https://drive.google.com/file/d/1zymqWb_oYeR1HniDDHDkW7sj4WoMP1q7/view?usp=sharing

Here’s a video I found on youtube of phonemic teaching. I liked this video because the teacher demonstrated the importance that through phonemic awareness, her students should listen to what she says with their ears and by watching her mouth move. I also liked this video because the teacher had a steady rhythm that emphasizes the fluency of phonemic awareness. Through her lesson and activity, the practice was very smoothly presented. 

Here’s a video I found on youtube of phonemic teaching. This video focused on A Michael Heggerty Phonemic Awareness Lesson. The teacher told the class to give her a thumbs up if the two words rhymed with each other and a thumbs down if the words did not rhyme together. During this activity, the students repeat the words in order to hear the words for themselves if they rhyme. Then, the class practices beginning and middle sounds. The teacher moves on to blending sounds together. 

Here’s a video I found on youtube of phonemic teaching. I liked this video because it helped further my understanding of phonemic awareness. This video focused on a lesson of “Heggerty Routine”. The lesson begins with a quick routine and practice of letter naming. The lesson unfolds to rhyming words, as well. The lesson continues to onset fluency. The lesson progresses to adding on different syllables in order to count syllables in words. 

Here’s a video I found on youtube of phonemic teaching. I liked this video because it focused on the meaning of phonemic awareness. The information given was extremely helpful in teaching students and helping them practice phonemic awareness. 

Here’s a video I found on youtube of phonemic teaching. I liked this phonemic teaching video because the teacher worked closely with two students, which can focus the attention more on the students. I liked how the teacher explained phonemic awareness and how she showed the students the different “feelings” they can experience during this practice time. The way in which sounds flow off the tongue through reading and letters, can be associated with phonemic awareness. 

There are numerous benefits to read alouds. The teachers can motivate their students to read and build upon their prior knowledge about a specific subject deriving from a book. Read alouds can also bring pure joy to the students by being allowed to listen to the texts. Read alouds lead to students wanting to read more during their reading time. Read alouds, according to research, are a huge component to the instruction across vast grade levels. As a teaching style, teachers can either ask their students to sit in the front of the room for the read aloud or remain at their desks. Read alouds can become a framework of literary knowledge for children. Many aspects make a good read aloud. Books should be chosen that are appropriate to student’s interests and matched to their developmental, social, and emotional levels. It is important for the teacher to preview and practice the book prior to the read aloud. Another aspect that is crucial for a read aloud is that a clear purpose was established. In addition, teachers should model fluent oral language reading when they read the text. It is extremely effective when teachers are giving expressions and being animated during the read aloud. During the read aloud, teachers should stop periodically and raise thoughtful questions to the students to concentrate them on certain aspects of the text. Connections should also be made to independent reading and writing. We can connect read alouds to Literature Skills by allowing for journal writing time immediately following the read aloud. Also, prompts can be given to allow for students to comment about the text. Another way to connect read alouds to Literature Skills is by selecting a text that is a component of the whole literacy instructional program. 

I liked how the first video asked the students to fill in her questions in order to initiate the student’s thinking. The teacher uses questions that initiate the thought processes of her students. She does not just give the answer out which would lead to no learning opportunity. I also liked how the teacher would ask her class to repeat what she said. I believe this emphasizes the learning for students because it reminds them what tasks they are focusing on. This also shows the children what is most important. In other videos, I like how teachers gave background information to the literary pieces to introduce the text to the class. A strategy I saw was how a teacher told the class to “turn and talk” to a partner to discuss what a definition of a poetic term was. Something I saw that I did not like was how the teacher was constantly just talking directly at the kids. I do not believe this was effective because it did not allow for the students to use their thinking processes. They were mostly just listening to the teacher and not displaying an understanding of the material. I liked how in another video a teacher was interactive with the book when she was reading it. She asked the students questions such as “Have you felt that way too?” I believe this helps the students develop an understanding of the true emotions in the book. This can allow for them to relate to the characters and gather an awareness of the true meanings in the story. 

Mini Lesson for Writer’s Workshop

Common Core State Standard: Write a piece in which they introduce the topic they are writing about and share their opinion.

Grade 2

Skills being taught: Allow for students to participate in the writing process, as well as practice their phonemic skills. Phonemic skills can be defined as reading and pronouncing words through literacy or writing to enhance their phonemic awareness. Students can hear the parts of phonemes in their writing. 

As the teacher, I will demonstrate a personal example of writing by writing it on the board for the class to visualize. The class will be on the rug in front of the board at first to listen to my demonstration. After I write the sentence on the board, I will verbally read what I have wrote. By doing this slowly, I will be able to demonstrate how the sentence sounds and how the students can hear the parts of phonemes in the writing piece. I will then ask the class to go back and sit at their desks. With guided practice, I will suggest for my students to read along with me for the writing that I displayed on the board. They will be able to practice how words, letters, and sentences sound together to form various sounds. Therefore, I will lead the class in the writing process and how to verbally sound out the words that are formed. After that, I will initiate individual rehearsal for writing where students can draw upon a topic of their choice and write about it in the workshop. They can then read aloud their writing piece to hear parts of phonemes. 

Content differentiation: With a student who has dyslexia, I could encourage a technique to utilize text-to-speech. With the writer’s workshop, the words or sentences that are displayed can be delivered to the student through text-to-speech. For a student with dysgraphia, I can provide the child with paper that has raised lines on it. This can help the student form letters and words in the right place when they are writing. 

“Phonemic Awareness is thought to help children write words in various ways”. I liked this piece of information because it shows how children can truly develop through literature. They can build skills they can allow for them to be better learners and they can be exposed to more literacy experiences.