Chapter Summary Of Andy King, By Andrew J. Stoneridge

The recommended support to enhance Frank’s phonetics skills is using Nursery Rhymes to develop phonological awareness. First Frank’s prior knowledge would need to be tested. In journal a PowerPoint was put together of 10 nursery rhymes using visual and auditory cues. The beginning sound awareness task is designed to require Frank to detect the beginning phoneme (sound). The test consisted if two practice trials and then ten experimental trails. An example, of a test would be asking Frank to listen to the word milk and then asking him to repeat the work and state the beginning sound. After achieving the beginning sound awareness task Frank would complete the Phonological Awareness Training. In the journal it says, “The phonological awareness training was conducted for 15-20 minuets once per week over a period of ten weeks”

This book has daily Phonemic Awareness skills that the students need to learn. It includes all consonants, short vowels, digraphs, blends, and rime patterns, with long vowel words being introduced in the later weeks of this curriculum. This is very well organized and it tells you what you should teach on that day.

-Phonemic Awareness: Fundations; the teacher will say a word out loud and have the students “tap out” the sounds as they say it; for example cat: /c/-/aaaa/-/t/. Then the students write the word on a white board. They clear when the teacher instructs them to and then they move on to a new word.

Jane was able to identify 117/220 or 53% of the basic sight words. She exhibited a need for short and long vowels, medial sounds, and phonograms. For example she substituted “it” for “at” and “feve” for “five” demonstrating the need for support with vowel sounds. She also substituted “want” for “went,” and “pretty” for “party” further demonstrating the need for instruction on medial sounds and phonograms. Intervention will include activities with word family sorts and cvc instruction of long and short vowel patterns. High frequency words will also be addressed using a phonics approach to provide repeated practice until words are automatic in and out of

If I had a student who was struggling in class with my phonics approach, and needed a different approach, I would try several different strategies that we learned about this week in Chapter 7 of our textbook.

To enhance my content knowledge on phoneme awareness, I chose to read the article, “Tell me about Fred’s Fat Foot Again: Four Tips for Successful PA Lessons,” from the Reading Teacher journal, written by Bruce A. Murray. In the article, Bruce shares four research-based techniques that have been proven to enhance students’ phoneme awareness. The four techniques are: introducing a limited group of phonemes one at a time, making phonemes memorable and helping them learn the phonemes vocal boundaries, providing phenome-finding practice so that children learn to detect the phoneme in spoken-word contexts and applying phoneme knowledge to partial alphabetic decoding equipping students to read words.

Angelina is a 7 year old second grade student whose independent reading level for oral reading is level 1. Initial assessments revealed that Angelina has strengths in certain phonics elements, including beginning single consonants, ending single consonants, short vowel sounds. Her strengths in phonemic awareness included phoneme blending and phoneme segmentation. Angelina exhibited weakness in rhyming and with particular phonics elements including vowel teams and diphthongs.

J. was consistently using two and three-word phrases but was unintelligible, he was not using any consonants. J. was having severe difficulty (consistent imitation of vowels but seemingly lacking any ability to imitate consonants) as Motor refers to muscle movement. The child may be inconsistent in his ability to produce speech sounds. He shows difficulty sequencing sounds into syllables and syllables into words and be very hard to understand. The clinician creates a fun activity, a target that is doable, encourage the child as he is trying. The clinician is spurred by the child’s increased confidence that he can successfully imitate speech sounds. The clinician is using to producing imitate responses to the best of one’s ability will eventually lead to the production of more clear spontaneous utterances. He is encouraging the child to produce an imitation that is consistent, and is as close as he can get at the moment to the target sound or syllable or multisyllabic utterance. Moreover, J., who is able to imitate vowel sounds, the clinician might use a foam toy rocket by squeezed air and said that “let’s make it go up. the clinician accepts that, if it is letter consistent, substituting a “d” or “t” for the “g” in “go.” He uses the “o” vowel to be produced as an “uh” if it is consistent. Glen did a great job being patient and attentive during the

Hallie Yopp and Helen Yopp (2000) believe that the amount of time devoted to phonemic awareness in the classroom is not important but rather the quality and responsiveness of instruction are. Hallie Yopp and Helen Yopp (2000) believe rich linguistic environments that have a rich vocabulary, syntactic complexity, and decontextualized language can be implemented in a variety of ways which include, but not limited to, literature sharing, music, and movement experiences. According to Hallie Yopp and Helen Yopp (2000) phonemic awareness activities should be playful, deliberate in focusing on the sound structure of spoken language, and readily included in a comprehensive reading program.

Provide cues to facilitate the retrieval of words when the student is experiencing word-finding difficulties. Cues can be phonological (for example, providing the student with the initial sound(s) of words, such as “It starts with the sound /z/”) or semantic (for example, providing the student with the referent’s category name, such as “It is an animal,” or with another referent from the same category, such as “It is like a dog”).Provide additional instruction and an emphasis on phonological awareness. Activities in which students match words with the same initial sound(s), produce words with one sound left out, and reverse the sounds in words may help overcome phonological deficits that may underlie reading difficulties. Explicitly explain instructions. For example, state the topic of the lesson; outline the lesson; write important information on the board; and use pictures, diagrams, and charts to support the information provided auditorily.

The Making Words strategy is a method of teaching phonics developed by Cunningham and Cunningham (2002). This program encourages children to use their knowledge of phonemic awareness, phonics and the alphabetic principle in order to discover the sounds of the English language. Each making words activity requires about 15 minutes of instruction time. Children are each given a set of letters, and over the course of the lesson, the students will spell 12 to 15 words. Some of the words may follow a particular spelling pattern; require the student to change the onset of a word, or to manipulate the letters. At the end of the lesson, students spell a “secret” word using all the letters (Cunningham & Cunningham,

The findings of the Rose Report has provided many discussions for schools, and have subsequently made schools review and improve their provisions, particularly the frequency and pace of their phonics sessions. Teachers have now begun to see the importance of teaching the phonemes and graphemes in a

“Michael!” Mrs. Caldwell yelled while trying to control her less than controlled first grade classroom. “Michael! Please come sit down.” Play period had ended and now it was story time. All the kids were gathered in a half circle around the teacher’s rocking chair, except one: Michael Phelps. He was completely consumed by the fish moving around in the tank on the windowsill. As he stood there ecstatically jumping around by the fish, Mrs. Caldwell’s patience was running thin. “Michael if you don’t come sit down right now you will have to sit in the fail chair.” Nobody wanted to sit in the fail chair. Once a student made it there they had to sit and think about the way they failed to do what was asked of them for the whole second recess. He immediately turned around with a devilish grin on his face and crawled over the circle the students had so neatly made. He unconsciously stepped on the other student fingers while he eagerly made his way to Mrs. Caldwell’s feet. It was obvious he had a hard time focusing and listening to directions. Story time was the biggest hassle of them all. It meant he had to sit still for twenty whole minutes without saying a word. His teacher’s efforts were hardly working and she told his mother he would never be able to focus on anything (). What would it take for this rambunctious kid to settle down?

This semester, I had the pleasure to serve more than 12 hours with Lacey Spring Elementary School in the Harrisonburg area. Lacey Spring placed me in a math and reading focused curriculum in which I got to work side by side with a third grade student named Josh. Josh was in Mrs. Lowe’s classroom. My first impression walking into the room was a sense of homeliness. Color, pattern, texture, and student work was prominently shown. Additionally, the school had excellent resources, such as laptops, that all students could utilize to further their learning.

In the mornings between the hours of 8:00 am and 9:45, I had the opportunity to help out in Ms. Foy’s third grade class at Oak Ridge Elementary School. There is one teacher to 26 students in the class. The students, eight and nine year olds, work on Language Arts when I arrive to the classroom. Later they have snack and math. I take one student at a time to a table to read a fluency card to ask them questions about what they read. I also spend five minutes at a time with them to do subtraction flashcards. The classroom is set up so that every student has their own desk that are all in groups. There are posters on the walls and artwork that the students have made.