My radiant padlet by ITZEL GAYTAN

Review

itzelgaytan — 2020-10-04 23:49:36 UTC

State standard for students
Review

CCSS.ELA-LITERACY.RF.K.2
Students will demonstrate understanding of spoken words.

Chosen Standard- Kindergarten

itzelgaytan — 2020-10-04 23:50:00 UTC

CCSS

English Language Arts Standards Reading: Foundational Skills Kindergarten

Phonological Awareness:

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

Concept Skill to be taught

itzelgaytan — 2020-10-05 00:21:36 UTC

Phonemes
Students will isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words

Assessments to identify proficiency in this concept/skill

itzelgaytan — 2020-10-05 00:30:22 UTC

the most common tests of phonological awareness include:

Test of Phonological Awareness - Kindergarten (TOPA-K) by Torgersen and Davis
Nonword Spelling Measure by Torgersen and Davis
Dynamic Indicators of Early Literacy by Kaminski and Good
Yopp-SingerTest of Phoneme Segmentation
Bruce Test of Phoneme Deletion
Auditory Analysis Test
DIBELS by Kaminski and Good

Yopp-SingerTest of Phoneme Segmentation

https://www.coloradoplc.org/files/archives/yopp_singer_phoneme_segmentation_test.pdf

Phoneme segmentation fluency, DIBELS

Activities for initial teaching of this concept/skill

itzelgaytan — 2020-10-05 01:04:31 UTC

Activity 1: Segmenting Sounds Understanding that words are composed of individual sounds can be very tricky for some early readers. To introduce my phonological awareness idea, I begin by reading If You’re a Robot and You Know It by David A. Carter. It’s a new spin on the old song, "If You’re Happy and You Know It"

Activity 2: Thumbs Up/Thumbs Down for Beginning Sounds

itzelgaytan — 2020-10-05 01:18:09 UTC

say two words and kids have to determine if the initial sound is the same. If it is, then it's a thumbs up. If the initial sounds are not the same, then thumbs down.

Examples of thumbs down word pairs would be:

map/nap
light/sound
highlight/violet
brown/down

This is a great game for many reasons:

Kids frequently think that the beginning sound is what makes word rhyme
Auditory discrimination can be hard for certain letters
It can be played anywhere at any time

Activity 3: Rhyme Time.

itzelgaytan — 2020-10-05 01:35:37 UTC

We can take Thumbs Up/Thumbs Down and change the objective to identifying two words that rhyme
There are books that teach rhyming
In the book, all the dust bunnies but one named Bob come up with word families
In the book, all the dust bunnies but one named Bob come up with word families.
Frog on a Log by Kes Gray and Jim Field, the conversation that takes place is between a cat and frog.
The cat is informing the frog what each animal is supposed to sit on and, as you can guess, it always rhymes. Goats sit on coats, parrots sit on carrots, and apes sit on grapes.

Activities/accommodations for English Language Learners (ELLs)

itzelgaytan — 2020-10-05 03:00:50 UTC

Some phonemes may not be present in ELLs' native language and, therefore, may be difficult for a student to pronounce and distinguish auditorily, as well as to place into a meaningful context. For ELLs, as with all students, it is important that instruction have meaning, so that the words and sounds students are manipulating are familiar. It is therefore necessary for ELLs to have knowledge of the English vocabulary words within which they are to understand phonemes. Teachers can teach phonemic awareness while also explicitly teaching vocabulary words, their meaning, and their pronunciation to ELL
https://www.sagepub.com/sites/default/files/upm-binaries/40626_1.pdf
https://www.education.pa.gov/Documents/K-
http://education.ohio.gov/Topics/Student-Supports/English-Learners/Teaching-English-Learners

Accommodations Guidelines for English Learners (ELs)
12/Assessment%20and%20Accountability/PSSA/Accommodations/Accommodations%20Guidelines%20for%20ELs.pdf

Accommodations - Special Needs

itzelgaytan — 2020-10-05 04:38:39 UTC

The most common barrier to early reading success is the inability to process language phonologically (Ehri & Nunes, 2002). Students with special needs are especially at risk for reading failure if they did not receive phonemic awareness instruction.

Activities for remediation if initial teaching needs support/reteaching.

itzelgaytan — 2020-10-05 05:00:02 UTC

Kindergarten students are screened for risk factors in acquiring beginning reading skills in the second semester of kindergarten. Appropriate screening measures for the second semester of kindergarten include measures that are strong predictors of a student's successful response to explicit phonemic awareness instruction or beginning reading acquisition
https://www.edb.gov.hk/en/edu-system/special/resources/serc/irtp/book-3.html

https://education.ufl.edu/ufli/files/2020/03/PA-Activities.pdf

itzelgaytan — 2020-10-09 06:30:10 UTC

Accommodations - Special Needs

https://www.literacyworldwide.org/docs/default-source/where-we-stand/phonemic-awareness-position-statement.pdf?sfvrsn=6
https://benchmarkeducation.com/best-practices-library/supporting-the-development-of-special-needs-learners.html

Activities for remediation if initial teaching needs support/reteaching

itzelgaytan — 2020-10-09 06:43:31 UTC

http://www.ldonline.org/article/6254/
https://www.reallygreatreading.com/content/six-layers-phonemic-awareness-really-great-reading-blog

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