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Essay / Research Paper Abstract
This 10 page paper begins with a brief introduction to phoneme awareness and phonological awareness. It then presents 4 mini-lesson plans that include oral blending, oral segmentation, long vowel sound with silent e, and segmenting by syllables. The paper then provides four activities to enhance spelling and a spelling lesson plan that involves short vowel rhyming. Bibliography lists 6 sources.
Page Count:
10 pages (~225 words per page)
File: MM12_PGphx1.RTF
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Unformatted sample text from the term paper:
a much broader term that incorporates phonemic awareness but it also includes awareness of word units (Blevins, 2008a). Blevins (2008a) explains phonological awareness as including: "words within sentences, rhyming units
within words, beginning and ending sounds; syllables within words; phonemes, or sounds within words." He also says that part of this awareness is about how different physical features like the
tongue and teeth "are used to produce the sound" (Blevins, 2008a). Activities that promote phonological awareness are oral and they are usually fun (Blevins, 2008a). Children gain the awareness through
games and sounding out or singing activities (Blevins, 2008a). Words are stretched out in some activities so that children can hear each sound as it occurs in the word (Blevins,
2008a). While phonological awareness intends to help children learn the sounds in words, phonics intends to help children learn the "relationship between sounds and written symbols" (Blevins, 2008a). Phonics,
then, is about spelling as well as about decoding (Blevins, 2008a). Blevins (2008a) argues that "it is important that children actually overlearn the sound-spelling relationships." In practical terms, this
means that each lesson is reinforced over time, even when introducing new concepts. Mini-Lessons 1. Long vowel sound with silent e (Takeaways, 2008). * Materials: Word sorting cards.
Some card will have words that fit the pattern and other cards will have words that do not fit the pattern. Whiteboard with marker (or chalkboard with chalk). *
Activity: Teacher explains what a long vowel sound is and then explains that some words have a long vowel sound with a silent e on the end of the word
and other words do not have this combination. Distribute cards to students with sample words on them. * Ask students to select the cards that have a word with
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