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Graphic of Module 1: Building a Community of Learners
 

Lesson 4.5: Phonological and Phonemic Awareness Activities

Focus: Understand why phonological and phonemic awareness is an important factor in reading development and learn how to conduct effective lessons with students.

Prior to the Collaboration Group Meeting

1. Reflection Journal

Write in your reflection journal prior to the Collaboration Group meeting. You are to respond weekly in your journal, reflecting on your learning, observation, questions, and personal connections. Your reflections need to be at least 250 words. You may choose how to format your journal, though you may want to consider the following as you write:

    • What are some new understandings you made this week as a result of the work for this lesson and your work with your students?
    • How has this new understanding influenced your current practice?

Bring your reflection journal to the weekly Collaboration Group meeting, and prepare to share your entries.

2. Readings

NOTE: To print the linked documents, do the following:

    • Put your mouse on the document and right click. You will see a window that asks you where you want to download the document.
    • Determine where you want to save the document.
    • After saving the document, open and print it in MS Word.
  1. Read Phonological & Phonemic Awareness in this lesson.
  2. Read Starting Out Right: A Guide to Promoting Children’s Reading Success, pp. 46-54, 61-64, and the pages below based on the grade level you work with:
    • Grade K (pp. 65-85)
    • Grade 1 (pp. 87-107)
    • Grade 2/3 (pp. 108-119)
  3. Read Put Reading First: The Research Building Blocks for Teaching Children to Read (pp. 1-10).
  4. Optional: Read On Solid Ground (pp. 115-124).

3. Classroom Application

During the Collaboration Group Meeting

  1. Share your reflection journal entries. Use the guiding questions in step one and those from the Phonological Awareness Activity Response Form as needed. Also, discuss the following questions:
    • How is phonemic awareness linked to becoming a proficient reader?
    • What are some new insights you gained after implementing the phonological and phonemic awareness activities?
    • Does the vernacular follow the teaching sequence of phonological awareness as indicated on the following page?
  2. Determine the facilitator, recorder, timekeeper, date, time, and location for the next Collaboration Group meeting.

After the Collaboration Group Meeting

  1. Email your Phonological Awareness Activity Response Form to the instructor. Send your assignment(s) to the instructor as an attachment to an email message. Be sure to include your name, date, location, and title on the document. Also, include your name and lesson title in the file name, for example, moses_phonological_form.
  2. The recorder emails the Collaboration Group notes to the instructor.
  3. The timekeeper emails the attendance to the instructor.