Literacy Unit Project sample essay

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If any student hears about this for the first time may be shocked and will wonder if this is Greek or Latin or English! To go straight to the point, phonemic awareness is completely different with phonic awareness. Students should understand that the difference is not the spelling but the dipper meanings in those words (Rogers, 2007). When we talk of phonemic awareness, it is actually how the reader reads and understands about a spoken language. Any student who is phonemically aware can distinguish separately the written words.

For example when we use the word ‘bat’, the student who really are phonically aware can the literature teacher the words he is referring to by pronouncing them in sounds or saying them verbally word by word. If we use the other example of the word ‘cart’. Any student who is versed with the word pronunciation should be in a position to pronounce this so well (Calderon, 2007). If the letter‘t’ it removed from the word cart, one should be able to know that the word which remains is the word ‘car’. On contrary, the word phonics in definition is actually identifying the similarities between specific letters that are printed.

This is in inclusion with the letters that are combined, and are specific spoken words. Just at a glance, can anyone tell me which letter makes the first sound in the word bat or dog? Can anyone also identify the last sound in this word cat or dog? By doing this it is actually sharpening the wits on your knowledge in phonics. This knowledge can well be taught and emphasized when a student attends a spoken language like an Indian can attend a Germany class and learn more on the pronunciations of the word s in that class, or an Italian can attend a Spanish class too to learn more on how to pronounce the words printed.

This is actually what we call phonemic awareness tasks. (Glass L. 2000), This is not just al about asking the students to pronounce certain letters or asking them wish specific letters makes which particular sound. Phonemic awareness is beyond this, it’s beyond just naming and pronouncing the letters. (Raymond A. 2007) A longitudinal study that was conducted recently on acquiring reading has shown that Phonic awareness acquisition is very predictive to success in learning how to read a certain language. This particularly is successful acquisition in reading. There are rules that are always used when conducting these phonic lessons.

Infect, these rules are emphasized more than their patterns and the most bit of the focus is the separate sounds. These separate sounds are normally referred to as phonemes. On contrary phonics instructions that are most effective and very efficient always focuses on the attention of the children on how they notice the letters, or sound patterns. This is to say that, if they notice the sound pattern or the letters, in their initial consonants, and they also notice the clusters in the consonants, rime, that contains vowels of a syllable, and any other consonants like –eke, -aak,-ish.

Exedra When any instruction emphasizes much on the phoneme manipulation, students have to know what they were taught and learn. Phoneme manipulation skills on contrary may not be enhanced when teaching the beginners on phoneme identity. Precursory awareness skill in phonological like alliterations and rhyming may emerge in context that seem to be in informal context before one goes to school and learn them. This is mostly seen in young kids who have not yet learned how to read and write or even spell. (Snow 1991)

Phonological awareness potentials begin with rhyming the words and the alliterations, its letter segmented or splitting the whole sentences into words. After segmenting the letters into words, you segment the words into the syllables. The words ser then later segmented from syllable into phonemes. (Susan E. et al 2006) One can not just say that he or she is competent because he or she has phonemic awareness, no, this is not sufficient at all. one has to a quite himself or herself with the systematic and frequent instructions fro m the well equipped instructor who has knowledge on the common sound spellings.

To some extent, correspondence is necessity for most children. It has been proved that there is a correlation relation between reading and phonological awareness. When one is blending sounds for the words that starts with vowels or consonants, configuration, you should remember to start with these consonants as one can easily hold sounds, r, s, v, z, l, f, For any lesson one has to start with easier ones to hard ones like; sh, ch, th, wh, ph For easy learning and understanding, this ere the step that I recommend should be followed in any phonemic class awareness;

Procedure1. read repeatedly and do the warming up of the words and the sounds Procedure2. Extract the instructions of the spelling sounds relationship Procedure 3. Combining and building words like one can use the letter cards to complete a word. Procedure 4. Reading and re-reading the text that are connected Procedure 5. Writing down the words and using dictations Procedure 6. Writing freely and frequently According to Jim Stone, children can learn and understand best when animated. The movement that occurs always motivates and insight minds to think beyond their noses.

All the lessons concerning the phonetic are always based on the acquisition of the oral language. Jim Stone insists that alliterations should be highly emphasized. Children learn better when their learning is accompanied with songs, games, stories and so forth. Classroom implications By the time we reach the end of this syllabus, one should be able to point out and manipulate the given sounds that are within the spoken words. Students should form the habit of reading and rereading of any given article to be able to articulate the words and the pronunciations so clearly. (Taylor R. , Glenda A. 2005).

Phonemic awareness is actually all about the oral language, there has been an evident suggestion on the relationship between the phonemic awareness and learning how to read. There have been so many models that have popped up but in this context, let us use the model for the Marilyn Jaeger Adams. He was a highly known writer on the guidelines of the phonemic awareness. She wrote a lot of literature guidelines on the phonemic awareness and has a lot of the knowledge on this phonemic awareness. She came up with five types of phonemic awareness which were basic. This included; ? Type 1- Alliterations and Rhymes:

Rhymes- its doing with the words that have the same endings like, goat, taught, coat, Alliterations- for example, she saw a snail in the sea shell Assonance- like the bean, peach were all within reach ? Type two – oddity tasks; Rhyme – among the following words, which one does not rhyme? Starting consonants – which among the following start with the same sound in your pronunciation? Sat, sing, sick, man? Finishing consonants- which among the following words has the same ending sounds, ten, sat, man. Long vowels – among the following words, which one does not poses similar medial sound; late, feet, take.

Short vowels (Medial sound) which between the two has similar middle sound, cat, pan, top? Consonants, choose the ones that posses the same middle sounds, missing, kitten, lesson ? Task 3 oral Blending: 1. Syllables, example ;pronounce these word as a whole, bi-o-lo-gy, whats the word (biology) 2. rime/ Onset: Examples, say the first word of this example clearly; table, then pronounce the rest of the letter on their own. (Ta/…ble) Phoneme by phoneme Listen to the word below and identify how many sounds you are hearing, sat (/s… /a… /t) ? Task 4 – Segmenting or dividing orally, this also includes the counting of the words

Here, we have the syllables, like in the example if we have the word table. we need to pronounce it syllable by syllable to get the sounds (ta…ble) ? Task 5 manipulation of the phonemic Here we have various categories; – When we replace the first letter of a word, we can say that is substituting initial sounds. for example, sing to be replaced with letter r will be (ring) – when we replace the last letter with another letter , we can say that is called substitution of the final sound. For example, the word mat when replaced with letter p, it becomes map.

– The third category is the substitution of the vowels, for example, we can substitute the word map with the letter o and it definitely becomes mop. – The forth category is the deletion of the syllables, like we can pronounce the word baker without the word ba and now it becomes ker – The fifth category is on the sound initial deletion of the sound like we can say the word sun without the letter s and it becomes un – Sixth, we have sound final deletion, here the last letter can be deleted, for example, can you say the word hit without the final letter t, (hi)

– Deletion of blend in an initial phoneme like for example, when we say the word step without the letter s it becomes (tep) – We also have the deletion of blend in the final phoneme. This can be seen if we are given the word best and is to be pronounced without the last letter t it automatically becomes (bes) – Lastly we have blend deletion in a second phoneme. This is whereby we have a word like frog and by deleting the second word r, it becomes fog These steps have no sequences. They can be used randomly during any presentations. It is always advisable to tackle oral blending assignment before tackling that of oral segmentation.

To ensure that these skills are well implemented, one has to ensure that, – he reads and rereads familiar stories and relevant books at least daily – The student should be in a position to read the previous book introduced to him without much difficulties . this is to say that, out of 100% he should be 90-95% perfect as the teacher identifies difficult areas and strategies on how to eliminate this. – The student should also be in a position to write a story on a daily basis. This should be affected when the teacher makes a follow up of ensuring the decoding and the checking of the spellings.

(Zemelman S. Harvey D. 1998) Conclusion In conclusion, there are other phonic schemes that are available for guardians to use at their residents with their siblings. There are even seminars and trainings held severally in a year that targets to train more on the teachers who conduct the subject to inform them on the updated syllabuses and how best to make a student understand easily the targeted language. During this training even the parents and the home attendants attend the seminars. This is not uncommon nowadays because of the increased use of the phonemic.