Literature Review On Phonemic Awareness

When I completed this lesson I actually felt I should re-think my decision to become an educator. Mrs. Anderson makes this job look easy. I had prepared my science lesson plan Monday and scheduled to start a 3-day lesson on Wednesday. I tried to keep my lesson close to the basal/textbook. I feel as though the students responded positively. They were responsible in raising their hands to answer questions. I had a note to “slow down” in my notes. This helped me pace my lesson appropriately. I felt confident….and then I did not! HOWEVER, this time I did not speed up my speaking and rush through the lesson as quickly as possible. I added a few examples that were not on my plan with the hopes to explain matter to the students and I believe that helped one or two students. I felt, as a class, we stayed on topic the entire class. There were a

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

Once she completed writing down the definitions and examples, I gave her multiple examples of alliteration and personification that she would have to identify and inform me whether the example was alliteration or personification by being able to explain her answer. Once we went through the examples, I asked Sophia to think of any examples of alliteration she has seen in everyday life. She was unable to provide me with any examples, so we went over examples I had in my power point. Some examples of alliteration I shared with Sophia were Chuckee Cheese’s, Coca-Cola, Dunkin’ Donuts, Krispy Kreme, and Mickey Mouse. Once we finished reviewed these examples, I had Sophia look at examples of alliteration and personification in famous pieces of literature. I included short quotes from famous literature and she would read them to me and identify whether it was an example of alliteration or personification and explain why she came to her answer. To conclude this lesson, I had Sophia write down her own examples of alliteration and personification as a review and also evaluate her understanding of these new terms.

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

This type of intervention will be used because having students simply look up definitions in a dictionary for unknown words doesn’t typically result in a transfer of word knowledge to reading comprehension tasks. First, the clinician will select a list of words from a curricular topic and other words that are new but don’t fit with the topic, and present the words to Chloe in oral and written form. Chloe will be encouraged to engage in “exclusive brainstorming” in which she discusses the words and decides which words go with their topic for the day and which don’t. A chart can be used for Chloe to mark, “can define,” “have seen/heard,” or “beats me!” about each individual word. The clinician will then provide a description, explanation, or example of the new terms to relate the word to curricular topics. Chloe will then be asked to restate the description, explanation, or example of each term in her own words, by connecting it to her experiences or knowledge. Chloe will be instructed to create a picture, pictograph, or symbolic representation of the term as well as, including the word, definition, and picture. She will keep each term in a vocabulary notebook for future reference and be encouraged to use the new words in verbal story-telling and writing (Blachowicz, 1986) (Marzano,

e. Assessment: Describe how you will assess student learning of the lesson objective based on the age/grade/ and needs documented.

The second lesson I observed was geared towards phonemes, segmenting and blending. Ms. Cameron did a lot of modeling before this lesson. Although I have only been in her class twice, I can tell she is a firm believer in the “ I do, we do, you do” method. Ms. Cameron gathered all the students on the rug and showed the class how to “tap out” different sounds of the letters in words like “sit, mud, sad” using their fingertips. Ben did not participate in this for the majority of the guided practice. I believe that this was due to Ben’s lack of attention during the instruction. He was rocking back and forth in his spot, in addition to curling his legs

I found a great lesson to work off of for my lesson plan on history of the Homestead Act. The original lesson was well organized but very short. I chose to focus on Domain 2 Conceptual Understandings because this lesson plan only had one assessment and I felt that the assessment was weak in whether a teacher could gage students understanding of the material. This lesson did a below average job of explaining what the Homestead Act is through its powerpoint slideshow and worksheet activities. I also didn 't like how the lesson plan was designed to show a video clip of the Western Expansion at the very end of the lecture. I feel that by showing this video is pointless and students might lose interest by the end of the lesson.

1. Nathan V. was able to mask his learning difficulty by memorizing. When asked to read something something familiar or complete a familiar learning task, Nathan was successful. However, when Nathan had to complete an unfamiliar activity or read unfamiliar text, he struggled. For example, when reading to his mother, Nathan's mother noticed that while reading, Nathan never looked at the book, he stared into another room. He had memorized just the words on the page to "mask" his learning difficulty. As we know however, simply memorizing words on a page does not facilitate learning. Nathan knows how to say the words, but he does not know the sounds that make up the words he is reading (phonemic awareness). Nor, does he know the meaning of what he reads (comprehension).

In the group experiment only two students engage while the other four were left waiting this could have been improved by having either enough supplies so that student could have each participated or have done the experiments in small groups of three and she would only have to divide her supply. If students are not participate less than 50% of the time it is not productive ((Echevarina, Vogt & Scott, 2013) Last I feel that vocabulary terms could have been advance by having the teacher go over out loud with the class the vocabulary term and their meaning to be sure they were understanding of what she was talking about if applicable use visual to explain. Connecting prior knowledge to new material is imperative for the ELL students to connect to the language we are teaching them (Haynes, J. (1998).

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

The strengths of the lesson in my opinion was the fact that the students could play a game while also participating with consonant blends and consonant digraphs. Even though throwing buttons into a cup is fun and the lesson involved competition, it still made the students think about consonant digraphs and consonant blends. I also think that it helped the students realize how many words are made with consonant blends and consonant digraphs, which will help with their phonemic awareness.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.