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Defining Phonological and Phonemic Awareness

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Defining Phonological and Phonemic Awareness

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Phonological and phonemic awareness are vital skill sets in learning how to read. Phonological awareness is the ability to work with sounds within a language, such as decoding and blending sounds and words. Phonemic awareness falls under the umbrella of phonological awareness and is the ability to understand and manipulate the phonemes in spoken words. It is one of the best predictors of students ability to read fluently, and plays a critical role in understanding and deconstructing  language.

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Phonics is the way in which children learn how to read and write. Essentially phonics is the relationship between letters and sounds. It is a way of teaching that shows students to see a letter and associate it with a sound to match the letter. It is important to teach students the various sounds of the alphabet. Phonics is an essential skill to teach children, and helps them understand how the English language operates and how to decode the alphabet.

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Uncovering the Logic of English helps educators break the complex code of English with simple rules.

Award-winning author Denise Eide demonstrates the effectiveness of systematic phonics to develop a transformed understanding of high-frequency words, sight words, decodable words and irregular words.

Written in an engaging and easy-to-follow style, Uncovering the Logic of English sheds light on our society's literacy crisis and provides a wealth of reading and spelling tools to help any student succeed.

This book is suitable for teachers looking to expand their reading curriculum, adults struggling with spelling, English Language Learners who want to improve their pronunciation and parents teaching their children at home.

Uncovering the Logic of English challenges the notion that English is illogical by revealing the logical patterns underlying 98% of English words and explaining:

75 phonograms and 31 spelling rules that can be used to explain 98% of English words

How English words are formed and how this knowledge can revolutionize vocabulary development

That understanding the reasons behind English spelling prevents students from needing to guess

Grounded in the latest linguistic and reading research, Uncovering the Logic of English demonstrates why the phonogram approach, with accurate spelling rules, should be as foundational to our education system as 1 + 1 = 2.

What if the problem is not the language itself, but the rules we were taught? What if we could see the complexity of English as a powerful tool rather than a hindrance? - Denise Eide

Uncovering the Logic of English introduces the phonograms and rules that are taught in the Logic of English Foundations and Essentials series.

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This book helps educators have a better grasp of how to teach English and provide learners with an in-depth understanding of the English language.

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Materials: puzzle pieces

Standard: RF.K.3 Know and apply grade level phonics and word analysis skills in decoding words

These puzzles are good practice for decoding and sounding out words. They can be used at centers and students can work on the puzzles independently.

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Fluency in reading is the ability to read with speed, accuracy and expression. Fluency in reading is a bridge between word recognition and comprehension and helps students understand what they are reading. With fluency, students are able to make connections between what they are reading and their personal knowledge. Teachers can help students understand that their reading should sound natural and include expression, like natural speech.

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Vocabulary is crucial to reading comprehension, because readers cannot understand what they are reading without knowing the words within a specific text. Students must learn the meaning of new words that are not part of their normal vocabulary in order to understand more complex texts, or texts about specific topics. Students should have explicit and robust instruction to vocabulary in order to support their reading comprehension and communication.

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Comprehension is the interpretation and understanding of something that is read. To be able to accurately understand something that is written, students have to be able to make connections between what has been read and what they know, think deeply, and decode the written words. Comprehension is a crucial skill to reading as it enables a student to fully understand a text and makes it meaningful, enjoyable and informative.

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The Importance of Classroom Management and How it Impacts the Learning Environment

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The Importance of Classroom Management and How it Impacts the Learning Environment

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Implementing an effective classroom management system is important because it sustains an orderly environment for students. It provides a place for students to enhance their academic skills and promote growth in social and emotional development.  It helps build strong relationships with students and encourages them to invest in their own learning.

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Materials: Heggerty Phonemic Awareness Flip Book

Standards: RF.K.2a-e Demonstrate understanding of spoken words, syllables, and sounds.
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words.
e. Add or substitute individual sounds in simple, one syllable words to make new words.

This program provides up to 35 weeks of daily lessons, focusing on eight phonemic awareness skills, along with two additional activities to develop letter and sound recognition, and language awareness. Lessons are designed for a classroom setting, and only take 8-12 minutes. This skills targeted are:

Rhyme

Phoneme Isolation (initial, final, and medial)

Blend words, syllables, onset-rime, and phonemes

Segment words, syllables, onset-rime, and phonemes

Add syllables and phonemes

Delete syllables and phonemes

Substitute syllables and phonemes

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Materials: Elkonin boxes, counters

Standard:RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds in three phoneme words.

Elkonin boxes build phonemic awareness by segmenting words into sounds and syllables. They teach students how to count the number of phonemes in a word, and help students better understand the alphabetic principle in decoding and spelling words.

How to use:
Pronounce the target word slowly, stretching out the sounds.
Ask the child to repeat the word.
Have the student count the number of phonemes in the word and slide a counter into associated elkonin box as they repeat the word.

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Materials: Laminated CVC bunnies, hat

Standards: RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Abracadabra is a CVC word reading game that can be done in small groups. Students take turns pulling a bunny out of the hat and reading CVC words. If a bunny with "abracadabra" is pulled, the student must put all of their bunnies back in the hat.

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Materials: none needed

Standard: RF.K.2.a Recognize and produce rhyming words

In this rhyming activity, students are given three words. The first two words rhyme, if the third word rhymes with the first two the students stand up, if the third word does not rhyme the students sit down.

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The Rhyming Words Game | Rhyming Song for Kids | Reading & Writing Skills | Jack Hartmann

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Materials: flip book

Standard: RF.1.2a-RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds.

These flip books can be used to help students develop the relationship between letters, sounds and phonemes. They can be used to teach the whole class or in small group settings. A range of reading and spelling words are provided for each phonogram. Students can associate a picture and keyword with each phonic concept.

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Assessment 1: The Starpoint Phonics Assessment (SPA)

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Assessment 1: The Starpoint Phonics Assessment (SPA)

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Materials:
Flashcards showing each row of nonsense words
Copy of SPA Analysis Grid Form
Audio recorder

Standard: RF.1.3b, RF.1.3e

This assessment was designed as a beginning of the year quick assessment. It focuses on initial consonant sounds, correct pronunciation of common rimes, syllabication, affixes, and r-controlled vowels. Children are asked to read a variety of 'nonsense' words. As students are reading, the teacher makes notations on the grid provided and marks miscues with a / mark.

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Materials: Paper, pencil

Standard: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

The CORE Phonics Survey is a comprehensive assessment that assesses alphabet skills, reading and decoding skills, and spelling skills.

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Assessment Tool Core Phonics survey. (n.d.). Retrieved May 1, 2022, from http://bigfivereading.weebly.com/uploads/1/0/5/4/105410541/core_phonics_survey.pdf
Reutzel & Cooter, 2019.  Strategies for Reading Assessment and Instruction Helping Every Child Succeed: 6th Edition. Pearson. ISBN: 978013496883 (Hard Copy Edition) or ISBN:9780134863603
Shanahan, Timothy. The National Reading PANEL Report. Practical Advice for Teachers. Distributed by ERIC Clearinghouse, 2005.

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Materials: alphaboxes template, pencil

Standard: RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

This activity helps students increase their word knowledge either before they start a unit of student or at the end of a unit as review. Alphaboxes is a graphic organizer that can be used to collect vocabulary. It is like a students personal word wall and can be added to as new words are introduced.

Connection: Students are increasing their word knowledge

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Materials:
Synonym Spider and word legs
Student sheet
Glue
Scissors
Pencils

L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

In this activity, students work with a partner to determine synonyms. Of the spiders 8 legs there are four pairs of synonyms, and the students are responsible for reading the words and matching synonyms across from each other.

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Materials:

Bulletin Board

Sight Word/High-Frequency Words

Standard:

RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

INTASC Standard 2: Learning Differences

Word walls are a staple of many elementary school classrooms. They provide a place to post high frequency words, and can be referenced during reading and writing time. Word walls can also help students identify similarities and differences between words.

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Materials: synonym/antonym sheet, pencil

Standards: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Synonyms and antonyms help build connections between new and old information, and connect new words to words students are already familiar with. This synonym antonym assessment can be done using vocabulary related to content being taught. The teacher would ask "what is a synonym/antonym for ______?"

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Assessment 2: Sight Word Recognition: Zeno 107 High Frequency Word List

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Assessment 2: Sight Word Recognition: Zeno 107 High Frequency Word List

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Materials: 3"x5" index cards with sight words printed, copy of Zeno list of 107 high frequency words with students name and date of test, pencil for scoring.

Standard: RF.K.3.C Read common high-frequency words by sight (e.g. the, of, to, you, she, is, my, are, do, does)

Print each of the 107 words into individual index cards. Shuffle the cards and randomly pick 25 of them. If the student can pronounce each word without analyzing or decoding within one second, the word is counted as recognized.

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D. D. A., & DiggingDeeper. (2021, July 19). Quick, easy, and effective ways to assess vocabulary. - Teaching Ideas & Classroom Resources to help your students reach their highest potential. Retrieved April 1, 2022, from https://diggingdeeperteachingresources.com/vocabulary-assessment-strategies/

Kindergarten and first grade. Kindergarten and First Grade. (n.d.). Retrieved April 10, 2022, from https://fcrr.org/student-center-activities/kindergarten-and-first-grade

Reutzel & Cooter, 2019.  Strategies for Reading Assessment and Instruction Helping Every Child Succeed: 6th Edition. Pearson. ISBN: 978013496883 (Hard Copy Edition) or ISBN:9780134863603

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Materials: anchor chart

Standard: RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

This activity can be used before introducing a new topic to get students thinking. It helps shape inquiry, and the information gathered can be used on an anchor chart for future reference. The first step is to get students thinking about what they already know about a particular topic. Then, they puzzle, and develop questions they have. After puzzling, they explore their questions and gather more information. This activity promotes inquiry and curiosity.

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Materials:
Leveled Readers

Standards: RF.K.4 Read emergent-reader texts with purpose and understanding

Leveled readers can be very useful in helping students grow into fluent readers. These books can be worked into guided reading practice. They can be used for silent reading and building student agency and independence. They can also be utilized during partner reading, which increases fluency as well as cooperation skills. Leveled readers can also be sent home to promote parent involvement and practice at home.

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Assessment 1: Auditory Sound Blending Task

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Assessment 1: Auditory Sound Blending Task

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Materials:
-a list of 30 words divided into 3 sets of 10
- first set of 10: two-phoneme words
-second set of 10: three- or four-phoneme words divided before the vowel
-third set of 10: three- or four-phoneme words segmented completely

Standard: RF.K.2.C Blend and segment onset and rimes of single-syllable spoken words

For this assessment, tell the child you will be stretching words out like a rubber band and saying each sound.
Model stretched words for the child and then say the word you have stretched, for example c-a-t, cat.
Next, stretch a word and have to child tell you the word.
Play the game "What am I saying?" Teacher says stretched out word, student blends word together.

Kindergarten students should achieve a mean score of 20/30 according to Yopp's research.

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Materials: Book for reading

Standard: RF.1.4 Read with sufficient accuracy and fluency to support comprehension

In-TASC
Standard 8 - Instructional Strategies
Indicator - Strategies and Techniques

Choose a book or passage that works well for reading aloud as a group. It should have a predictable pattern, not too long, and at the independent reading level of most students. Provide each student a copy of the text to follow along. Read the story aloud and model fluent reading. Ask the students to follow along. Reread the passage and have all the students read it aloud together.

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Materials: Copy of assessment for each student, pencil to record child's response

Standards: RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds

This assessment goes identifying rhyming words, initial sounds, blending words, phoneme segmentation, phoneme manipulation, and phoneme deletion.

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Materials: a story that can be divided into parts or characters, story script

Standards: RF.K.4 Read emergent-reader texts with purpose and understanding

Readers theater is a strategy for developing reader fluency. It involves students reading parts in scripts. It helps readers learn to read aloud with expression and build confidence in reading.

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A work board is a good way to manage classroom activity. A work board includes the names of children in each group, names and pictures of each center, and a flexible way to rotate children through various rotations. The work board should be placed in a central location where children can see and access it. Students find their names and follow the outlined list for their group. While the students are working, the teacher can meet with small groups.
This is useful in a literacy classroom because it builds student independence, and gives the teacher time to work individually with students or in a small group.

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A running record is a documentation of a child's actual reading of a text that captures both how well a student reads  and their reading behaviors. When selecting a text for the student to read, it is important to find a text at the appropriate level. While the student is reading, the teacher documents progress and can determine the amount of progress children are making. A running record can provide valuable insights as to the child's progress and use of meaning to guide their meaning.

A running record provides both quantitative and qualitative measures. In the quantitative analysis, symbols can be used as codes for scoring. The reading behavior coded is accurate reading, substitution, told, appeal and told, omission, insertion, repetition and self correction. When scoring to determine accuracy, you can subtract the amount of errors from running words, divide by the amount of running words, and multiply by 100.
Below 90% = hard
90%-94%= instructional
95%-100%= easy

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Kindergarten curriculum. Heggerty. (2022, March 14). Retrieved April 1, 2022, from https://heggerty.org/curriculum/kindergarten/
Reutzel & Cooter, 2019.  Strategies for Reading Assessment and Instruction Helping Every Child Succeed: 6th Edition. Pearson. ISBN: 978013496883 (Hard Copy Edition) or ISBN:9780134863603

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Assessment 2: DIBELS Oral Reading Fluency Test

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Assessment 2: DIBELS Oral Reading Fluency Test

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Materials: digital recorder, DIBELS grade level passage, administration and scoring directions, a timer, pencil for marking passage

Standards: RF.1.4 Read with sufficient accuracy and fluency to support comprehension

The DIBELS Oral Reading Fluency test is a one minute reading sample that measures words correct per minute.
Children are asked to read three passages aloud for one minute. Words omitted, substituted or hesitations of more than 3 seconds are considered errors. Words that are self corrected within 3 seconds are counted as accurate. The number of words read correctly within the minute is the reading rate.

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1, L. K. M. (2022, March 1). How to use leveled readers. Teach. Learn. Grow. Retrieved April 10, 2022, from https://www.nwea.org/blog/2022/how-to-use-leveled-readers/

Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades. Heinemann.

Reutzel & Cooter, 2019.  Strategies for Reading Assessment and Instruction Helping Every Child Succeed: 6th Edition. Pearson. ISBN: 978013496883 (Hard Copy Edition) or ISBN:9780134863603

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Having classroom routines can help students know what to expect and ensure things run smoothly. Having clear routines and standard operating procedures helps create smooth transitions between activities.
Routines and expectations should be decided on and implemented at the beginning of the school year and consistent in application.

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Materials: Piece of paper, pencil

Standard: RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea.

The 3-2-1 focused reading protocol is an adaptable structure that can be used after reading a story, watching a video, or after an event. Students are asked to record 3 important ideas, 2 things they would like to know more about, and 1 idea. The 3-2-1 protocol can be adapted to fit the needs of a particular lesson.

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Materials: paper, pencil

Standards: RI.2.10 by the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed to the high end of the range.

Making a timeline is a helpful way to learn facts and important information. This can be used after reading any non-fiction story. After reading a text, students can draw and record important information, dates, and events in a timeline to show their understanding in chronological order.

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Materials: Template, pencil

Standard: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

After reading a narrative text, students can fill in this bubble map with specific traits those characters possess.  Filling up the bubble map also gives students a great deal of inspiration to work with when it’s time for them to start constructing characters of their own.

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Assessment 1: Bloom's Question Stems and Question Verbs

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Assessment 1: Bloom's Question Stems and Question Verbs

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Standards:
R.2.4: Recall major points in the text and make and modify predictions about forthcoming information.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.

Blooms question stems is a questioning framework to use to check for student understanding. Question stems are generic questions with blanks for teachers to fill in to match a selected narrative text selection.

Blooms Question Stems:
Knowledge- identification and recall of information
who, what, when, where, how?
describe...
Comprehension- organization and selection of facts and ideas
Retell _____ in your own words.
What is the main idea of ____?
Application- use facts, rules and principles.
How is _____ an example of _____?
How is _____ related to _____?
Why is _______ significant?
Analysis- separation of a whole into component parts
What are the parts of features of ______?
Classify _______ according to _______.
Outline/diagram/web _______.
How does ______ compare/contrast with ______?
What evidence can you list for _______?
Synthesis- combinations of ideas to form a new whole
What would you predict/infer from _____?
How would you create/design a new _______?
What might happen if you combined _______ with ______?
What solutions would you suggest for ______?
Evaluation- development of opinions, judgements, or decisions
Do you agree _____?
What do you think about _____?
What is the most important ______?
How would you prioritize _____?
How would you decide about ______?
What criteria would you use to assess _______?

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Materials: Brief story, scoring sheet

Standards: RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.5: Explain major differences between books that tell stories and  books that give information, drawing on a wide reading of a range of text  types.
RL.1.6: Identify who is telling the story at various points in a text.

Ask children to retell a story. This involves reconstructing the complete story structure, including the story sequence, important elements of the plot, making inferences, and noticing relevant details. This assesses comprehension in a sequenced and organized way.

Select a brief story for children to listen to or read. Type the story into a separate page for parsing. Parsing is dividing the story into 4 main parts: setting, problem, events and resolution.

Have students retell story. Prompts for retell may be framed as questions such as:
How does the story begin?
What happens next?
What happened to ____ when _____?
Where does the story take place?
How did the main character solve the problem in the story?
How did the story end?

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Educational games, worksheets, and more for kids. Education.com | #1 Educational Site for Pre-K to 8th Grade. (n.d.). Retrieved April 15, 2022, from https://www.education.com/

University of Oregon Center on Teaching and Learning. (n.d.). Big ideas in beginning reading. Comprehension: Assessment. Retrieved March 28, 2022, from http://reading.uoregon.edu/big_ideas/comp/comp_assess.php

Reutzel & Cooter, 2019.  Strategies for Reading Assessment and Instruction Helping Every Child Succeed: 6th Edition. Pearson. ISBN: 978013496883 (Hard Copy Edition) or ISBN:9780134863603

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Brain breaks are quick, structured breaks that use movement, mindfulness exercises, or sensory activities. Brain breaks only take a few minutes of time and give students a chance to rest and refocus, so they can return ready to work and learn. Brain breaks can be individual, such as deep breathing exercises, or whole group such as Simon Says.

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Teaching social skills can help students interact with each other, increase self-esteem, and become more accepting of differences. Teaching students social skills can lead to more effective classroom management because children interact kindly and cooperatively with each other.

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Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades. Heinemann.
For learning and thinking differences. Understood. (n.d.). Retrieved April 3, 2022, from https://www.understood.org/