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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.
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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
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.
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.
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.
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.
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.
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.