...Understanding Phonemic Awareness and Phonics for K-3 Instruction Grand Canyon University: RDG 512 August 27, 2014 Abstract The purpose of this paper is to gain an understanding of how phonemic awareness and phonics impacts reading and writing for beginning readers. A definition of both phonemic awareness and phonics will be given as well as strategies to teach both. Developmental stages, appropriate ages for teaching these skills and strategies, and the purpose of both will be explained. Different assessment options will also be discussed. Introduction Children begin learning sounds and words from the time they are born. They are even exposed to hearing their mother’s voice while still in the womb. It is important that children are exposed to letters and words at an early age as well as have books read to them. These are factors in learning how to read. Two of the most important elements that emerging readers need to know in order to successfully read are phonemic awareness and phonics. These two concepts are different, but must work as a team for one to read. In the beginning grades, teachers must concentrate greatly on both of these concepts to make sure that the students have the foundation that is needed in order to begin reading. In this paper, definitions of both phonemic awareness and phonics will be shared along with strategies that can be explicitly taught to assist in learning how to read. The sequence of developmental stages, the appropriate...
Words: 1909 - Pages: 8
... A male kindergarten student age 5 was evaluated using the Yopp-Singer Test of Phonemic Segmentation, the Phoneme Blending Assessment and the Beginning Sound Assessment designed by Dr. Adria Klein, Professor at CSU San Bernardino. He seemed to be struggling in the kindergarten class, 5 months in, so his grandmother/guardian asked the tutor to assess and instruct him to bring him up to speed. He was anxious to learn as his classmates shunned him and called him dumb. He did not attend pre-kindergarten classes. He achieved a perfect score on the Beginning Sounds and the Phoneme Blending Assessment but only 69% on the Yopp-Singer Test. The result from the Yopp-Singer test shows emerging phonemic awareness. It appears he has trouble with words that have the “th” sound at the beginning of the word, as well as, words with silent “e” at end. He is aware of the silent “e” and gets confused as whether to sound it out or not. Oddly enough he sounded the “gr” sound as “grr.” The first thing the tutor did was tell the student how well he did on the beginning sounds and blending tests. The tutor assured the student he was not dumb. She outlined what he needed to do, with him, and asked what he felt he was having trouble with. He said he did not understand why there is an e at the end of some words that have no...
Words: 1051 - Pages: 5
...GEC00000DC Unit code: VU21323 Develop and document a learning plan and portfolio unit assessment TASK1 1. Own a clothing store. 2. Because I like clothing and make a lot of money. 3. I know a little accounting can help me to calculate accounts. 4. Economic and business management. 5. Economic and business management. 6. Some learning business website. 7. Maybe one or two years. 8. Dalton college 9. Understand the industry determine the goals determine the related courses Learning course know the market open a shop 10. A I am beginning to understand how to read a whole book. I am beginning to read instructions. I am beginning to read the questions on my assessment tasks. I am...
Words: 884 - Pages: 4
...week action plan that would help him to get on the right track to achieving his academic goals in reading. The components that needed to be addressed were: phonemic awareness, word study and fluency, vocabulary, and comprehension. The action plan will include all learning goals, informative assessments and summative assessments. Action Plan for Teacher Intervention Learning Goals Activities Informal Assessments Summative Assessments Phonemic Awareness -Learn beginning and ending of Phonemes in words -Decode words in context and in isolation by applying common letter-sound correspondences -Combine sounds from letters and common spelling patterns -Use common syllabication patterns to decode words Use objects to have student identify beginning and ending sounds of words Use chanting or claps to identify word sounds of objects Play a signal game with a group and give separate signals for the beginning and ending sounds when they hear it Use index cards to help the student visualize and hear the beginning and ending sounds of words Student can be assessed during classroom activities Participation is key to this assessment (orally and in writing) Student will be assessed using a worksheet the complete individually away from the group to see if they are able to identify phonemes Word Study And Fluency -Read aloud grade-level appropriate text with fluency, rate, accuracy, expression, and...
Words: 772 - Pages: 4
...Word Work blends digraphs & trigraphs Graphics @ Scrappin Doodles www.HaveFunTeaching.com Blends & Digraphs Phonics Blends) – are groups of consonants whose sounds blend together. Each letter within the blend is pronounced individually but quickly so they ‘blend’ together. Consonant blends that appear at the beginning of a word, are referred to as Initial Consonant Blends and those that appear at the end of a word are referred to as Final Consonant Blends. Digraphs - A consonant digraph is made up from two consonants which join together to produce a single sound. The most common consonant digraphs are ch-, sh-, th-, ph- and wh. Trigraph – A trigraph is similar to a digraph except it’s a phoneme that consists of 3 letters. chr, which makes the /chr/ sound as in chrome and chromosome dge, which makes the /g/ sound as in dodge and partridge tch, which makes the /tch/ sound as in catch, match Name: ___________________ Words that start with Date: _____________ _ Words that start with Words that start with bl cl fl www.HaveFunTeaching.com Name: ___________________ Words that start with Date: _____________ _ _ _ Words that start with Words that start with gl pl sl www.HaveFunTeaching.com Name: ___________________ Words that start with Date: _____________ _ _ _ Words that start with Words that start with br cr fr www.HaveFunTeaching.com Name: ___________________ Words that start with ...
Words: 427 - Pages: 2
...ESSAY Rubric # /36 |Dimension |4 |3 |2 |1 | |Purpose/task |Accomplishes the task. Essay is|Accomplishes the task. |Attempts to accomplish the |Attempts to accomplish the | | |well written using the |Essay is written using the |task; |task. | | |appropriate elements of the |appropriate elements of the | | | | |rhetoric studied. |rhetoric studied. |Attempts to use the elements |Attempts to use some or little| | | | |of the rhetoric studied |elements of the rhetoric | | | | | |studied | |Introductory Paragraph , |Has a strong introduction |Has a good /average |Has a weak introduction |Attempts to have an | |Thesis |paragraph: topic, background |introduction paragraph. |paragraph. |introduction paragraph. | | |and thesis. | | ...
Words: 488 - Pages: 2
...FREEBIE Created by: Name Date Beginning Blends Say the name of the picture. Fill in the letters that make the beginning sound. Color the pictures. _ _ ender _ _ ider _ _ ail _ _ ock _ _ oves _ _ agon _ _ ab _ _ oss _ _ uit _ _ ead _ _ esent _ _ uck _ _ ide €Learning With Mrs. Leeby 2014 _ _ um Name Date Beginning Digraphs Say the name of the picture. Fill in the letters that make the beginning sound. Color the pictures. _ _ eese _ _ ark _ _ oto _ _ umb _ _ eep _ _ ale _ _ erry _ _ istle _ _ air _ _ eel _ _ ovel _ _ one _ _ ell €Learning With Mrs. Leeby 2014 _ _ rone Name Date Which Blend? Color the pictures. Circle the correct word that matches each picture. Write that word in the box. blocks fry fly flog frog plocks clab crab crool stool plant prant blane plane drum dlum ski sti smile skile snake stake snamp stamp €Learning With Mrs. Leeby 2014 Name Date Which Digraph? Color the pictures. Circle the correct word that matches each picture. Write that word in the box. dolphin phisker whisker shurch church dolthin chalk thalk cheese wheese gocher gopher whoto photo whisk phisk shief thief chark shark shorn thorn thumb chumb €Learning With Mrs. Leeby 2014 Name Date Cut and Paste Blends Color the pictures. Cut and sort the pictures according to its beginning blend sound. Glue in the appropriate box...
Words: 514 - Pages: 3
...walked into your class to conduct the formal observation. Your class was sitting on the meeting area as you explained to them, “Today we are going to combine the two strategies. One is to observe the picture with owl’s eyes. The second is to make the beginning sound of the word by looking at the first letter.” Using the owl puppet you modeled how to observe the pictures in the story and tackling the tricky word. Grandma made a /dr/ and stopped. You modeled how to match the beginning sound of the /dr/ with the pictures for the page. You looked at the picture and began using the hat, machine… until you verify that dress beginning sounds is /dr/. In several occasions, the students were engaged in practicing the strategies and articulating how they were able to read the word with their partners. Students were able to use their native language to participate in the class discussion. After you confirmed that the majority of the students grasped the two reading strategies, you set them up for the learning activities. You explicitly established the structure and expectations for the students to work in their groups during independent reading. Your students went back to their tables and used sticky notes to identify tricky words as they read. All students opened their book-baggies and began to read their level books. Once again,...
Words: 726 - Pages: 3
...OF ED U TE N ST A IA DEP NT ME T N T IO CA AR California English Language Development Test (CELDT) OF C A LI FO R Released Test Questions — Updated September 2012 P r e p a r e d b y t h e California Department of Education Available on the California Department of Education CELDT Resources Web page at http://www.cde.ca.gov/ta/tg/el/resources.asp Copyright © 2012 by the California Department of Education (CDE). All rights reserved. This document may be copied and distributed by individuals and by California local educational agencies. This document and its contents may not be edited or altered, and must remain unchanged as published by the CDE. Any other use or reproduction of this document, in whole or in part, requires written permission from the CDE. C a l i f o r n i a E n g l i s h L a n g u a g e D e v e l o p m e n t T e s t CELDT Released Test Questions — Updated Table of Contents Introduction ..............................................................................................................................1 Released Test Questions Overview ............................................................................................................................. 3 Test Components by Domain ............................................................................................... 6 Released Test Questions by Grade and Domain Kindergarten...
Words: 29337 - Pages: 118
...Unit 8 Discussion 1 In the Unit 4 Video Case Study – Interactive Writing, the purpose of the lesson is stated as phonics and spelling. According to Armbruster, Lehr, and Osborn, “phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to read and write words” (p. 11). The teacher is teaching letter-sound connections. Struggling readers would benefit from phonemic awareness activities such as rhyming, alliteration, sentence segmentation, syllables, onsets, and rhymes (Beginning Reading) (p. 12). Furthermore, the teacher could include Elkonin Boxes and counters in small group instruction to...
Words: 834 - Pages: 4
...perfectly extremely soon!). Hangul is an alphabet, just like the Roman alphabet English speakers use. The only two differences are Hangul blocks syllables, and there are no lowercase or capitalize letters in Hangul. The letter is always written the same, no matter when it is used. Characters will be stacked into squares to form each syllable. For example ㅎ, ㅏ, and ㄴ are three separate characters. But, as they would form one syllable, they would be written 한 instead of ㅎ ㅏ ㄴ. ㅎ + ㅏ + ㄴ= 한 want another example? ㄱ + ㅡ + ㄹ = 글 We then combine syllables to form words, just as we do in English. 한 + 글 = 한글 Recognize that word? That's right! It's Hangul . It consists of han (한) and gul (글). Two syllables. Six characters. As you begin to learn all the different characters, you will see how to construct the syllables properly depending on which character you are using. Just keep this one thing in mind. Every Korean word, syllable, anything...begins with a consonant. A vowel will always follow it, either positioned to the right of it, or below it. With each vowel, I will tell you where it should be positioned. Also, there will be 2,3, or rarely 4 characters in a syllable. 한 is one way of stacking, having the vowel to the right of the first consonant, with the third character under those two. 글 is the other main way of stacking, where the vowel falls below the first consonant, with the third character below the second. A third character will always fall on the bottom. You will never...
Words: 4376 - Pages: 18
...|Individual Fundamentals of |Write a 700- to 1,050-word paper describing the scientific method and the fundamentals of |Mon, 11/18/2013 |10 | |Research Paper |research. Address each of the following in your paper: |11:59 PM MST | | | | | | | | |Define the scientific method. How does it relate to human services research? | | | | | | | | | |What are the steps in the process of scientific inquiry? Why must each of these steps be | | | | |included to support the scientific method? Provide a human services research example of the | | | | |scientific method and identify each step within your example. | | | | | | | | | |Define quantitative research...
Words: 2292 - Pages: 10
...Reading Assessment I once again chose a child to work with that I am familiar with. The student is a male child of Hispanic decent. The student comes from a household which is considered middle class and both parents that reside in the household are working parents. The mother is a college graduate and works in the education field as a high school teacher. The father did not attend college and is the head of the maintenance department at a local area school district. Both of the child’s parents have worked since the child was born and the child stayed with grandparents or at a daycare facility until the child reached the age to begin school. The child has a younger brother who will begin school the next school year. In talking with the parents the feeling was the grandparents treated the child very well and read to the child on a daily basis when the child was in the grandparents care and the child has a great love for school and strives to be the very best in his class. The male child is about to turn seven years old and is in the first grade. The child attends a school that the mother and father are not employed and the grandparents are responsible for picking the child up after the school day is complete. The parents are very involved in the students’ school work and provide support for the student every evening when they are at home. In visiting with the student before we began our reading assessment I found the student to be very mindful and attentive. We discussed...
Words: 1214 - Pages: 5
...NEW BEGINNINGS IN THE BOOK OF JOHN By: Linda Mills Gospel of John Life Christian University January 12, 2014 STUDENTS: These are the research standards of your institution. Please follow these standards for all your writing assignments. A completed and signed copy of this affidavit must accompany each research paper you turn in. Place it immediately after your title page. Research Affidavit In this paper, every opinion from someone else has been indicated by a reference placed at the end of that information. I realize that the mere presence of a reference does not avoid plagiarism. If I have used the exact words, phrases, clauses, or sentences of someone else, I have enclosed that information in quotation marks. If I have paraphrased the opinions of someone else, I have not enclosed the paraphrase in quotation marks, but I have stated those opinions in my own words. I have introduced the paraphrase and put a reference at the end of it. Factual information (common knowledge or uncontested knowledge) has not been credited with a reference unless I have used someone else’s organization of these facts. This paper is my own work. No one has helped me in the preparation or writing of this paper except for typing or final proofreading. student signature: ____________________________________ date: _________________ print name: _____________________________________ course title: _____________________________________ ...
Words: 4475 - Pages: 18
...Chemical Agents Choose a specific chemical from the list of chemicals provided in the Word file. To randomize the assignment for the class, you must choose a chemical whose name starts with the same letter as the first letter of your last name (* see exceptions below). You must investigate and report on the chemical using these headings: ➢ Chemical name: List your chemical’s name, and its CAS Registration Number [CAS Reg. no.] as found in the attached pdf document entitled Ontario OEL. ➢ Hazardous physical/chemical properties: Describe the basic properties and those that contribute to make your chemical hazardous to humans. Provide specific data from your sources, and explain in plain language. Data & comments about hazards should be linked together. ➢ Routes of entry: Describe the routes of entry of your chemical into the body (link to the expected ‘states’ of the chemical) ➢ Effects on the body: Describe the effects on the human body. ➢ Sources of exposure: (Industry and/or process) ➢ Control Measures: Describe the measures required to safely control your chemical in the workplace, beginning with pre-contact controls {Engineering, Policy & Procedure, Admin (training) & PPE} and concluding with post contact controls. ➢ MSDS Attach a copy of one (1) MSDS. Your chemical must have at least 80% concentration in this document. ➢ Bibliography: - Must site at least 5 sources from the Internet, including ONLY 1 MSDS - Do not use other sources (textbooks...
Words: 515 - Pages: 3
