Phonemic awareness is the ability to identify and manipulate sounds that may blend together to create words. To have phonemic awareness, students need to be able to identify and decode individual sounds. Phonemes are considered the smallest parts of spoken languages. It is important to understand how many sounds a word makes and be able to sort out the different sounds. There are five different levels of phonemic awareness which is as follows: Identifying, Blending, Segmenting, Deletion, Addition and Manipulation. Some students who struggle with phonemic awareness including not being able to rhyme, alliteration or repetition of sounds.

Without the knowledge and understanding of phonograms, students will not be able to decode words and understand their structure. Understanding phonics is paramount when teaching those with learning disabilities and/or dyslexia. When a student can't sound out the proper sounds and words (phonological), then it will be difficult to place those words on paper. The same is said for phonemic awareness; if a student struggles with spelling and writing, then it will be difficult for them to connect the correlating sounds and letters. It is important if a student struggles with phonemic and phonological awareness, it may be advisable to look into potential causes that affect their learning. This could come in many forms, to include Dyslexia.

Rhyme Recognition During Word Play

Repetition and Creation of Alliteration During Word Play

Syllable Counting or Identification

Onset and Rime Manipulation

1- repetition

2- Modeling

3- Explicit Instruction

4- Support, scaffolding and assistance

5- Phrasing Practice

6- Reading Challenging Material

One highly suggested fluency programs is known as DIBELS. Many different types of tests can be given to accumulate information and adjust methods of teaching fluency in the classroom.

Standard2:Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics

 RF.2.3.Know and apply grade-level phonics and word analysis skills in decoding words.

2.B,Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

 RF.K.1(c)Understand that words are separated by spaces in print.

 RF.K.2(c)Blend and segment onsets and rimes of single-syllable spoken words.

1.Interpersonal Communication: Learners

interact and negotiate meaning in spoken,

signed, or written, information, reactions, feelings, and

opinions.

 RF.K.1.Demonstrate understanding of the organization and basic features of print.

3.PresentationalCommunication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

RF.2.4(b)Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Standard1:Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

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

2.Interpretive Communication: Learners

understand, interpret, and analyze what is

heard, read, or viewed on a variety of topics.

Ask and answer questions about unknown words in a text.

 L.3.4(c)Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

2.Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

 RF.2.3(b)Know spelling-sound correspondences for additional common vowel teams.

 L.2.2(e)Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

2.Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

RL.3.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

 L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

11.LifelongLearning: Learners set goals

and reflect on their progress in using

languages for enjoyment, enrichment, and

advancement.

 L.3.4(d)Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

RF.3.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RL.3.1 - Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the

text as the basis for the answers

 RF.K.1(a)Follow words from left to right, top to bottom, and page by page.

 RF.K.1(c)Understand that words are separated by spaces in print.

 RF.2.4.Read with sufficient accuracy and fluency to support comprehension.

McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press. http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043

Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The Role of Vocabulary in the Context of the Simple View of Reading. Reading & Writing Quarterly, 29(2), 168–202. https://doi.org/10.1080/10573569.2013.758569

Ediger, M. (1998). Reading and Vocabulary Development.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 351-380.

Brophy, J. (1986). Classroom management techniques. Education and urban society, 18(2), 182-194.

Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.

 RF.3.4(c)Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

McKenna, M. C., & Stahl, K. (2015). Assessment for reading instruction. (3rd ed.) Guilford Press.

http://www.guilford.com/books/Assessment - for - Reading - Instruction/McKenna - Stahl/9781462521043

Dahl, K. L., & Scharer, P. L. (2000). Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research. The Reading Teacher, 53(7), 584–594. http://www.jstor.org/stable/20204844

Abiy Zewdu Agegnehu, Mebratu Mulatu Bachore & Zeleke Arficho Ayele. (2023) Effects of an explicit rime-based phonics method on the phonological awareness outcomes of Ethiopian EFL children. Cogent Education 10:1.

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning Vocabulary Through Reading. American Educational Research Journal, 21(4), 767-787. https://doi.org/10.3102/00028312021004767

Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The Role of Vocabulary in the Context of the Simple View of Reading. Reading & Writing Quarterly, 29(2), 168–202. https://doi.org/10.1080/10573569.2013.758569

Roberts, T. A., & Meiring, A. (2006). Teaching phonics in the context of children's literature or spelling: Influences on first-grade reading, spelling, and writing and fifth-grade comprehension. Journal of Educational Psychology, 98(4), 690.

Ediger, M. (1998). Reading and Vocabulary Development.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 211-238). Routledge.

Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.

Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and treatment of children, 351-380.

Brophy, J. (1986).

Classroom management techniques. Education and urban society, 18(2), 182-194.

Hoy, A. W., & Weinstein, C. S. (2013). Student and teacher perspectives on classroom management. In Handbook of classroom management (pp. 191-230). Routledge.

Rhyming Games: Rhyming Pairs: Read or recite poems, songs, or books with rhymes, and ask the child to identify and generate rhyming words.

• This can be used in many different ways but this can help sound out difficult words in our science and math lessons.

Syllable Clapping: Have the child clap their hands for each syllable in a word. For example, "banana" would be clapped out as three claps: ba-na-na.

• This can be helped to figure out different theatre ideas when students are working on their readers theatre presentations.

Onset and Rime Matching: Provide cards with different onsets (initial consonant sounds) and rimes (ending parts of words) and have the child match them to create real words.

• This can be used to put together large words and difficult to understand words.

Use Manipulatives: Use letter tiles, cards, or phoneme boxes to help visualize sounds and words.

• I would use this for my ELL students who are struggling with words we have used in our lessons and those that are key for understanding.

Incorporate Technology: Use educational apps and games designed for phonological and phonemic awareness.

• Using technology is a great way to offer students practice, visuals and verbal ques to help with understanding.

• Students are taught to connect the books they are reading to real world situations they may be facing in the world.

• An example of this used is during our Harry Potter reading, students relate to how harry is feeling when he is picked on by other students or not included in activities. The feelings and problems the book character is facing are problems we see in every day life.

2.15- Choose like books for a best fit.

• It is important to select books that an interest to you so you have better motivation to read the material and understand it.

• When working on selecting a book, I can teach students to use different resources within the Chromebook to help them such as Good Reads and Amazon. students can read the summary of the book to see if it will be a good fit.

8.11 - Add up facts to determine main idea.

• This strategy focuses on collecting facts from the reading to understand the main point the author is trying to teach. The main idea is revised an amended based on the more facts read and collected.

• This strategy is great for me with teaching third grade because this is a standard we focus on. Students learn the difference between main ideas and key details so to practice drawing our main idea from the details, helps with understanding what we are reading.

6.10 Who is telling the Story

• The readers ask who is telling the story. They use clues throughout the reading to determine the narrator.

• This is a great practice to do during readers theatre time. This strategy helps you understand the character better by understanding what they are saying and how they are feeling.

3.7 - Slow down the zoom to make sense

• Students ask themselves if what they are reading makes sense. If not, slow down and re-read the information at a pace easy for understanding.

• Students are so quick to want to fly through the material and move on. This strategy focuses on student accountability since I do not know their thoughts on understanding as they read.

• A way to help promote this is to have students read for a certain amount of time so they are not motivated to rush.

Context Clue: Authors often define unfamiliar words within the text. Pay attention to phrases or sentences that explain the meaning.

• Students can practice this with a variety of ways in the classroom, to include using synonyms and antonyms. Check nearby words and see if any give clues to show what the word means.

Use a Dictionary: When students encounter an unfamiliar word, take a moment to look it up in a dictionary. This not only provides the definition but often includes usage examples and synonyms.

• I chose this technique because we introduce students to dictionaries in my grade level. students are given their own dictionary to take home therefore this is a great way to learn their vocabulary AND understand how to use a dictionary.

Use Flashcards: Create flashcards with the new word on one side and its definition and usage on the other. Review these regularly to strengthen your memory.

• In our classroom we can play the memory game with flashcard. students can have cards with the word and another with the definition and make a game out of learning.

2.6: Fix the fuzziness: Check on the meaning of words you may not know. Make sure the words you read are understandable so you can connect them with the story (great for comprehension as well).

• I chose this strategy because students tend to skip over words they do not know and fill in the gaps. It is important to not have gaps because I don't want students to get in the habit of passing over things that are hard. In class, we use alpha boxes and write down words we do not know or understand to later review. DONT SKIP THE HARD THINGS!

• This can be difficult in the classroom because as teachers, we do not want to make student uncomfortable or feelings stressed about reading in front of everyone.

• I practice this more within small group and one on one. With ELL students, we will work through the material and then I will go back and re-read and have them listen for understanding.

Phrase Reading: Practice reading phrases or chunks of text rather than individual words. This helps you understand how words group together naturally.

• The the classroom this is a great tool to do with poems. I also have noticed this helps when students are singing their skip counting on math numbers. I like how we can incorporate cross-curriculum in the material and practice.

Engage in Partner Reading: Partner reading with someone more fluent can provide modeling and immediate feedback. Take turns reading aloud and discuss the text together.

• This focuses so much more than just fluency. By partner reading, students can talk about the material, work through comprehension, and expand on opinions. When we do our MAPS testing, I review scores and create pairs based on similar levels and strengths vs weaknesses.

2.13: Mind over Matter: Sometimes we need to just decide we are going to do better and focus on our task.

• Students need to sometimes just decide they want to do better. I know this is a different technique to use and is more about students making the decisions but it is important to occasionally talk about WHY we are learning and what our goal are for ourselves. Students occasionally need to be reminded just like we do when we go to work. We are all human and a reset can make things better.

4.7: Warm up and Transfer: Students begin by warming up with an easier book to read. When reading is easier and smoother, students build the confidence to move up in reading material.

• This can be done through our Magnetic Reading. Students begin with simple reading, but take the time to break down the information for understanding, vocabulary and comprehension.

• Display rules prominently in the classroom and revisit them regularly to reinforce expectations. At the beginning of the year, we create our classroom rules and students sign the agreement. It remains visible for the year.

Develop a Structured Routine: Implement a consistent daily schedule so students know what to expect and can transition smoothly between activities.

• Many students do well with a set routine and expectations. this creates clear goals and helps students understand the way the classroom will be ran.

Use Positive Reinforcement: Recognize and reward positive behavior through praise, tokens, or other incentives. This encourages students to continue following rules.

• In our classroom we have a school store. Students earn bucks for helping, behavior, academics, etc and can purchase things in the store.

Foster Student Responsibility: Involve students in creating class rules and expectations. This increases their sense of responsibility and ownership of their behavior.

• Students learn the be responsible and when they see something wrong, fix it. I usually do consequences for behaviors or issues as a class. Not one gets in trouble but the whole class suffers. This helps students make each other accountable. And of course, not every consequence is handled this way.

Encourage Student Engagement: Use a variety of teaching methods, including group work, hands-on activities, and discussions, to keep students engaged and focused.

• Student engagement is where I need to work on. the teacher needs to be just as engaged and needs to be moving around and monitoring all conversations and work. It can be easy for students to get off track therefore it is important to be present and attentive.