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The students are required to find the items from the bin that go into their word digraph category like -ug or -og. This builds the students phonemic awareness because the students have to separate the letters in the words from each other meaning they will build more awareness about individuals letters and phonemes. Phonemic awareness focuses on the ability to identify and manipulate individual phonemes which is what this activity is requiring the students to do. The students seemed to enjoy the activity. You could tell because they made sounds like "oooh" showing that they were invested in it. It was shown that the students started to realize what digraphs they were looking and were able to work by themselves on the activity which showed growth.

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Without phonemic awareness there will be no backbone to their beginning reading skills. Along with this, it is also important not only for the English speaking aspect but also for the other language that they speak. It is important because comprehension strategies can transfer across languages and will ultimately cause students to excel in literacy development and improve overall reading competence. Also, English has a complex sound-symbol mapping compared to some other languages. Phonemic awareness instruction can help multilingual children navigate these complexities, making the connection between sounds and letters clearer. And without strong phonemic awareness, it is difficult for children to learn to map sounds to letters.

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The teacher is asking the student to tell her the first sound of a word that she asks. You can see that the student knows that the sound is the letter T but the teacher is making it clear that she wants to know the first sound and not the letter that the sound is making. The student has good phonemic awareness. You can see this because she realizes the beginning sounds in words and can correlate them with the letter. The teacher also does an activity where she separates the sounds of a word and the student needs to put them together. The student does great on this activity showing her strong phonemic awareness.

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This activity is helpful when teaching phonics because it requires less testing. It doesn't make students feel bad; it just helps the teacher adjust and understand how to teach slowly and specifically for the students. This activity allows students to adjust and “fill in the blanks” on what they are missing. Just because a student can “read” does not mean that they can read everything, but if the teacher is using the methods within the video, the teacher will be able to understand why a student can “read” but not read at their grade level. Students respond by being able to take fewer tests and understand what they need to focus on more.

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It is essential for multilingual children to develop phonemic awareness to facilitate their understanding of all languages. Understanding English words and letters is a part of the curriculum because the skill can be applied to any language. The phonemic awareness skills are not just for one language; they are for all and help to improve on making those sound and letter connections cleaner.

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This activity helped children develop phonemic awareness by separating the letters from the words. It's similar to driving. You need to separate and understand what the brake, gas, and steering wheel do before you are able to drive the car down the road. The students enjoy this activity because it is a game that helps them without them necessarily realizing they are learning. The kids responded by being invested, which is often the hardest thing to do when helping students learn.

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The activity helps children develop phonemic awareness by having the children interact with objects and having them identify them, and have them place them in containers dashed on their sounds for example pan would go in the container for -an. The children are interacting with this activity well, they don’t always get them right but we see them identifying words or after they hear what they word is putting them in the correct container. Which shows they are engaged and have some understanding.

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Ms. Applegate is teaching Yaseena how to break apart sounds in words, identifying what letters make each sound in the words, writing, checking work, and how to fix her own mistakes. Yaseena us responding very well, she is listening and breaking apart the word well, and even when she did make a mistake and was told to listen and see if what she has was right she knew what she did wrong.

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The teacher Assesses phonemic awareness by saying A word and wanting the child to tell them the first sound. She also breaks Words up into the sound and watch the child to tell her what word the sounds make. The child in the video does have strong phonemic Awareness, she easily identifies the first sound in words and can put words together when broken apart into sound. The only thing she seemed to struggle with was at the beginning, understanding that the teacher wanted the sound not the letter.

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The students are given a box of objects, and they are asked to match them with other objects that rhyme. The teacher asks them to say out loud what the objects are to reinforce that certain objects rhyme with others. The students are kindergarteners, so teaching this skill will greatly support them as they continue to advance to more complex activities. The students respond in a positive way. The game is interactive and keeps them engaged as they pick up each objects and say it out loud.

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First, Ms. Applegate asks Yeseena to sound out how many sounds are in the word sit. She then asks her to write dashes on her whiteboard for each sound that she hears. When Yaseena uses an incorrect letter, Ms. Applegate then sounds the word out for her again. Yaseena responds well to the lesson, and after she made her first mistake, she sounds the word out loud and does well.

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It is important that multilingual students learn to develop phonemic awareness because they learn the different beginning sounds and rhyming words to create new words. The teacher makes sure to use a lot of different tools when teaching because all students will learn differently.

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In order to develop phonemic awareness, students must be able to understand that speech is composed of several individual sounds. (Thompkins et al., 2021, p. 109). This allows them to identify and manipulate these sounds in spoken words. In this activity, students are being asked to categorize different items in their specific word families. By seperating the letters from the word to identify its rhyming pattern, students are actively developing phonemic awareness. The students responded well to the activity. Many of them succeeded with categorizing the objects. Even when students were struggling, they were still showing parts of their understanding. They recieved assistance from their peers or teacher and adapted well. This shows that the students were engaged and had the developing knowledge to complete the activity.

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Ms. Applegate is not only teaching Yaseena phonemic awareness, but she is also teaching the foundations of phonics as well as reinforcing her encoding skills. These apects are seen throughout this lesson as Yaseena sperates and identifies the sounds and letters in each word, and then writes them and checks her own work. Yaseena responds very well in this lesson. She is actively engaged in the material and demonstrates her knowledge. She is also able to quickly identify and correct mistakes she makes, which is important for developing fluent reading and writing skills.

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The teacher in this video is assessing phonemic awareness as she asks Ana to identify the first sound in each word presented to her. Later into the video, the teacher asks Ana to listen to the sounds given and identify the whole word. During both activities Ana succeeds in completing the task at hand. Ana's ability to identify the first sound in a word (i.e. sound isolation) as well as blending seperate sound together (i.e. sound blending) shows that she has strong phonemic awareness. Although she gave an incorrect response in the beginning of the video, she quickly realized what was being asked and demonstrated her understanding of the topic.

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In this activity, students are given objects and a bin. They have to use knowledge of what the objects are called and sort the objects into groups of objects that rhyme. This activity helps develop phonemic awareness as they have to think about the ending sounds of words and which words rhyme. This requires students to separate sounds and really think about the words.

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Ms. Applegate is teaching her student how to separate sounds in words and use those sounds to figure out how to spell that word. She is also teaching her student to check her work

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It is important for multilingual children to develop phonemic awareness as phonemic awareness is foundational for literacy. Phonemic awareness is the backbone of their reading skills, and for multilingual students who may struggle more with literacy in English, its incredibly important that these foundational skills are emphasized.

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The teacher in this video is asking the students to separate the first sound they hear in words. She is also asking the students to identify a word based on the sounds in it. This helps students develop an awareness of both separating and blending sounds.

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This activity has kids replace the first letter in a word to create a new word. This activity is a great way to quickly check student comprehension and a chance for kids to practice their phonemic awareness skills.

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This activity is helpful for teaching phonics as it has them change the word with just the first letter, leaving the "et" of the words the same each time. This activity is also a good way to check on students comprehension without having to test them. The teacher does well giving each student turns and allowing them to take their time. She also does well with speaking slowly and writing it out so that they understand what she is looking for.

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Ms. Applegate is asking Yaseena how to break up the words by asking her to first sound them out. She then has her draw as many dashes as sounds that she hears in the words. Finally, she has Yaseena write which sounds she hears. Ms. Applegate also has her double check her words to make sure that Yaseena is able to see and know how to fix her own mistakes. Yaseena responds to the lesson very well, as she is actively engaging with it. She shows what she knows well, and is able to identify and correct her mistakes.

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It is important for multilingual children to develop phonemic awareness skills to help grow their backbone in their reading skills. Comprehension and word strategies can vary or transfer among different languages, and they are what help students grow in their reading. Phonemic awareness skills also will help students be able to clearly navigate the connections between sounds and letters.

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Learning the relationships between sounds and letters so they can decode written words. This foundation offers a playful, interactive opportunity for children to hear and manipulate sounds, and match them to letters, and practice decoding.

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Ms. Applegate, guides students through recognizing individual sounds, modeling how letters map to those sounds, then giving them chances to practice with supportive feedback. With scaffolding and encouragement, her students will begin to experiment, correct themselves, and grow more confident. Yaseena responds positively to the lesson because she is given clear support and repeated opportunities to hear, say, and manipulate sounds.

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Phonics awareness is especially important for multilingual learners because English sound-letter relationships may be very different from the languages they speak at home. Developing phonemic awareness helps these students build a bridge between oral language and written English, giving them a concrete, reliable way to decode unfamiliar words.

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The teacher asked the student to identify the first sound of different words. The student responded confidently and accurately, demonstrating strong phonemic awareness skills. It was clear that she understood how sounds correspond to letters because she could easily recognize and articulate the beginning sounds of each word.