Student Scenario #1

Knowledge of onset and rime allows students to read unknown words based on existing word knowledge and the ability to build word families (Pinnell & Fountas, 1998, p. 236) based on rime sounds. The introduction of phonemes during phonological awareness occurs in the last level, where explicit instruction is used to teach students how to detect, segment, count, blend and manipulate separate phonemes (Yopp & Yopp, 2009, p. 3). Strategies to support phonological awareness includes counting and clapping out both sentences and syllables, rhyme riddles, guess which object (Yopp & Yopp, 2009, p. 8), segmenting words requiring students to blend back together and instruction of rhyme identification (Fellows & Oakley, 2010, p. 190). Rhyme identification can be explored through song and nursery rhymes, grouping words according to onset and rime (McDevitt & Ormrod, 2004, p. 331), rhyming games such as roll a rhyme (Fellows & Oakley, 2010, p. 190) and cumulative reading texts. Children not exposed to different forms of rhyming within the home environment will need explicit instruction in how to determine what a rhyming word and what it is. As the concept of rhyme is normally introduced before developing reading ability, students struggling with identifying sounds may benefit from picture cards to introduce the concept, allowing them to group and identify rime

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

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

Beginning with the second grade form A list, Lauren was able to recite each of the words effortlessly under a second. The fluent behavior allowed for all twenty of the words to be added to her personal list of sight words. Demonstrating a command of high- frequency words, she was able to quickly recognize the dolche words displayed on the list. Indicated by her score of twenty out of twenty, second grade is

With the words she was not sure, instead of breaking the sounds to make the word, Carmen will spell either the word or the sections of the words. For example, when she word keep she was able to pronounce the beginning sounds but added the letter e at the end. Carmen was focused on the spelling of the word because she knew keep has two e’s but felt she had to pronounce both e’s so at the end she added the e. Another common mistake was her pronunciation of she, that, and three. All three word have in coming the beginning two words together make a combined sound. Instead of pronouncing the two letters together to make one sound, Carmen was attempting to pronounce them separately. Lastly, with wave and race instead of breaking the word apart three times Carmen will only break the word apart two times. Both words have for letters and she grouped the beginning and ending words to create a sound. Having an understanding in the areas Carmen was unable to pronounce the words correctly will allow me to focus on the learning areas she needs

***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.

An example of phonological awareness is a child being able to recognize that “sat” and “hat” rhyme. When a child is asked what rhymes with “sat” they should be able to produce a word such as “cat”.

This article takes a critical look at the negative effects on children’s who are living with relatives or friends as a result of their family not being able to financially afford housing. The federal definition of homelessness that all U.S. public schools use includes children and youth who lack a fixed, regular, and adequate nighttime residence. The law recognizes that living doubled-up is a hardship and an inherent barrier to academic success, and that’s why students living doubled-up are eligible for homeless services under the McKinney-Vento Homeless Assistance Act (Dill, 2015). Since, homelessness generally follows a traumatic event such as divorce, foreclosure, incarceration or job loss, children are more susceptible to present behaviors

The synthetic approach is becoming widely accepted as a highly proficient method. It is a part-to-whole approach, which involves synthesising individual phonemes to make whole words (Fellowes & Oakley, 2014, p. 228). The synthetic approach promotes the use of letter tiles, magnetic letters or moveable alphabets to teach word blending and segmenting. The physical act of pushing together letters and taking apart words has a powerful effect on children’s understanding of these language processes (Konza, 2016, p. 158). Additionally, children should learn some common letter combinations and whole words, to the point of automaticity and immediate recognition. These are referred to as sight words as they can not be decoded or sounded out. Teachers should aim to increase students repertoire of such words and pursue rapid word recognition. Fellowes and Oakley, (2014, p. 243) suggest various strategies for teaching sight words, including: sentence strips where children write, cut and reassemble sentences; word shapes where children draw ‘frames’ around words; and tracing activities which involve children writing words with a variety of different materials, such as sand trays, chalk or clay. Also, games such as word dominoes, word bingo and matching activities can be

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

The words ranged from simple words like "a" to more complex words like "number". For this assessment, I printed the sight words onto bigger cards and I laid them out for J.R. Her job was to read the words that were listed. If she read them correctly and without hesitation then she got it correct. However, if she had to spell out the word or if she hesitated for a long period of time then I marked it wrong because she is supposed to recognize them right away. J.R. did fairly well on this assessment. She was able to recognize 88 sight words out of 100. I recognized that the words that she got wrong were the harder sight words. The second assessment that I completed with J.R. was the spelling inventory assessment. For this assessment, I gave J.R. a simple spelling test. I would say the word to her and include the word in a sentence. As I did this, J.R. wrote the words down. This assessment was given to see if J.R. could hear and write the constants (initial and final), the short vowels, digraphs, blends, and common long vowels that appear in the words that were given. This was one of the assessments that J.R. struggled with. She spelled most of the words wrong and she had trouble identifying digraphs and blends in words. The third assessment that I conducted was the phonemic awareness assessment. This assessment tested skills such as rhyming, phoneme isolation, oral blending, oral segmentation, and

Partial phoneme segmentation: consciously segmenting words. Activities include pretend word spelling and having students sound out each phoneme in a word.

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.

The purpose of this assessment is to find if the student can segment sounds within a word and to see how many sounds the student can correctly segment in one minute. To administer this assessment I began by explaining the rules to Maddy. I gave her an example of sun, and I segmented the sounds in sun to /s/ /u/ /n/ and had her segment pin to show she understood. Then I set the timer to one minute and began by giving Maddy the first word on the list. As she segmented the sounds I put a check above the sounds. If Maddy said 2 sounds together I placed a line under the sounds. If she skipped a sound I put a slash through the sound. Once the timer indicated a minute was up I thanked her for telling me the sounds in the

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, “I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else?” Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity.