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Implementation of the Phonemic Awareness Program

Implementation of the Phonemic Awareness Program

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Implementation of the Phonemic Awareness Program

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  1. Implementation of the Phonemic Awareness Program Olmsted Falls City Schools Olmsted Falls, Ohio May, 2011

  2. Techniques Included In: • Phonemic Awareness: The Skills They Need To Help Them Succeed, Michael Heggerty, Ed.D.

  3. Common Cueing Techniques Chopping Elkonin Boxes Letter Cheer Punch It Out Roller Coaster Phonemic Awareness: The Skills They Need To Help Them Succeed Michael Heggerty, Ed. D.

  4. Chopping Technique for segmenting sounds Students place hands together and “chop” the individual phonemes in words. Make sure students are chopping from THEIR left to right but the teacher chops right to left when facing students (mirror image). Students should be sitting or standing in lines facing the teacher, not in a circle.

  5. Chopping Click on the word Video for a demonstration of the Chopping Technique. (You may have to click twice.) • Video

  6. Elkonin Boxes(class set provided) Technique for segmenting and blending Can be used as a visual example for deleting phonemes Teacher says the words. Students repeat the word and slide each sound into the appropriate box with chips or pennies. Also can be used to teach compound words or syllables

  7. Elkonin Boxes Each class will have a set of Elkonin Boxes provided for your use.

  8. Elkonin Boxes • Click on the word Video to see a demonstration of techniques that use Elkonin Boxes. (You may have to click twice.) Video

  9. Letter Cheer Use with sight words or words with letter sounds that need review. Teacher says the letter then writes the letter. Then, students name the letter. At the end of the word, they all read the word together. Teacher: “The word is the.” Students: “the” Teacher: “Give me a t.” Students: “t” Teacher: “Give me an h.” Students: “h” Teacher: “Give me an e.” Students: “e” Teacher: “What’s that spell?” Students: “the.”

  10. Letter Cheer • Click on the word Video for a demonstration of the Letter Cheer Technique. (You may have to click twice.) • Video

  11. Punch It Out Technique for medial and final sound isolation. Students raise their fists in the air when they enunciate the requested sound. Use one arm for the final sound isolation. Student puts right fist in the air and moves fist right to left across midline. Two fists are used for the middle sound Students head will be in the middle of two raised arms

  12. Punch It Out • Click on the word video for a demonstration of The Punch It Out Technique (You may have to click twice.) Video

  13. Roller Coaster Technique used for blending and stretching sounds Only used with 3 sound words Teacher says the word. Students repeat the word, then do a roller coaster action with their hands to stress the sounds. The beginning and ending sounds are “on the ground”. The medial sound is stressed in the “rise” of the action. Student action moves left to right. Teachers right to left

  14. Roller Coaster • Click on the word Video For a demonstration of The Roller Coaster Technique (You may have to click twice.) Video

  15. Implementation Checklist • One of the goals of the English Language Arts Study is to implement quality instruction with fidelity and consistency within and between grade levels.

  16. Implementation Checklist Refer to The Implementation Checklist for a description of what will be included in the instruction and practice of Phonemic Awareness in every classroom.

  17. Implementation Checklist Note: Phonemic Awareness instruction will occur mostly in Kindergarten and First Grade Classrooms. Rhyming is addressed in Second Grade Classrooms. Third Grade teachers must be aware of the checklist and vocabulary used in previous grades. Techniques demonstrated will be used K-3.

  18. Implementation Checklist Click on the word Checklist To view The Implementation Checklist. Checklist

  19. Further Information Please refer to preface of Phonemic Awareness: The Skills They Need To Help Them Succeed Michael Heggerty, Ed. for more detailed definitions of terms and the research basis.

  20. Brought to you by: The Phonemic Awareness Committee Dr. Jim Lloyd, Assistant Superintendent Mary Pat Burk Tami Doyle Julie Kemper Dr. Karen Kolozvary Angela Kostraba Mary Mariotti Karen Megery Diane Metzger Neil Roseberry Karen Strawser

  21. The End