Victoria Groves Scott - Phonemic Awareness: Ready-to-Use Lessons, Activities, and Games

Victoria Groves Scott

Phonemic Awareness

Ready-To-Use
Lessons, Activities,
and Games

Second Edition

Copyright 2009 by Corwin

All rights reserved. When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book. Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

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Library of Congress Cataloging-in-Publication Data

Scott, Victoria Groves.
Phonemic awareness: ready-to-use lessons, activities, and games/
Victoria Groves Scott.2nd ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-7214-7 (cloth)
ISBN 978-1-4129-7215-4 (pbk.)
1. English languagePhonemicsStudy and teaching (Elementary)Activity programsUnited States. 2. Learning disabled childrenEducation (Elementary)United States. 3. ReadingPhonetic methodUnited States. 4. Reading (Elementary)Whole-word methodUnited States. I. Title.

This book is printed on acid-free paper.

09 10 11 12 13 10 9 8 7 6 5 4 3 2 1

T hanks to the many individuals, past and present, whom I have worked with at various P12 schools, colleges, and universities. Your work and research has deepened my understanding of reading instruction and disability issues. A special thanks to Patti Flenthrope, Mary Ellen Wade, Kirsten Bruce, Linda Pape, Sue Diel, and Allison Fahsl. And to all of my students from preschool to graduate school, I get my inspiration from you.

Id also like to acknowledge the work done by all of the teachers at Lincoln Elementary in McPherson, Kansas, for their help piloting these lessons, and Neva Edwards, principal, for her support during the research. Id like to thank my editors David Chao and Brynn Saito for their help and support during the revisions for the second edition of this book.

This book would not have nearly the number of cute drawings without the work of Juli Dirks, former student, artist, and first-grade teacher. She drew more than 100 of the pictures contained in this book. Id also like to thank my son Brydon for his contribution to the artwork for this book.

Corwin Press would like to thank the following reviewers:

Marta Ann Gardner
Los Angeles Unified School District

Sonia Trehan Kelly
Blue River Montessori School, Duxbury, MA

Wanda Mangum
Gwinnett County Public Schools

Margaret L. Miller
Martin Luther Elementary School

Gary L. Willhite
University of WisconsinLa Crosse

Victoria Groves Scott, Ed.D., has been working in the field of special education for more than 20 years. She received her doctorate in special education from the University of Kansas in 1995. 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, Professor 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. Dr. Scott received the Teaching Excellence Award from SIUE in 2006 and the 2006 Emerson Excellence in Teaching Award. Dr. Scott was chosen by her peers as the Kansas Council for Exceptional Children Outstanding Special Education Teacher of the Year for 1998 and also was 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. Dr. Scott has published two additional peer-reviewed textbooks: Practical Cases in Special Education for All Educators (2006) and Cases in Special Education Assessment (2005).

Dedicated, as always, with love to my husband, Jim, my sons, Brydon and Jaxon, and my parents, Gayle and Nadine Groves. I also would like to thank Dr. Mary Konya Weishaar, colleague and fellow researcher, for her support and friendship.

T he revised edition of Phonemic Awareness: Ready-to-Use Lessons, Activities, and Games contains an updated collection of lessons for children in grades kindergarten through three or students in grades four through six who have difficulty reading. These activities are sequenced around particular phonemes or sounds, not skills such as identification, blending, rhyming, segmentation, deletion, and/or manipulation. Therefore, they can be used out of order. If so desired, teachers could reorganize the lessons and teach all of the lessons on identification first, then blending, and so on. If the lessons are reorganized, the teacher will need to replace the review at the beginning of the lesson by asking questions to activate the students prior knowledge in order to build on what the student already knows.

Besides updated lessons, this book also contains revised pictures and graphics that make concepts clearer for the students. And an updated and revised overview of phonemic awareness in incorporates current research relating to phonemic awareness and phonemic awareness instruction.

HOW TO USE THESE LESSONS

The lessons are constructed using a modified Madeline Hunter lesson plan design. Each lesson opens with a Review, in which the teacher activates the students prior knowledge and gains student attention. Next, the teacher presents the Preview, or anticipatory set; this is a simple communication from the teacher to the students about what they will learn. The Presentation or Instruction is the most important component of the lesson. Content is taught and modeled during the presentation. Next, students will practice the skill during the Guided Practice and Independent Practice phase. Guided practice is done with teacher supervision, and independent practice is done unaided. Finally, the teacher will