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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 offering in the “Reading Foundations” series requires you to take and complete the Reading Foundations: Exposing Those Pesky Gaps! Course first. 


What topics will I cover?
The topics covered will be phonemic awareness skills, such as segmentation, sound isolation, manipulation, substitution, and They musthem to get a solid foundation in hearing and speaking sounds in words and getting ready to apply them to symbols. 

How is my class structured?

ICEBREAKER: (5-10 minutes) My class will begin with an icebreaker game. This will give everyone a chance to get to know each other. The icebreaker game will vary depending on the ages and the number of children in the class, which will not be more than 6. The icebreaker is commonly easy to follow and non-academic in nature. 

OBJECTIVES/GOALS: (5 minutes) After this game, I will introduce the structure of the hour together. Again, the structure is dependent on how full the class is. I am flexible and able to handle any situation in terms of the number of students vs. the flow and movements of my lessons and activities. 

LESSON: (30 minutes) This is the lesson portion of the course. The students will be taught in a progressive model of instruction, so each course lesson is different than the last, due to the student dynamics each session. 

EXIT TICKET: SHOW WHAT YOU KNOW! (10 minutes) This is the post-lesson check up. Independent work time to show what they know. There will be various exit tickets to show their understanding of the skills. Depending on the student’s needs and attention to the lesson portion, will determine my question for them to show their progress. 

REWARD WITH PRACTICE (5-10 minutes) Students will have an opportunity to participate in the game provided post lesson, and when they provide the exit ticket. 


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). I will be utilizing Google Classroom, in order to facilitate access to materials, links, and other items during the class session.  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, utilizing various modalities, and flexibility are significant strengths in my teaching style.   

How will we accomplish the class and the objectives?

Google Classroom 
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.