Short “a” Blends & Sight Words: Let's Learn Some Beginning Phonics! (Pre-K - 1st Grade Reading)
This is a one-time class. We will practice blending beginning sounds with short "a" ending chunks (e.g., c-at, h-at, p-at) and beginning-level sight words!
Constance Coffee, M.Ed.
Average rating:
5.0
Number of reviews:(29)
What's included
1 live meeting
25 mins in-class hoursClass Experience
This class will entail the skills of practicing phoneme sounds (units of sounds) to blend, segment, and manipulate sounds within words. We will create and practice these techniques with music, games, visuals/ slides, and fun techniques that your child can carry with them throughout their reading development. My class will be structured as a small-group setting. This will allow me to listen and develop correct pronunciations of sounds and navigate the classroom pace for your child's instructional level. We will have an interactive environment where learning will be engaging and open for questions when needed. The class will include the following within this 25-minute lesson: Introduction and practice of an interactive reading passage, introduce and practice phoneme beginning sounds with ending short-vowel chunks (e.g., -at, -an, -ag), and beginning-level sight words. You will also be provided a weekly homework assignment (optional) to practice throughout the week. Throughout my studies and experiences, I have learned these fundamental skills are imperative for your child to develop an independent fluency, accuracy, and comprehension level to be successful in the upper grades. My goal is to be that tool that can effectively give your child the skills and methods needed to achieve this goal. Thank you for taking the time to read about my class. I hope you try it out, and see what you think for yourself!
Learning Goals
Students will learn to use phoneme sounds to blend, segment, and manipulate these units of sounds to fluently read and create consonant-vowel-consonant (CVC) words.
Students will practice identifying beginning-level sight words.
Students will practice reading a text incorporating the practiced CVC words and beginning-level sight words.
Other Details
Supply List
1) Dry Erase Board/ Marker (preferred) or Paper/ Pencil 2) If possible, please print the attached "Blend the Sounds" worksheet prior to class. (optional)
2 files available upon enrollment
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined May, 2020
5.0
29reviews
Teacher expertise and credentials
Welcome to my page! I have been in the education field since 2005. The following are some of my background experiences and certifications:
PROFESSIONAL EXPERIENCE
1) Fifth-Grade Teacher (2019 to present)
Create a classroom atmosphere of differentiated instruction, minimal whole-group learning, and a strong focus on small-group instruction. Teach all necessary reading standards while meeting students’ needs through accommodations and specified teaching instruction, based on the students’ strengths and weaknesses. Incorporate an additional reading program, Read Naturally, and consistent progress monitoring of students, running records, to meet the needs of students reading below grade level.
2) Southeastern Oklahoma State University 2016 to 2019
Reading Diagnosis/ Language Arts/ Special Education Adjunct Professor (2016 to 2019)
Teacher candidates were taught classroom skills in the following areas: Reading Diagnosis – Administered an Informal Reading Inventory while practicing identifying the different areas of Meaning (M), Syntax (S), and Visual (V). Gathered data to plan for instruction. Used various forms of evidence-based literacy programs. Developed lesson plans based off Schema Theory. Practiced methods of explicit, implicit, and embedded instruction. Discussed the methods for students to practice effective meta cognition skills; Language Arts I and Language Arts II – Understood and utilized the six modes of Language Arts to teach and integrate grammar, spelling, vocabulary, handwriting, and word processing instruction into the writing process; Special Education – Understood the characteristics of different disabilities as well as ways in which to work with students with exceptionalities. Became familiar with special education laws and the requirements of those who educate students with exceptionalities. Became familiar with reading and creating Individual Education Plans.
3) Kindergarten-Fourth Grade Special-Education/ Behavior Teacher (2013 to 2016)
Created differentiated instruction lesson plans to fit every student’s needs. Wrote and presented Individualized Education Programs (IEPs) to parent(s) and necessary personnel. Incorporated various evidence-based literacy programs. Incorporated discipline-management skills to provide a safe/ quiet learning environment for students diagnosed with a learning disability and/ or are Emotionally Disturbed (ED).
4) First-Grade Teacher (2005 to 2013)
Proactively lead a five-member first-grade team (2008 – 2013). Created nine-week intervention plans. Mentored new team members by providing schedules, lesson plans, and discipline-management skills. Planned and lead weekly collaboration meetings while maintaining accountability for student performance. Communicated teacher concerns to community leaders and school superintendents.
5) Grayson County College 2012 to present
Adult Education Learning - Teach basic professional skills, such as professionalism, communication, teamwork, diverse environments, leadership, and train-the-trainer skills.
Adult ESL Testing Facilitator/ Teacher
Assess English Language Learners to determine proficiency level. Teach English as a Second Language to adult learners. Utilized differentiated instruction techniques to customize lesson plans for each learner.
• Develop and apply effective adult learning techniques
• Plan engaging learning activities, encourage curiosity/safe learning environments and motivate students
EDUCATION AND CERTIFICATIONS
Doctor of Education - Educational Administration, University of Texas A & M– Commerce, Commerce, TX
Degree expected 2024
Master of Education - School Administration, Southeastern Oklahoma State University, Durant, OK
2011
Bachelor of Science - Elementary Education, Southeastern Oklahoma State University, Durant, OK
2004
Texas:
Principal: Grades EC-12, 10/01/2018 - 09/30/2024
Classroom Teacher (Generalist): Grades EC-4, 10/01/2018 - 09/30/2024
Special Education: Grades EC-12, 10/01/2018 – 09/30/2024
English as a Second Language Supplemental: Grades EC-12, 10/01/2018 - 09/30/2024
Reviews
Live One-Time Class
$10
per classMeets once
25 min
Completed by 35 learners
Live video meetings
Ages: 4-7
4-6 learners per class
