Phonemic Awareness

TEACHERS (PK-2):

• Will utilize the NEW phonemic awareness piece of Reading Horizons Discovery during whole group for each day during the assigned RH block.

  • Will Include each component:

    • Rhyme

    • Initial Phoneme Isolation

    • Blending

    • Final or Medial Phoneme Isolation

    • Segmenting

    • Adding

    • Deleting

    • Substituting

  • Will follow the appropriate pace.

    • Pre-K, Kindergarten, Primary:  8-12 minutes, should not exceed 15 minutes

    • Teacher does not spend an extended amount of time on one specific skill.  If students need more support, they should provide scaffolds and/or modeling (I Do/We Do/You Do)

  • Will group student appropriately.

    • Providing whole-group instruction with a unison response.

    • Students are arranged in a whole group setting (preferably on the carpet).

  • Will be taught with consistency

    • Complete lessons are taught sequentially.

    • Instruction included explicit language and description of each PA skill.

    • Complete lesson is taught (did not skip skills).

    • Hand motions mirror students (teacher's right hand is the beginning, left is the end).

    • Sounds are articulated correctly and do not include the schwa (/b/ not /buh/)

  • Will include supports & scaffolds as needed.

    • Error correction is quick:  my turn, your turn and continue on with lesson.

    • Scaffolds can be used but should be removed when students no longer need the additional support.

      • Instructional scaffolds can include Elkonin boxes, felt, unifix cubes, etc. rather than hand motions.

      • In 1st Grade and beyond, hand motions should be removed when students no longer need them.  Suggestions of when to remove hand motions are noted in the curriculum lessons.

STUDENTS:

• Will participate in the Phonemic Awareness lesson EACH DAY.

  • Will practice the phonemic awareness skills they are learning

  • Gain automaticity in PA skills, which will allow them to put their acquired phonics skills to use and have a solid reading foundation

RESOURCES:

• Overview of OKCPS Heggerty Expectations & Use

• OKCPS Heggerty PA Training Slides

• OKCPS Heggerty PA Training Video

• PA Scope & Sequence

• Heggerty Hand Motions Video

• Heggerty Official Resources, Videos, and Assessments

Phonics

TEACHERS:

• Will be taught with fidelity according to MLK's Grade-Level Schedules. 

• Must have a learning target & success criteria posted on an anchor chart (for the lesson of the day) that is identifiable for and used by the teacher, students & observers.

• Must have Reading Horizons Posters posted

• Will help close students' instructional gaps

• EACH DAY the lesson follows the PACING GUIDES 

• Will utilize whiteboards in the lesson to ensure all students are held accountable 

• 20 MINUTES WHOLE GROUP that includes a chunk of each section below:

  • • Review - 5 min.

      • Displayed in every lesson:

        • Provide a clear, concise summary of the review skill

        • Gave students an opportunity to demonstrate mastery of the review skills (ex:  dictation, games)

        • Connected the review skill to the new material

    • Instruction - 5 min.

      • Displayed in every lesson:

        • Provided explicit instructions of the new skill in a concise manner with clear, direct language

        • Modeled new material effectively (ex:  demonstrated how to prove words containing the new phonogram)

    • Dictation - 5 min.

      • Displayed in every lesson:

        • Said the word twice

        • (Students) said the word twice

        • Used word in a sentence

        • Utilized hand motions effectively

        • Gave appropriate corrective feedback

        • Offered timely and effective scaffolding

        • (Students) Read the word

        • (Students) Explained the answer

        • Used the Eraser Game to reinforce other skills taught (ex: vowel sounds)

        • (1st-4th) Transferred skills to writing using sentence dictation

    • Transfer - 5 min. 

      • Utilize one or more of the following to look for evidence of student mastery and reinforce skills taught:

        • Used Whole Class and/or Individual Student Transfer Card(s) for fluency practice

        • Provided an opportunity for students to transfer skills to connect text (ex:  Little Books, passages, RHE Reading Library)

        • Choose additional transfer activities that were appropriate for application of the skill and provided differentiation for students

STUDENTS:

• EACH DAY participate in the Reading Horizons Lesson.

• Will practice the phonics skills they are learning, and will students will gain automaticity and have a solid reading foundation. 

• Will use their whiteboard to record responses