Keywords (for database searching) - belmont.k12.ma.us
Keywords (for database searching)
|Phonemic Awareness, Kindergarten Core Curriculum |
Contact Information
|Ellen Payne |Butler |Reading/SPED |
|Laura Colby |Butler |Reading Specialist |
|Ellen Goldshine |Butler |Kindergarten Teacher |
|Audrey Ruddock |Butler |Kindergarten Teacher |
|Elizabeth Stephens |Butler |Kindergarten Teacher |
|Colleen Ryder |Butler |Kindergarten Teacher |
Guiding Theme
|Deepening Teacher Content Knowledge |
Inquiry Question
|By developing and implementing a Kindergarten core curriculum in Phonemic Awareness, will students be more proficient in their |
|ability to apply these skills (words in a sentence, rhyming, syllables, initial and final sounds, segmenting, and blending) to the |
|acquisition of word level reading? |
Process
|We used standardized Phonemic Awareness assessments in order to identify the specific skills that kindergarten students should |
|secure at the end of the school year. From this data, we designed a baseline Phonemic Awareness assessment, to be administered |
|early fall, winter, and spring, in order to assess student’s Phonemic Awareness skills to inform teacher instruction. |
|Data was collected for a sample group of 16 children. |
|Compiled a bibliography of research based lessons and activities that followed the developmental continuum for Phonemic Awareness. |
|After completing each skill, we assessed the students to identify those students who would need additional support. (Small group |
|instruction was delivered to students by classroom teachers and reading specialists). |
|In the spring, we administered the Phonemic Awareness Assessment to determine if students acquired the skills taught |
|The students were taught the sequence of skills, the teachers taught students how to map the letters to the sounds for reading and |
|spelling. |
|Then we administered an informal phonics assessment. |
|We evaluated the data to determine whether students were able to transfer their knowledge of phonemic awareness to decoding cvc |
|(short vowel) words. We were also able to identify students who would need additional support in first grade, given the results of|
|the assessment. |
Findings
|Determined that we need consistency across classrooms regarding teaching and assessment of Phonemic Awareness skills. |
|Determined that we need more time to add and refine lessons. |
|We found that most of the lessons were effective in teaching the specific Phonemic Awareness skills. |
|Students are beginning to transfer their knowledge of phonemic Awareness to decoding cvc words. |
Recommendations / Next Steps
|Continue to add and refine lessons that are taught. |
|Develop lessons that teach the remainder of the Phonemic Awareness skills; deletion and substitution. |
|Spend more focused time recording and analyzing data. |
|Develop supplementary lessons that would meet the needs of students that are showing deficits in learning specific phonemic |
|awareness skills. |
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