Module 9 Assignments Essay

Phonological awareness is being able to distinguish the assembly of isolated sounds that make up words and experiment with adjusting the distinct sounds known as Phonemes to form new words (Emmit, Hornsby & Wilson, 2013). Elements of phonological awareness include practice with separating, manipulating and grouping together sounds of words, in addition to exploring words and sounds in an enjoyable way using rhymes (Matheson, 2005). Phonological awareness provides innovative processes for a broader vocabulary and the ability to sound out new words (University of Oregon, 2009). The decoding process that occurs allows readers the ability to then concentrate on the meaning of what they read and improve their reading development (Reid Lyon, 1998). When teaching phonological awareness to children, teachers should work in small groups that explore only a couple of concepts at a time for instance how the mouth moves when saying a variety of isolated sounds in comparison to these phoneme sounds blended to assemble a word (Learning Point Associates, 2004). In conjunction with the familiarity of phonemes and words in phonological awareness, it is imperative to integrate this fundamental feature of reading development with understanding graphemes, and the link to letters in print to their phonemes sounds with phonics (Fellows & Oatley,

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.

***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.

To begin, I did the phonological awareness assessments with my three students. Having gotten instruction from Professor Schwarzkopf in class, I felt prepared to conduct this assessment. I appreciated that each form within the phonological awareness section had directions and a practice section where I, as the administrator, could easily explain the directions to each student. The phonological awareness assessments in themselves do not take a long time; however, I noticed as I started to reach the seventh, eighth, and ninth assessment each student started to get bored and frustrated. I really liked how the majority of the assessments were given orally. This helped me to know what they understood phonologically rather than just what a letter

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.

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

Also, the struggle of adjusting to a language that is not your and the sensation of shame when pronouncing a word incorrectly. It is a hard situation when suddenly your pronunciation becomes a problem that must be

An important learning point entails what is phonological awareness, often many confuse phonological and phonemic awareness. Phonological awareness is akin to metalinguistic skills, it allows a child to examine the sound structure of language. Clients have to discern and discriminate sound structure, such as separating words into syllables, producing rhymes, and identifying words with similar initial sounds. So unlike phonemic awareness, phonological awareness primarily entails spoken

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

When the students give a word, ask them to find the word ending on the chart. The students will then tell the class the beginning letter(s) to the word. The teacher (or student) will then write the child ^Os word under the correct phonogram. The class will recall as many words as

According to our textbook, there are five approaches to phonics instruction. The approaches include synthetic phonics instruction, embedded phonics instruction, analogy-based phonics instruction, analytic phonics instruction, and phonics-through-spelling instruction. Synthetic phonics instruction shows the student how to change letters or letter combinations into speech sounds to form known words, and is commonly referred to as sounding out words. Embedded phonics instruction teaches students by embedding phonics instruction in text reading and relies on incidental learning. Phonics through spelling instruction teaches students to segment spoken words into phonemes and write letters that represent those

According to the video Word Study, and Fluency, it was mentioned that one of the elements of phonemic awareness is using poems that rhyme. One of the teachers in the video was able to introduce a poem of the week and would have their students read the poem for the entire week. It was learned that the students read the poem for the whole week so that the students become familiar with the poem. Also, the repetition of the poem helped the students out a lot because they were able to remember some of the words from the poem. Another element that was covered in the video was the use of word study. Students were able to use the classroom as a resource especially a word web. The teacher would let the students look around the classroom and point to words on the web to help them say a sentence or word. This is very useful because it helps students to use words. Last another element that can help with phonemic awareness is when students are able to sort similar words and identify phonemic patterns. From the video it was shown how a teacher would write out a word and students would have to say the words that were similar to the word the teacher put on the paper. This helped students to look for rhyming words as well as unknown

Phonemic awareness is the ability to hear and manipulate sounds. This awareness of sounds develops gradually over time. The child learns to differentiate the smallest unit of sound and put them together to make other words. As stated in ERIC, 2012, “phonological awareness training can involve various activities that focus on teaching children to identify, detect, delete, segment, or blend segments of spoken words, i.e., words, syllables, onsets and rimes and phonemes” (para. 2). There are many activities that promote the development of phonological awareness. Puzzles are a good example of a pre-reading activity that promotes phonological awareness. Through puzzles, the child will experience pre-reading concepts such as big/small, straight/round, and middle/end. As the child play with the

Students may have pronunciation difficulties with linking of ‘should go’ / / as the vowel sound turns from strong to weak when linked to other words. (Ph)