Reading Foundations-Phonemic Awareness in 1-1: Speaking and Listening to Read

Reading Foundations-Phonemic Awareness: Speaking and Listening to Read

What will be taught?

   This class is set up to help your child learn to hear the isolated sounds of the English language and learn to manipulate the sounds. This class is a vital foundation for learning to read. If your child is not solid in listening and speaking with phonemes and constructed words, they will struggle with phonics, where blending is necessary. Fluent blending requires speaking and pulling sounds together fluidly without effort. Therefore, phonemic awareness is necessary to move into a more solid fluency with reading, which leads to more confidence and skill in the future to decode multi-syllabic words and more complex texts over time. The prerequisite class of this Phonemic Awareness class in the “Reading Foundations” series requires you to take and complete the Reading Foundations: Exposing Those Pesky Gaps! session first. 


What topics will I cover?
Phonemic awareness skills such as segmentation, sound isolation, manipulation, and substitution will be covered. Students must establish a solid foundation in hearing and speaking sounds in words and prepare to apply them to symbols. 

How are the sessions structured?

5 minutes: An icebreaker game or activity that will allow us to get to know one another.

5 min. After this game, I will introduce the structure of the hour together. 

30-40 minutes (lesson): This is where I will begin teaching the lesson. I adjust the content and activities based on the students' levels to accommodate their needs. I teach using a progressive model, so I slowly scaffold as I teach.  

Last 10 minutes: Students will be able to complete the session with a game that will double as an informal assessment tool while they play.



How will I teach?

   I will teach using a teacher-made video, other YouTube videos, KAHOOT, Gimkit, and my document camera (used for showing realia, resources for the lesson, and other materials needed to be projected to the meeting). Other programs or materials may be used now or in the future. 

What is my teaching style?
   
    Progressive Model Instruction Classroom, Teachable Moments, and Scaffolding (instructional model where the teacher is slowly reducing the support and assistance with the skill or task as the student becomes more proficient) or, in other words, one skill builds upon another skill as they become more proficient. I also use strategies to help English learners, to help those who require more visual and lower levels of language acquisition, to access content and skills in the lessons. In addition, I utilize various classroom-inclusive and effective strategies to provide the best learning environment possible for students with special needs and/or learning deficits. Discourse, using various modalities, and flexibility are significant strengths in my teaching style.   

How will we accomplish the class and the objectives?

Youtube videos
Paper and Pencil/White Board and Marker
Discussion 
Slides (Google)
Nearpod
Games (Gimkit, Kahoot, and teacher-made games)
Document Camera with teaching items presented
 

     Students need whiteboards, markers, notebooks, and pencils with erasers. A thumbs-up or down board is good. If they are ASD, ADHD, or have a learning disability, I recommend having your fidgets, rubber bands for chairs, weighted blankets for laps, sound reduction headphones, and a token board handy. If you need ideas or information on where to get the supplies for your kiddo, let me know, and I will help you. I have token boards and online boards you can use.