Supporting Phonemic Awareness in the

ClassroomFinal Project Template

By: Donna Donato

August 18, 2014

Part I: General Information (Session One)

GRADE: 9

LESSON BLOCK LENGTH:70 minutes

Is Phonemic Awareness currently being addressed in your classroom? If so, how? If you are not currently teaching in a classroom, please fill out this template as if you are teaching in the classroom of your choice.

Phonemic awareness is currently not being taught in my ninth grade English Inclusion Classes. However, I will be teaching phonemic awareness in my ninth grade English Learning Center Class. These students have been struggling with reading for almost 10 years. My incoming students reading levels range from 2nd to 4th grade. We will have to cover the General Common Core Curriculum starting off with the Summer Reading Exam on “Everyday” by David Levithan. We are required to cover for the department wide midterm and final exam “Of Mice and Men” and “To Kill a Mockingbird.” My pre-reading strategy with be focusing on vocabulary phoneme segmentation and blending before I show them their weekly word lists with their dictionary pronunciation next to them. I feel that students will benefit from learning the sounds and symbols in the dictionary guide to pronunciation. There are iPads available in class that the students can use to look up a word and hear it spoken. I am hoping that the students will get in to a choral exercise of segmenting words, and blending them in class. However, I do understand that there may be some resistance by some students. I am a huge proponent of reading play aloud with feeling. If a students does not read out loud or speak very often then their phonemic skills will never develop. The best way is by creating a safe environment where snickering/teasing and/or speaking when someone else is reading is not tolerated. I hope to have a small class of students to evaluate and work on their reading foundational skills.

Part II: Phonemic Awareness(Session One)

Reflect on one of the readings from this session. Some guiding questions could be: Why is phonemic awareness an important step in learning to read? Do you currently assess student’s phonemic awareness? If not, what are the early indicators that allow you to identify if a student is at risk of reading difficulty?

In 2005, an Administrator and I choose seven sophomore students at risk of dropping out their Junior year. I had these students all day and taught them all of the regular curriculum Junior classes: Geometry, Chemistry, American Government, and English III. The English III class was a 90 minute block was a combination of dramatic plays and Read 180. The plays were not only read aloud they were acted out. The Read 180 program worked with my small group of seven students. The students were excited about the new technology at the time and I was excited that the Headmaster believed in my vision by invested $5,000 in seven students that the other teachers refused to have in their classrooms. 

Part II: Phonemic Awareness(Session One P.2)

My student Jorge earned only 5 credits in three years for one gym class was so embarrassed from being placed in a Freshman homeroom for the third time.  He stood out in his freshman homeroom at 17 years old, standing 6 foot 3 inches tall and weighing over 300 pounds. He couldn't stop saying "thank you, thank you, for getting me out of those classes." I knew, I had him.  In September, Jorge SRI score was at the fourth grade level by the end of that same year his SRI score was at the ninth grade level. The Read180 program provided Jorge with a routine of 20 minutes individual silent reading, 20 minutes of computer voice recognition testing and 20 minutes whole class instruction. This expected routine turned into a daily habit. Now, I must confess that I offered gift cards as incentives each quarter to a local clothing store for the most improved SRI score.  

Jorge had to take additional classes because he didn't earn any academic credit his freshman or sophomore years. The best compliment I ever got was from a Biology Teacher who told me that, "Jorge was so much smarter than the other students in her class." I didn't have the heart to tell her that he was diagnosed with an intellectual disability. 

In my option, my students knew that the Headmaster and I believed in them; consequently, they began for the first time to believe in themselves.

Part III: Linguistic Components(Session Two, p.1)

From the Yopp article, which activities look promising and intriguing? Which ones might be easiest to incorporate into your current curriculum? Which activities, before assessing your students, do you think would benefit your classroom most? How could the activity address the standards?

Sound manipulation activities:

Isolation, I could introduce song/poetry writing using Rhyme, syllable units, onset and rime, and phonemes. By using sound manipulation activities: isolation segmentation, blending, deletion and substitution. I could demonstrate on a poem how an author use language to create a certain tone or mood by his/her word choice that evokes a feeling. Then the students could create their own piece using the examples provided.

Part III: Linguistic Components(Session Two, p.2)

The earlier that children are exposed to word play the better. Also, I like how Melissa Norton emphasized "fun". As a high school teacher I've noticed that many of my colleagues focus on discipline, curriculum pacing and exams.  However, I worked with a new teacher last year that brought his excitement to class everyday with an original daily rubric that clearly stated the students' expectations. One of the writing assignments was create a character from The Great Gatsby Facebook page. Create a three way conversation between three of the characters. The students were never so engaged in an writing assignment.

I would love to know more about the kinesthetic learning technique too! 

Part IV: Audio Recording Practice(Session Two)

If you used an audio recording tool that provides an URL please share it here. If not upload it as an audio file here and in the discussion forum. You upload the audio file by: Clicking on Insert in the tool bar above, then pick Audio, then Audio from file or record audio.

Reflect on this practice. How do you imagine audio recordings will help you teach and your students learn about phonemic awareness?

As a high school teacher, I hope that students will be able to detect their errors if they are recorded. Also, I hope that they will be respectful of the other students who maybe struggling. It is my intention to use this technology in my 11th grade Learning Preparatory English class. My students have to have a reading level of under 4th grade. These students also receive pull out instruction by a Reading Specialist.

What struggles did you or your students face or could face?

Northeast Metro Tech High School has a strict policy of not taking pictures and/or video tapes of special education students. I hope that I can convince my Special Education Director and Principal that it would be to the student’s benefit.

Part V: Student Assessment(Session Three)

Which assessment will you be using on your student?

The Older Student Assessment and the younger student assessment.

Insert the URL of your audio-recorded assessment with a student here or upload audio file here and in the discussion forum.

Part VI: Analysis(Session Three)

After completing an assessment on a student or small child, you will reflect on their scores using the appropriate worksheet. Please upload the worksheets in the discussion forums if possible.

What stands out to you most?

My nine year old daughter has been receiving Speech and Language Services since she was two years old. I didn’t realize that she was such a phoneme expert. I think that she did better than I did on my recording.

My six year old daughter still refuses to read aloud to her father and me. She wants us to read to her and she hasn’t made the jump yet. She did read to my husband one night so I know that she can do it. Hopefully, she will make the transition with some of the Dr. Seuss books.

Reflect on the areas of student strength.

As I mentioned above my nine year old blew me away. She did self correct herself on the word “mind” but I couldn’t give her the point.

Now my six year old who doesn’t read aloud to me knew all of the sounds? I have been reading to her but I didn’t realize until that moment she was catching on to the letter/sound correlation.

Reflect on the areas of student weakness.

Older: I only heard 3 instead of 4 sounds in m/i/n/d.

Younger: She substituted “N” for “M” in Mule.

Part VI: Analysis(Session Three)

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Older Student Pre-Assessment

Part VI: Analysis(Session Three)

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• Younger Pre-Assessment

Part VI: Analysis(Session Three)

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I read Dr. Seuss' "Fox in Socks” to my six year old as she compiled the onset-rime list. She is a reluctant student, but I let her use my laptop to type in the beginning onset letters under the correct rime ending. She did well overall with the exception of the obvious confusion between the ox and ocks, as well as, eese and eeze rime sounds. I showed her in the book the correct spellings after we were done. I liked using the laptop because I feel that it is visually pleasing and structured. Also, we can take this information and easily manipulate it into Onset and Rime Slides or make pictures of the words for her to color in at a later time. My six year old always wants to use my ipad, phone and/or laptop like her older sister. Only when I told her that she was going to use my laptop she agreed to the activity.

Part VI: Analysis(Session Three)

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ox ocks ox icks ack ows ose ame uck akee ubber ees eeses eeze eetles

ud-dled oodles

f s b ch st cr r g l t bl tr ch fr tw m p

bl kn br sl h l d l r thr sn b p n

cl tr n n sh fr d

t qu gr f

t w

s

sl

l

Fox in Socks Week 4 Rime Onset Activity

Part VII: Strategies(Session Four)

From the video, I watched the older student video with the phoneme blending, segmentation, and deletion. In the first activity, I was impressed by Serena's ability to breakdown the words into sounds using different blocks to represent them and then blending them together to make words. In the second activity Serena took a word and segmented it in to sounds by drawing a line for each sound using the whiteboard and a marker. The last activity Serena did involved phoneme deletion using felt squares to represent the different sounds in a word. I really enjoyed these activities because I believe that they will help me work with ELL students from different countries who may know some words but are not confident enough with their spelling. I'm thinking of a Korean high school student who would truly benefit from this type of instruction in phoneme blending, segmentation and deletion.

Part VIII: Common Core Standards(Session Four)

Phonological Awareness:

CCSS.ELA-Literacy.RF.K.2Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.K.2.aRecognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2.bCount, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-Literacy.RF.K.2.cBlend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.RF.K.2.dIsolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2.eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Part IX: Technology(Session Five)

Sometimes, I feel that students miss out on a lot of technology that is available in

school because the teachers are unsure of how to use it. My department had iPad

training a year ago in June. It was possibly the most useful professional

development day that I have ever attended. After the class, I purchased my own

iPad and used it all last year for many things especially recording class notes and

audiobooks (Kindle app). The class notes came in handy when my students were

absent from class and needed to makeup their work. Needless to say, finding

books on tape years ago was extremely difficult to come by at the library. Now with

audiobooks at my fingertips for some of my special education students, who

benefit from hearing the story aloud as they read along. 

Part IX: Technology(Session Five)

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My Resource Center classroom is located in a computer lab of 25 desktops. In addition to, individual goals and study/organizational skills, I have students put together a portfolio of their academic work on a PowerPoint for their Junior/Senior project (a graduation requirement).  Some students work individually on their personal goals. As the author of Technology and Kindergarten: Is It Possible? I have been a "facilitator" in my classes guiding my students since 2005, when I realized how engaged my students became using Read 180. I will incorporate the video portion by having my students practice presenting their reflections on the 4 different areas of their Junior/Senior projects. By having my students view themselves, it is my hope that they will not only pick up on their needed edits, but the importance of writing for a particular audience as the students did in the article. They have to present these projects in front of their shops at the end of their senior year.

Part IX: Technology(Session Five)

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The best older student app that I have found for phonological awareness, since letters are used, is Endless Alphabet. A word is said and then letters are smashed into by little monsters scattering the letters about the page. The player individually selects and drags the letter back to its original place as the letter repeats its isolated sound.  When all of the letters are back in place then the phonemes are blended. Endless Reader continues after the player learns the blended word, in Endless Alphabet, the word is put into a sentence. The sentence is then crashes and scattered by the little monsters and the player must drag the blend word and sight words as the word is repeats on its way back to the original sentence. The app states that it is continuously adding higher reading levels. It maybe classified as phonological and not phonemic awareness due to the letters, but it keeps my daughters entertained the longest.

Part X: Reflection(Session Six)

Please use this section to reflect on your phonemic awareness plans and the process you have undergone in this course. Include the key points of your learning and how it will change your classroom instruction.

I probably learned more than anyone else in class, being a high school special education teacher, about reading acquisition and how to approach new vocabulary with struggling readers. I am excited to try new strategies with my 11th grade students who have under a fourth grade reading level. It is my hope that I can “make it fun” and bring some of my excitement back into the classroom. I have been developing a pre-reading vocabulary strategy that introduces the new vocabulary words in our first novel The Hunger Games. I will show the students a graphic image of the word and ask them in pairs to Think-Pair-Share. I will say the new word a couple of times and then ask the students to say chorally say it will me. Then I will ask them if they know any words that rhyme with the new word. We will then fill in a chart together that has a the phonemic picture the IPA.

ReflectionPage 2

Lesson Plan Example

The Hunger GamesPre-Reading Chapter 1

Length of Lesson: 70 MinutesObjectives: Students will learn to: Pronounce and spell new vocabulary words by their International Phonetic Alphabet Predict word meaning by images learn 3 new phonetic ending rhyming wordsMaterials: Student Academic binder White board Teacher computer with InFocus projector capability or Document Camera Student Vocabulary Worksheet with Images Sticky notes Copies of Suzanne Collins' The Hunger Games

Reflection Page 3

Lesson Plan Example Do Now: Students will read the copy of the International Phonetic Alphabet and keep it out on their desk for today’s lesson. (10 Minutes) Agenda: Listen to the pronunciation of the new words Make oral predictions using the Think-Pair-Share reading strategy about the vocabulary word by looking at the Images on their worksheet and Whiteboard. Use their small sticky notes to write their word predictions. Chorally respond to the new vocabulary word after I say it 3 times. Predict the meaning Come up with 3 rhyming words Learn the phonemic spelling Learn the Conventional English spelling Wrap-up: Discovering the Unique Vocabulary of The Hunger Games: Warn students that some of the words (like reap) that are introduced in Chapter One have special meaning in the context of the novel. Words like district,

peacekeeper, Capitol, and tribute can be found in the Visual Thesaurus, but they should analyze how their "dictionary definitions" relate to their special meanings in the novel.

Extending the Lesson: Students will come up with 3 synonyms for each word. Students will crate a visual thesaurus online: http://www.visualthesaurus.com/ Assessment: Participation, behavior, effort, completed graphic organizer, and home work Common Core Standards: Phonological Awareness: CCSS.ELA-Literacy.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.2.a

Recognize and produce rhyming words. CCSS.ELA-Literacy.RF.K.2.b

Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-Literacy.RF.K.2.c

Blend and segment onsets and rimes of single-syllable spoken words. CCSS.ELA-Literacy.RF.K.2.d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2.eAdd or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

Vocabulary Acquisition and Use: CCSS.ELA-Literacy.L.11-12.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-Literacy.L.11-12.4.aUse context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Reflection Page 4

Graphic Organizer

Pronunciation Image Definition Ending Rhymes

Spelling/ Vocabulary Word

Canvas, cocoon, insist, scrawny

Part XI Lesson Plan

Poetry Introduction

Do Now: Think pair share: What do you know about poetry?

Objective: Students will learn how to create couplets and a Quatrain poem by substituting the ending sounds to make new words.

Agenda: 1. Do Now (5 minutes)2. Discuss background knowledge about poetry what images, tone or mood does poetry evoke? 3. Listen to the definition of a couplet.4. Think about the descriptive words, tone and mood of the poems that I read aloud.5. Create your own quatrain to be shared at (20 minutes before end of class).

Lesson Planpage 2

Extension /Homework: find a poem or song that uses a rhyme or create an original family/friends quatrain poem to be read aloud to the class.

Assessment: Student participation, behavior (respectful of classmates’ reading), effort and Poetry Rubric

Reflection: Next time pair students up to relieve their anxiety about presenting in front of the class.Common Core:CCSS.ELA-Literacy.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CCSS.ELA-Literacy.RF.K.2.a

Recognize and produce rhyming words.CCSS.ELA-Literacy.RF.K.2.b

Count, pronounce, blend, and segment syllables in spoken words.CCSS.ELA-Literacy.RF.K.2.c

Blend and segment onsets and rimes of single-syllable spoken words.CCSS.ELA-Literacy.RF.K.2.e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new wordsCCSS.ELA-Literacy.RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

CCSS.ELA-Literacy.W.11-12.4Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.SL.11-12.1.bWork with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Lesson Planpage 3

Teacher NotesPoetry Writing

What is Poetry? Simply put, poems are words broken into lines. Typically, a poem has heightened figurative language, though good prose as well. Much of poetry is “lyrical,” a word that means song-like. However, prose, too, can be considered lyrical and not all poetry feels or reads like song. What stands out in a poem is a heightened attention to language. Because poetry tends to be briefer (not always!), every word and other choices a poet makes seem to “stand out” more. This careful choosing of language is good practice for any writer, regardless if he/she considers himself/herself a poet.

Elements of Poetry include: Form: Poetry is often in a form. Some forms are famous, like the sonnet. Other forms might be of the poet’s own devising. Each poem

should find its form. The poet should consider whether and how lines and stanzas are split, where and if one should rhyme, how and if that rhyme should be entirely regular, or patterned. Some content matter has traditionally been associated with a particular form. For instance, historical events are often retold in ballad form. Love or argument is often expressed in a sonnet. However, any form can express any subject. There are no hard or fast rules about form.

Alliteration/Assonance/Consonance: These are all sound devices that emphasize meaning. Alliteration is the repetition of the consonants at the beginning of words: “Sally sent a seashell slowly sinking in the sea.” (The use of the alliteration begins to sound like a kind of “sinking.”) Assonance is the repetition of a vowel sound: “The boat never woke though the bones of it groaned.” (One can feel the boat rocking in a storm.) Consonance is the repetition of consonant sounds mid-sentence. “The cracking, barking, sanctions of the officer went on.” The sharp sound, mid-word reflects the unpleasantness of the policeman’s voice.

Rhyme/Rhythm: Though a poet might not be familiar with all the different meters, the poet should “hear” for herself if the rhythm of the poem supports the message and tone. Rhyme should not be used unless it supports the message and tone. (Rhyme is often a part of form.)

Figurative language: Any good poet will use figurative language in his/her poem because it helps the reader create images in his/her head that make the feeling of the poem come alive. This may include metaphor and simile, figurative language of comparison. It may also include hyperbolized (exaggerated) or understated diction. 

Why write poetry? Why not write poetry? Many have argued that poetry is the human voice at its best and most beautiful. Writers often turn to poetry's heightened language because they feel as if other forms of writing do not convey the depth of feeling and experience they have.  

Lexington Public Schools. (2012). Poetry Writing [Data file]. Retrieved from http://lps.lexingtonma.org//site/Default.aspx?PageID=2270

Lesson PlanPage 4

Teacher NotesQUATRAINThe Spanish word for four is cuatro [KWAH-troh]. Quatrain [KWAH-train] is not a Spanish word, but both words are related to the Latin word for four. A quatrain is a four-lined, rhyming poem or stanza.

Quatrains have several possible rhyme schemes. The first is designed as two couplets joined together with the a a b b pattern. Other rhyme patterns are a b a b, a b b a, and a b c b. There is no set number of beats required for a quatrain. You just need to make sure that you have a rhythmic pattern. You also need to come up with a title for your quatrain. Here are a few examples with the end rhymes highlighted: WEATHER RHYMEAuthor unknown

Evening red and morning gray,aSet the traveler on his way,aBut evening gray and morning red,bBring the rain upon his head.b

PARTING AT MORNINGby Robert Browning

Round the cape of a sudden came the sea,aAnd the sun looked over the mountain's rim:bAnd straight was a path of gold for him,bAnd the need of a world of men for me.a

Lesson PlanPage 5

Student WorksheetStudent Name: Date:

Write a quatrain about storms and the feelings they evoke. Describe the thunder, lightning, wind, and/or rain from your memory of past storms. Who reacts to the storm? What do they do? Think it through before you start. Make sure your first end rhyme leaves you with plenty of choices for the rhyme scheme. Mark your rhyme scheme at the end of each line. Count the syllables and try to have a clear rhythmic pattern. Proofread and revise as needed.

Rough Draft:

Final Copy: 

Use the back of this paper if needed.