Principal 4
Phonemic Awareness Instruction
Accomplishing this Principal in the Classroom
Through reading the assigned text, Phonics, Phonemic Awareness, and Word Analysis for Teachers: An Interactive Tutorial, I have learned the importance of this instruction. According to Don Leu, “instructional activities that develop children’s phonemic awareness increase reading achievement” (14). By building skills of phonemic awareness teachers prepare students to be independent and critical readers. We have learned this year that phonemes are the basic unit of sound in the English language. Readers need the skills of phonemic awareness to differentiate between different sounds. These skills begin early in students and are built upon throughout elementary school. However, I do not think that this instruction should stop when we reach the higher grade levels. In my sixth grade classroom I want to reinforce this instruction because there are many students in my class that are below grade level and struggle with phonemic awareness.
Even when re-learning these ideas for the “Word Analysis” exam, I was reminded about how difficult the English Language is to understand. Imagine that you are a non-English speaking individual. Learning the English language can seem like chaos. For this specific principle, I want to make sure I provide extra support for all of my students. In my instructional practices I want to note that no matter how good of a reader a student is, they can still benefit from phonemic awareness practice. It is important to provide students with texts that they not only want to read but that have the abilities to can read. Giving them books that are too challenging will only lead to frustration and frustration may make student not want to read again, therefore it is important to ensure my classroom library can accommodate all levels of reading present in my classroom.
Even when re-learning these ideas for the “Word Analysis” exam, I was reminded about how difficult the English Language is to understand. Imagine that you are a non-English speaking individual. Learning the English language can seem like chaos. For this specific principle, I want to make sure I provide extra support for all of my students. In my instructional practices I want to note that no matter how good of a reader a student is, they can still benefit from phonemic awareness practice. It is important to provide students with texts that they not only want to read but that have the abilities to can read. Giving them books that are too challenging will only lead to frustration and frustration may make student not want to read again, therefore it is important to ensure my classroom library can accommodate all levels of reading present in my classroom.
Specific Anchor & Grade Level Standards from CCSS
CCSS.ELA-LITERACY.L.6.1, CCSS.ELA-LITERACY.L.6.3: Principle 4 is not only applicable for reading; it is essential for speaking and writing as well. Readers need to understand that words are made up of individual letters. Each letter has a sound that when combined with other letters creates new sounds. This idea is essential for a task like spelling. When a word is said, students are required to sound each individual phoneme in order to construct the word. My sixth grade students must have phonemic awareness in order to correctly demonstrate their command of the conventions of standard English grammar and of language when writing, speaking, reading or listening.
CCSS.ELA-LITERACY.L.6.4: An important aspect of understating multi-meaning words is that the affixes can help determine the meaning. For instance, a simple word like undecided has 9 phonemes and 2 morphemes. One meaning is decided, an adjective that describes a person or quality. The second meaning is for the prefix “un” which denotes the absence of the quality of that adjective. It is important to understand how affixes affect the meaning of words. Students may also use context cues to help in their understanding of these words.
CCSS.ELA-LITERACY.CCRA.R.10: Students in sixth grade need to be able to master or excel in phonemic awareness in order to think as critical readers for a variety of texts. When students are able to decode words for their meaning at a fluent rate they are able to comprehend the text.
CCSS.ELA-LITERACY.L.6.4: An important aspect of understating multi-meaning words is that the affixes can help determine the meaning. For instance, a simple word like undecided has 9 phonemes and 2 morphemes. One meaning is decided, an adjective that describes a person or quality. The second meaning is for the prefix “un” which denotes the absence of the quality of that adjective. It is important to understand how affixes affect the meaning of words. Students may also use context cues to help in their understanding of these words.
CCSS.ELA-LITERACY.CCRA.R.10: Students in sixth grade need to be able to master or excel in phonemic awareness in order to think as critical readers for a variety of texts. When students are able to decode words for their meaning at a fluent rate they are able to comprehend the text.
Instructional Practices
MODELED WORD STUDY
During my two-day lesson I had my students create word models. These models included a synonym, antonym, symbol and required them to use it in a sentence. For phonemic awareness instruction I would like to have my students make word models when they come across words they do not know in their ELA assigned novel. These models will include the vocabulary word, and instead of creating synonyms I would like my students to analyze these words on a deeper level. I believe that actively engaging my students in the process of phonemic analysis of words will increase their reading achievement because like stated previously one must be able to read a word correctly to comprehend it’s meaning.
For example, a student cannot pronounce or understand the word archetype, which is used quite often in their ELA book Percy Jackson and the Lightening Thief. They would create a word model as depicted in figure 1 below. They will use the dictionary app on the iPads in order to help them understand the morphemes of the word and come up with a definition, synonyms and antonyms. This model allows them to understand the phonemes of the word so that they are able to decode it quickly in the future, as well as the meaning so that they can comprehend it quickly and continue to fluently read.
I do not see any problems occurring with this. There will be worksheets with the blank figure below they will be required to keep all word models transcribed in their ELA notebooks. Then, at the end of every class I will ask if anyone created a new word model. If the majority of the class creates a model for the same word, I will post a copy to the word wall for students to reference as they read. They will keep their word models to put in their literacy portfolios.
During my two-day lesson I had my students create word models. These models included a synonym, antonym, symbol and required them to use it in a sentence. For phonemic awareness instruction I would like to have my students make word models when they come across words they do not know in their ELA assigned novel. These models will include the vocabulary word, and instead of creating synonyms I would like my students to analyze these words on a deeper level. I believe that actively engaging my students in the process of phonemic analysis of words will increase their reading achievement because like stated previously one must be able to read a word correctly to comprehend it’s meaning.
For example, a student cannot pronounce or understand the word archetype, which is used quite often in their ELA book Percy Jackson and the Lightening Thief. They would create a word model as depicted in figure 1 below. They will use the dictionary app on the iPads in order to help them understand the morphemes of the word and come up with a definition, synonyms and antonyms. This model allows them to understand the phonemes of the word so that they are able to decode it quickly in the future, as well as the meaning so that they can comprehend it quickly and continue to fluently read.
I do not see any problems occurring with this. There will be worksheets with the blank figure below they will be required to keep all word models transcribed in their ELA notebooks. Then, at the end of every class I will ask if anyone created a new word model. If the majority of the class creates a model for the same word, I will post a copy to the word wall for students to reference as they read. They will keep their word models to put in their literacy portfolios.
RHYMING
In order to teach phonological awareness when writing I will modify one of the responses that the students must write in the curriculum’s response workbook about their ELA book. When modifying it I will do two things. The first I will make it an activity in which students are motivated by interest and fun, and secondly it will become a writing activity focused on not only the content but the phonemes behind their writing. Instead of writing in normal sentences, I will require my students to write their response as a poem or rap lyrics. This is a reflection of mixed beliefs of what students should know about writing because I am paying equal attention to the development of their writing and their development of engaging and effective prose. I will choose a reflection question in the workbook in which it asks the student to summarize or describe what they’ve learned from the book about a scene or character. They will respond to the question in the format of a poem or rap song lyric that rhymes. This aspect of rhyming requires the students to think about the phonics behind the words they chose. Them must keep into consideration syllables and long and short vowels and consonants to identify words that end with the same sound. After writing they must label each rhyme using the rhyming anchor chart which is seen in figure 2 and 3 below. The goal will be to include all seven types by the end of the year. I will do this activity during my ELA class when they are writing responses to their reading. I hope to do this activity at least once a month. I do not see any potential concerns with this. If students have a hard time coming up with rhymes they may use the iPads to access a website called rhymezone.com, this generates words that rhyme. As long as they are able to answer the question accurately in their own words and understand the phonics behind labeling each rhyme it does not matter if they are coming up with the rhymes themselves.
In order to teach phonological awareness when writing I will modify one of the responses that the students must write in the curriculum’s response workbook about their ELA book. When modifying it I will do two things. The first I will make it an activity in which students are motivated by interest and fun, and secondly it will become a writing activity focused on not only the content but the phonemes behind their writing. Instead of writing in normal sentences, I will require my students to write their response as a poem or rap lyrics. This is a reflection of mixed beliefs of what students should know about writing because I am paying equal attention to the development of their writing and their development of engaging and effective prose. I will choose a reflection question in the workbook in which it asks the student to summarize or describe what they’ve learned from the book about a scene or character. They will respond to the question in the format of a poem or rap song lyric that rhymes. This aspect of rhyming requires the students to think about the phonics behind the words they chose. Them must keep into consideration syllables and long and short vowels and consonants to identify words that end with the same sound. After writing they must label each rhyme using the rhyming anchor chart which is seen in figure 2 and 3 below. The goal will be to include all seven types by the end of the year. I will do this activity during my ELA class when they are writing responses to their reading. I hope to do this activity at least once a month. I do not see any potential concerns with this. If students have a hard time coming up with rhymes they may use the iPads to access a website called rhymezone.com, this generates words that rhyme. As long as they are able to answer the question accurately in their own words and understand the phonics behind labeling each rhyme it does not matter if they are coming up with the rhymes themselves.
DIFFERENTIATION FOR ELLS
Phonemic awareness is a difficult skill for students who have been speaking English their entire lives. This is a skill that is especially difficult and trying for English Language learners to master. For this reason, I want to have many opportunities in my classroom for students to listen and pronounce words. Phonemic awareness is an essential skill that can hinder students from becoming independent and skillful readers. It is a skill that requires a lot of direct instruction from the teacher. Therefore, I will be sure to read aloud at least one time every day in either ELA with the curriculum’s assigned novel or Reading with a text I choose that I believe is a form of exceptional literature.
In addition to my students hearing me speak, I want to differentiate for my students who are learning English. I will formatively assess my ELLs on their phonemic awareness in their own language and in English. In order to do this, I must study the basics of phonics for the language of the student in order to create my own assessment, or research teacher materials online to find an assessment on their language’s phonics. From this information I can determine what they know about phonics in general, no matter the language. Then I can determine where I must begin in the process of differentiation.
For example, this is something I can do with my student who is an ELL and speaks Spanish. Through my current research I found that the greatest difference between English and Spanish is that English has over 10 more vowel sounds than Spanish does. This creates difficult in differentiating between phonemes. In this case, depending on the results of the student’s formative assessment, one way I can differentiate is to create a playlist on their iPad of the English sounds that Spanish does not have. For example, for consonant digraphs I would record myself saying, “Sh, shell, I see a shell on the beach. Veo una concha en la playa. I see a shell on the beach. Shell es cómo lo dice concha en Inglés. S, h, e, l, l (Spanish pronunciation), s, h, e, l , l (English pronunciation), Shell.” I would title the recording “SH” so that when they want to figure our how to pronounce this digraph in English they can independently help themselves by looking for recording and listening to it. This tool is something I would like to create, or research to see if there are already made recordings available online. I do not see any problems this could lead to. In addition, this is something I would implement with and model to my student and continuously use as they need it throughout the year.
Phonemic awareness is a difficult skill for students who have been speaking English their entire lives. This is a skill that is especially difficult and trying for English Language learners to master. For this reason, I want to have many opportunities in my classroom for students to listen and pronounce words. Phonemic awareness is an essential skill that can hinder students from becoming independent and skillful readers. It is a skill that requires a lot of direct instruction from the teacher. Therefore, I will be sure to read aloud at least one time every day in either ELA with the curriculum’s assigned novel or Reading with a text I choose that I believe is a form of exceptional literature.
In addition to my students hearing me speak, I want to differentiate for my students who are learning English. I will formatively assess my ELLs on their phonemic awareness in their own language and in English. In order to do this, I must study the basics of phonics for the language of the student in order to create my own assessment, or research teacher materials online to find an assessment on their language’s phonics. From this information I can determine what they know about phonics in general, no matter the language. Then I can determine where I must begin in the process of differentiation.
For example, this is something I can do with my student who is an ELL and speaks Spanish. Through my current research I found that the greatest difference between English and Spanish is that English has over 10 more vowel sounds than Spanish does. This creates difficult in differentiating between phonemes. In this case, depending on the results of the student’s formative assessment, one way I can differentiate is to create a playlist on their iPad of the English sounds that Spanish does not have. For example, for consonant digraphs I would record myself saying, “Sh, shell, I see a shell on the beach. Veo una concha en la playa. I see a shell on the beach. Shell es cómo lo dice concha en Inglés. S, h, e, l, l (Spanish pronunciation), s, h, e, l , l (English pronunciation), Shell.” I would title the recording “SH” so that when they want to figure our how to pronounce this digraph in English they can independently help themselves by looking for recording and listening to it. This tool is something I would like to create, or research to see if there are already made recordings available online. I do not see any problems this could lead to. In addition, this is something I would implement with and model to my student and continuously use as they need it throughout the year.