'The activities and games are so creative, exciting, and fun that any child would be eager to participate. I cannot wait to use these in my classroom!' - Sonia Trehan Kelly, Director, Blue River Montessori School, Duxbury, MA
'Teachers need to understand how phonemic awareness develops over time, especially in young students, so that they can sequence and pace their lessons appropriately. The author provides many useful lists of tasks that teachers can practice with and reflect on' - Marta Ann Gardner, Literacy Coach, Los Angeles Unified School District, CA
Phonemic awareness has been identified by the National Reading Panel as a critical part of reading success. This easy-to-use, teacher-friendly book presents elementary educators with a well-organized and thoughtful review of phonemic awareness instruction.
The second edition of Phonemic Awareness contains an updated collection of 48 lessons for children in Grades K-3 or students in Grades 4-6 who have difficulty reading. While the activities are sequenced around particular phonemes or sounds, teachers can reorganize and sequence them according to skills such as identification, blending, rhyming, segmentation, deletion, or manipulation.
With updated pictures and graphics to make concepts clearer for students, this new edition provides:
- An easy-to-read overview of phonemic awareness
- Scripted lesson plans for immediate use
- Progress charts to track student development
- 50 reproducible forms
- Fun and playful games and activities for teaching particular phonemes
This exceptional, field-tested guide provides elementary teachers, literacy coaches, and reading specialists with a balance of consistency and variety in lessons that lead students through lively activities.
Victoria Groves Scott has been working in the field of special education for over twenty years. She is currently the director of assessment for Southern Illinois University Edwardsville (SIUE) and professor of special education. Prior to her appointment at SIUE in 2001, Scott was chair of the Department of Special Education at the Associated Colleges of Central Kansas. Although she is a professor by trade, she remains a teacher by heart. Scott received the Teaching Excellence Award from SIUE in 2006 and the 2006 Emerson Excellence in Teaching Award. She was chosen by her peers as the Kansas Council for Exceptional Children Outstanding Special Education Teacher of the Year for 1998, and was also awarded the Council for Exceptional Children Federation Award in 1999. She has conducted research in the areas of phonemic awareness, reading instruction, assistive technology, and assessment. Scott has published two additional peer-reviewed textbooks: Practical Cases in Special Education for all Educators (Houghton Mifflin) and Cases in Special Education Assessment (Allyn and Bacon). She received her doctorate in special education from the University of Kansas in 1995.
Acknowledgments About the Author Introduction 1. Overview of Phonemic Awareness Importance Definition Complexity Phonemic Awareness Versus Phonics Relationship to Reading Training Components Phoneme Identification and Comparison Phoneme Segmentation Phoneme Blending Summary of the Facts About Phonemic Awareness 2. Teaching and Assessing Phonemic Awareness Instruction Components of Effective Instruction Levels of Instruction Levels of Phonological Awareness Assessment Conclusion 3. Collection of Lessons Lesson 1: Recognizing Phonemes in Words Lesson 2: Recognizing More Phonemes in Words Lesson 3: Identification /d/ Lesson 4: Deletion /d/ Lesson 5: Identification /s/ Lesson 6: Identification and Segmentation /s/ Lesson 7: Deletion /a/ /s/ Lesson 8: Identification /a/ Lesson 9: Blending /a/ Lesson 10: Recall and Segmentation /f/ Lesson 11: Identification /f/ Lesson 12: Rhyming /o/ Lesson 13: Segmentation /o/ Lesson 14: Identification /o/ /a/ Lesson 15: Blending /m/ Lesson 16: Segmentation and Identification /m/ Lesson 17: Deletion /r/ Lesson 18: Recall /r/ Lesson 19: Identification /e/ Lesson 20: Identification and Recall /e/ Lesson 21: Segmentation /e/ Lesson 22: Identification and Recall /p/ Lesson 23: Deletion /p/ Lesson 24: Blending /n/ Lesson 25: Indentification /n/ Lesson 26: Rhyming /u/ Lesson 27: Segmentation and Identification /u/ Lesson 28: Blending /u/ Lesson 29: Identification /t/ Lesson 30: Deletion /t/ Lesson 31: Recall /k/ Lesson 32: Segmentation /k/ Lesson 33: Segmentation and Identification /i/ Lesson 34: Comparision /i/ Lesson 35: Identification of Short Vowels Lesson 36: Identification /l/ Lesson 37: Segmentation /l/ Lesson 38: Blending /b/ Lesson 39: Recall and Segmentation /b/ Lesson 40: Segmentation and Identification of Long Vowels Lesson 41: Identification /j/ /v/ Lesson 42: Blending /g/ /y/ Lesson 43: Rhyming of Long Vowels Lesson 44: Deletion /h/ /w/ Lesson 45: Identification /z/ /qu/ Lesson 46: Segmentation of Long Vowels Lesson 47: Identification /sh/ Lesson 48: Segmentation /sh/ Activity: Folder Game: /sh/ shark (skill: segmentation) Resource: Progress Charts and Lesson Plan Template References Index