the other group participants, and close the gap for error. The key for successful learning is when the teacher involves himself and gets excited about what the children are to be taught. This is also true in group study as

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

For this lesson they sat on the carpet in a circle. Mrs. Barger gave them the directions of hands in lap and crisscross. The students followed along right away. Mrs. Barger had the class sing a song called Vowel Bat which helped them work on the vowel sounds. As they were singing the song the students were supposed tap in their office on the vowel whose sound they were hearing. Next, they played a game prior to them playing the game Mrs. Barger had them all stand up and wiggle high, middle, and low a few times and then it was time to begin. The game that they played was simple but the students really enjoyed it. The students were supposed to hide the pom-pom under one of the cups with a vowel written on it. Another student covered their eyes and then had to guess which one it was under and they have to say the correct vowel sound. The rules were discussed as a class such as no cheating, not laughing if someone gets it wrong, and that only Mrs. Barger will be the teacher. As the class was playing the game one girl said the wrong sounds and knew immediately after she said it that it wasn’t the right sound. She then corrected

Though he read fluently, his inability to rehearse the vowels when we started shows his struggle with early concepts. However, I believe he can quickly master his areas of weaknesses if he’s given opportunities to manipulate or touch materials to learn, which doesn’t happen in the classroom. Despite the extra 12 minutes added to my proposed time, the strongest asset of my session was improvising a mini-lesson on vowels. An area to work on for the future is factoring struggles students may have. Although my plan included defining “bossy,” it was in the spur of the moment that I realized I should assess Mikel’s knowledge of vowels. Therefore, I can’t assume that children are able to do “basic” tasks or have "fundamental" comprehension before teaching. Also, intertwining instructional learning with other subject matters, as Mikel did, can help reinforce lessons and show children how their subjects

1. The two major independent constructs compared by the authors were onset-rime and phoneme awareness. The dependent constructs were early reading ability and general academic ability. The independent constructs were operationalised using twelve trials of a segmenting and a blending task; which was given at age five. Half of the trials involved blending phonemes and the other half involved blending onset-rime and rhymes; scores for both the tests were combined.

During whole group, the teacher would check for understanding, affirm correctness, and reteach as needed.

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

Phonological awareness strategies play a vital role in the development of vocabulary and word consciousness. “It is a sound structure of language—that is, that language is made up of words, syllables, rhymes, and sounds (phonemes)” (Phonological Awareness). This awareness of sounds in a spoken language is a strong indicator of future literacy success. Strategies to promote phonological awareness provide opportunities to help students to hear and differentiate and segregate sounds in their oral language. Emergent learns can better discern rhymes and alteration and understand sounds through syllables.

As a pre-service teacher it is important to shift the mindset of students from thinking of getting the right answer and instead encourage critical thinking. The purpose of group learning activities is to help struggling students.To properly implement heterogeneous groups in my teaching I will make sure to articulate my goals during group work, and include academic objectives. I want to make sure that students achieve social skills that they may want to develop. It is critical to helping groups get started therefore I will explain the group’s task. I will explain how the task involves individual accountability, and how they will be assessed throughout the process. During group work monitoring and regularly observing group interactions and progress, by circulating during group work is something I would do as a teacher. Circulating during group work will make it easy to observe problems, allowing me to intervene and help students move forward on the task. I think getting different perspective is important and I plan on discussing with future colleagues what works best and what curriculum we are finding more

With the heterogeneous groups the level of discussion and cooperative work is increased, providing benefits for every student partaking. According to Paul Burden and David Byrd (2012), “Having students work in groups generally has a positive effect on their achievement when compared to their work as individuals.” Small-group work and discussions allows for students to improve their communication skill, cooperation skills, and gain new insight and understanding from their peers in a way that could not be achieved working alone.