Introduction:
During my fall semester, here at IUP, I had the opportunity to be placed in a first-grade classroom at Shannock Valley Elementary School. This school is located in the Armstrong County School District in a rural area, called Rural Valley. Shannock Valley Elementary School is also a Title I school for reading. The classroom I observed in had twenty students, which were all Caucasian. This elementary school was not diverse by any means, it was 99% Caucasian. The classroom had a positive environment and was welcoming of all learners. Through taking ECED 351 this semester and having my first pre-student teaching placement, I have been able to connect a lot of things that we have learned in class to what I have seen first-hand in
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Developing phonemic awareness enables children to use sound-symbol correspondences to read and spell words. From what we learned about phonemic awareness, a phonemic strategy that was used daily in the classroom that I observed was students blending sounds. When students were stuck on a word during reading aloud, the teacher or I would tell them to put their arm out and segment the word and then blend it together. Many students would do this on their own before we even asked them to because they enjoyed figuring out big or new words on their own. In class, we learned that phonemic awareness is especially important for children at a young age and it is a powerful predictor of later reading achievement in …show more content…
From this class I have also gained an abundant amount of knowledge on different skills that I can use in my classroom. Being able to observe a first-grade classroom this semester and see the different strategies I learned about first-hand, made it easier for me to see how I can use them when I am a teacher in the near future. I feel that after taking this class, I am more prepared to teach early literacy
Phonemic Awareness is when a person is able to notice, think about, and work with the individual sounds in words. In the article Tell Me About Fred’s Fat foot Again, Geri Murry did a study on phoneme awareness. It started with Geri working with a four year old on a tongue tickler, getting her to manipulate the sounds. Geri also made the learning fun, relatable, and intriguing to get the little girl Jenny interested in the lesson. Then, the article went into detail over four things that should be included in phonemic awareness lesson plans. The first thing is to focus on the individual phoneme. Second, make the phoneme memorable. To help out with making the phenome stand out, the article suggested analogies, illustrations, gestures, graphemes,
Phonological awareness refers to an individual’s ability to hear and manipulate a variety of sounds in spoken words as well as recognize various parts of speech including syllables, rhymes and letter sounds (Canadian Council on Learning, 2006; Johnson, McDonnell, & Hawken, 2008). A child’s level of phonological awareness is directly related to later reading outcomes. Phonological awareness is enhanced when children are exposed to rhymes, have opportunities to practice letter sounds, and have opportunities to identify initial sounds in words
Our school is primarily white. According to WISEdash we had 364 students enrolled for the 2014-2015 school year. Of those students 88.2% were white, .8% were American Indian. 2.2% Black, 7.1% Hispanic. Student’s families are also extremely poor 56.9% of the students are considered economically disadvantage. Knowing those statistics, I am very aware of the students and their families and the backgrounds they come from. As an educator I want my students to reach their highest potential and part of that is being a well-rounded
The challenge of improving academic achievement among all students of color has become a trending topic in education. The “achievement gap” has grown wider among students of color versus Caucasian students every year. Through the years, our classrooms have been through a lot of cultural changes. “As the United States endures its largest influx of immigrants, along with the increasing number of U.S.- born ethnic minorities, the nation must be prepared to make the necessary adjustments to face the changing ethnic texture of its citizens” (Howard, 2003)(Banks, 2001). There isn't one race or type of student/culture per a classroom. Educators, especially in urban areas, are faced with multiple cultures and races within their classroom. Instructors
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
Phonemic awareness is the ability to notice, think about, and work with the individual sounds in words. It is very important to teach phonemic awareness because it the start of teaching the students how to read. This lesson taught me about all the steps it takes to teach students about phonemic awareness. It’s something that can’t be done in one class. Phonemic awareness has for stages, word, syllable, onset rime, and phoneme. All these steps are crucial for learning how to read. This lesson taught me a lot about phonemic awareness and it’s a lesson I’ll be using in the near future when I begin
Looking upon my time here at Central Michigan, I recall in previous courses that phonemic awareness is how we interpret the sounds in a word. Essentially, being able to hear and identify these sounds of our language. After deeply focusing on Phonological and phonemic awareness over the course of a few weeks, it is clear that my prior knowledge isn’t far off. Both of these skills involve sound and can be processed with eyes closed—no printed material. After much research, these skills are vital to a child and their development; they aid in spelling, alphabetic principle, and letter-sound correspondence. If this skill is not obtained by a child, he or she will have a difficult time with reading and comprehension in addition to poor spelling.
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
In summary, this unit has been extremely beneficial in developing my full understanding of teaching.