department of education transition to teaching grant 2004 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Department of Education Transition to Teaching Grant, 2004 PowerPoint Presentation
Download Presentation
Department of Education Transition to Teaching Grant, 2004

Loading in 2 Seconds...

play fullscreen
1 / 11

Department of Education Transition to Teaching Grant, 2004 - PowerPoint PPT Presentation


  • 215 Views
  • Uploaded on

Second Year Mentor Project Phonemic Awareness Silvia Flores and Alexandra Jimenez Austin Independent School District, Barrington Elementary Kinder Bilingual, Language Arts. Department of Education Transition to Teaching Grant, 2004. Plan.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Department of Education Transition to Teaching Grant, 2004' - Leo


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
department of education transition to teaching grant 2004

Second Year Mentor ProjectPhonemic AwarenessSilvia Flores and Alexandra Jimenez Austin Independent School District, Barrington ElementaryKinder Bilingual, Language Arts

Department of Education Transition to Teaching Grant, 2004

slide2
Plan

This project will entail teaching a phonemic awareness lesson for the letter ñ by using the Kinder Scott Foresman Reading textbook under “Fonética-Sílabas abiertas con ñ.” (Open syllables with the letter ñ) This lesson will include the following objectives: activate prior knowledge, rhyme charts, connecting sound to letter by doing sound-letter matching, sound-letter practice, ABC wall, and high-frequency words.

steps to be taken
Steps to be Taken

1.Begin by activating the child's prior knowledge in regards to the letter ñ.

2. Connect sound to letter by using sound-letter matching, sound-letter practice, ABC wall, and high-frequency words.

3. Assess students by observation through L. A. centers, daily homework and finished products.

objectives
Objectives

Children will identify letter-sound correspondence for ña, ñe, ñi, ño, ñu.

Language Arts TEKS:

K.6D Students will identify vowel and consonant sounds.

K.6F Students segment one-syllable spoken words into individual phonemes.

K.7C Students learn and apply letter-sound correspondences of a set of consonants and vowels to produce syllables to begin to read.

process
Process
  • I will review with the students the story “¡Fiesta!”. I will ask the students to name what they see in the illustration (the piñata) and emphasize the word by repeating it and have the students pronounce the syllable ña.
  • I will sing the song Ari, la araña and I will ask the students to find words that contain the syllable ña and other words that have ñe, ñi, ño and ñu.
  • If the students have difficulty identifying the n syllables then I will have the students repeat the words piñata and arana slowly so that they can hear the targeted syllable.
materials needed
Materials Needed
  • ¡Fiesta! Book
  • Rhyme chart Ari, La araña
  • Cancionero song book
  • Letter cards, letter magnets, alphabet arch, ABC wall
  • Estrellitas syllable chart, cards and writing sheets for the letter ñ
  • Chiqui libros alphabet books
  • White erase boards
  • ñ picture cards and the picture/word web
assessments
Assessments
  • I will assess “ss” through observation and listening of syllable blending.
  • Assessment will be made through their monthly homework calendar which includes packets for the letter of the week.
  • Finally in the classroom I will assess the students through their writing and reading of words that contain the letter “ñ”.
expected results
Expected Results

I will expect that my students will be proficient in identifying the syllables and to be able to use them throughout their writing, reading and their everyday conversations.

results of project
Results of Project
  • While in centers I noticed how the students used the letter magnets and cards to blend the syllables.
  • In their writing students where able to match the correct picture to the syllable.
  • Students were able to read the syllables in targeted words and sentences.
conclusion
Conclusion

The majority of the students were able to master the lesson.The students that had difficulty, were provided with one on one and small group instruction that included the use of manipulatives and interventions from the Scott Foresman and the Estrellita program.

teacher reflection picture
Teacher Reflection/Picture

I noticed most of the students were able to manipulate and blend the syllables ña, ñe, ñi ,ño, and ñu. I really think that it is important to provide the students with a follow- up center activity, to make sure they practice and master the skill.