phonological awareness portfolio

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MUST USE “phonological awareness learning strategies” attachment. Please complete the following THREE strategies: 1. Alphabet Word Wall 2. Alliteration books and poems 3. Traffic light

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Phonological Awareness Portfolio                                                    Meaghan Girard

Section I: MS CCR Grades K-5

The following requirements guarantee that children are exposed to various books and exercises each year. Reading progressively challenging literature across the grades also instills rigor. Graduating students must satisfy grade-specific criteria and maintain or improve prior knowledge and skills.

 

MS College and Career Readiness Standards for Phonological Awareness:

Kindergarten

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.K.2a Recognize and produce rhyming words. RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.

RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.

RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

RF.K.2e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five central vowels.

RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Grade 1

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

RF.1.3b Decode regularly spelled one-syllable words

RF.1.3c Know final -e and standard vowel team conventions for representing long vowel sounds. RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.

RF.1.3f Read words with inflectional endings.

RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

Grade 2

RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.2.3a Distinguish long and short vowels when reading regularly spelled one-syllable words. RF.2.3b Know spelling-sound correspondences for additional familiar vowel teams.

RF.2.3c Decode regularly spelled two-syllable words with long vowels.

RF.2.3d Decode words with common prefixes and suffixes.

RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.

RF.2.3f Recognize and read grade-appropriate irregularly spelled words.

Grade 3

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b Decode words with common Latin suffixes.

RF.3.3c Decode multisyllable words.

RF.3.3d Read grade-appropriate irregularly spelled words.

Grade 4

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context accurately.

Grade 5

RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read unfamiliar multisyllabic words in and out of context accurately.

Section II: Assessment

Phonological Awareness Literacy Screening (PALS)

  • PALS-K: Rhyme Awareness, Beginning Sound Awareness
  • PALS 1-3: Level C, Phonemic Awareness

Rationale Phonemic decoding is a skill that requires phoneme-grapheme correlation. The findings assist teachers in concentrating on components of conversational language that are not often addressed in classroom reading.

Section III: Five Phonological Awareness Strategies

Learning Strategy Analysis

  1. Elkonian Boxes (phonemes/alphabetic principle)

WHOshould understand/use this strategy?

  • K- 1st

WHATis the definition of the term?

 ·     Researchers have shown that Elkonian Boxes effectively teach children to count and record sounds, beginning with tokens before moving on to letters. The forms of letters might also be used.

HOWdo you teach/do this strategy?

  • Enjoy a bit of literature along with your pupils.
  • Have students repeat the words you have selected, one at a time, from a list of three to five-letter words from the text.
  • Hand the Elkonian boxes and chips to each student individually in a small group.
  • One chip in a square for every sound that the students hear.
  • You might use any one of these words in place of “dog,”“cat,”“in,”“out,”“at,”“lick,” or “fire.”
  • Have students segment the word, pronounce it out loud, and count how many sounds there are in the world.
  • What is the vowel sound of a dog? (hog); What do you get if you replace the /i/ in lick with a /u/? (luck)

WHY

  • Visually and audibly, pupils may see and hear those words can be broken into distinct sounds.
  • Due to the convenience of using chips, children may focus only on the sound and not on letter recognition.
  • Learn to segment and blend words by using chips instead of letters.

EXAMPLE of the learning strategy.

  • Elkonin Boxes for the word “s“eep,” ”hich is composed of three phonemes (sounds), are shown in the following example: /sh/ /ee/ /p/

Differentiating Student’s’Learning:

  • EL Students
  • Drawonyourpersonal experiences to help you craft your replies. Struggling
  • Struggling Students
  • Organize a discourse aimed at teaching students the basics of vocabulary.
  • Gifted Students
  • To segment, a sentence, use words with a more significant number of letters (4 letter words)
  • Sensory Modalities
  • Segment sounds by singing or chanting into a microphone.

Facilitating Their Metacognition

  • What did you learn by using the chips and squares?
  • How can you use this to help you read better?
  • Will you go home and teach using the chips and boxes to a family member?
  • How do you think teaching a family member will help you learn better

Learning Strategy Analysis

  1. Letter Shape Collages

WHOshould know/use this strategy?

  • K- 1st

WHATisthedefinition of the term?

  • Making a collage is a basic DIY project that involves gluing various materials onto a piece of paper, such as leaves or pictures. Collecting images for a collage might help your youngster develop fine motor skills. Aside from being entertaining, it may also help to increase your child’s’sensitivity to color and texture.

HOWdo you teach/do this strategy?List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.

  • Create a foundation for your work of Art. Paper, cardboard, canvas, or any other material will do. Mini Art began with a sheet of paper the size I envisioned my final creation when I started this project.
  • Using scissors or a paper cutter, cut or tear apart paper strips. Make them varying widths. Cut one side and rip the other apart. ‘I‘ is all up to you.
  • Layer the paper strips on each other, starting from the bottom up. Organize until you have the appearance you want.
  • Glue it in there. Because it dries so quickly, I opted for hot glue, which is a personal favorite. Any craft glue may be used as long as the adhesive works properly with paper.
  • To complete your work of art, add a few finishing touches.
  • If youwant to add some depth to your artwork, you may manufacture spacers to insert between the layers of paper.

WHY

  • Because of the ease of utilizing chips, youngsters may concentrate only on the sound rather than letter identification.
  • Reading performance is strongly correlated with the knowledge of letter names and shapes children have when they first start learning to read.
  • Knowing letter names helps youngsters recall printed words and treat words as sequences of letters.

EXAMPLE of the learning strategy.

The picture is an example of a collage pic.

 

DifferentiatingStudent’sLearning:

  • EL Learners
  • Make use of terms from another language that may be divided into categories.
  • Struggling Readers
  • Allow students to collaborate with a partner or small groups to complete their assignments.
  • Gifted Students
  • If you have mastered phoneme manipulation, you may go on to graphemes.:
  • Sensory Modalities
  • Visual: Consonants should be represented by yellow chips, whereas green chips represent vowels.
  • Kinesthetic: When segmenting the sounds, chant or sing them.
  • Tactile: When segmenting phonemes, physically slide the chips up into the boxes.
  • Auditory: Students should hop or leap in response to each sound they hear.

Facilitating Student Metacognition:

  • How can you put this to use to improve your reading skills?
  • What do you believe will be the most beneficial aspect of educating a family member?
  • Will you return to your home and educate a member of your family using the collage?

 

Section IV:  Two Websites

https://sightwords.com/phonemic-awareness/

Teachers often struggle to describe the distinction between phonological and phonemic awareness. This website is ideal for allowing your youngster to ‘learn to read’ using technology. It provides an organized approach to teaching phonemic awareness. Reading novices may check their skills, choose classes, and practice reading here. This website covers necessary phonemic awareness courses, including starting sounds and Word Families.

https://www.themeasuredmom.com/

The Measured Mom website explains how technology in schooling helps promote phonemic awareness. It offers nutritional assistance for both instructors and pupils. Subscribers may get a sense of all the materials by referring to freebies. Reading, writing, understanding, spelling, and other exercises are arranged by grade and subject—the study materials, downloadable worksheets, games range from pre- to upper elementary school. A podcast discussing significant teaching issues faced by mentors also helps knowledge seekers.

 

  1. Alphabet Word Wall

 

WHOshouldlearn/usethisstrategy?

  • K- 1st

 

WHATisthedefinitionoftheterm?Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.

 

 

HOWdoyouactuallyteach/dothisstrategy?List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.

1.

2.

3.

 

EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).

 

 

WHYshould a studentlearn/usethislearningstrategy?   (At least 3 rationale / benefits)

1.

2.

3.

 

DifferentiatingStudent’sLearning:(Adaptingpartsofthelessontoaccommodateindividualneeds, backgrounds, strengths, andpreferredwaysoflearning)Note:  Thesewillbegeneralsuggestions. Theteachermustfirstknowthestudentandhis/herneedsandadaptaccordinglytobestservestudentsandprovidemeaningfulandappropriateinstruction.

  • ELL:
  • Struggling Readers:
  • Advanced:
  • Sensory Modalities
    Visual:

    • Kinesthetic:
    • Tactile
    • Auditory

FacilitatingStudent Metacognition:(Knowingthemselvesasreaders, learners, thinkers)List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)

1.

2.

3.

  1. Alliteration books and poems

 

WHOshouldlearn/usethisstrategy?

  • K- 1st

 

WHATisthedefinitionoftheterm?Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.

 

 

HOWdoyouactuallyteach/dothisstrategy?List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.

1.

2.

3.

 

EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).

 

 

WHYshould a studentlearn/usethislearningstrategy?   (At least 3 rationale / benefits)

1.

2.

3.

 

DifferentiatingStudent’sLearning:(Adaptingpartsofthelessontoaccommodateindividualneeds, backgrounds, strengths, andpreferredwaysoflearning)Note:  Thesewillbegeneralsuggestions. Theteachermustfirstknowthestudentandhis/herneedsandadaptaccordinglytobestservestudentsandprovidemeaningfulandappropriateinstruction.

  • ELL:
  • Struggling Readers:
  • Advanced:
  • Sensory Modalities
    Visual:

    • Kinesthetic:
    • Tactile
    • Auditory

FacilitatingStudent Metacognition:(Knowingthemselvesasreaders, learners, thinkers)List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)

1.

2.

3.

  1. Traffic Light

 

WHOshouldlearn/usethisstrategy?

  • K- 1st

 

WHATisthedefinitionoftheterm?Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.

 

 

HOWdoyouactuallyteach/dothisstrategy?List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.

1.

2.

3.

 

EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).

 

 

WHYshould a studentlearn/usethislearningstrategy?   (At least 3 rationale / benefits)

1.

2.

3.

 

DifferentiatingStudent’sLearning:(Adaptingpartsofthelessontoaccommodateindividualneeds, backgrounds, strengths, andpreferredwaysoflearning)Note:  Thesewillbegeneralsuggestions. Theteachermustfirstknowthestudentandhis/herneedsandadaptaccordinglytobestservestudentsandprovidemeaningfulandappropriateinstruction.

  • ELL:
  • Struggling Readers:
  • Advanced:
  • Sensory Modalities
    Visual:

    • Kinesthetic:
    • Tactile
    • Auditory

FacilitatingStudent Metacognition:(Knowingthemselvesasreaders, learners, thinkers)List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)

1.

2.

3.

 

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