Module+4+Discussion

DISCUSSION QUESTIONS:

1. What does research say about this topic? BM - Lessons in phonemic awareness in preschool age children seems to booster reading in the early grades. Phonemic awareness is a predictor of future reading skills. However, phonemic awareness and reading have a reciprocal relationship. ZL-Phonemic Awareness and Phonics are very different but often are confused by educators. NH- Phonemic awareness helps many types of children read. It also beggining readers learn to spell. Segmenting and blending are good ways to teach phonemic awareness.

2. Describe the relationship between phonemic awareness and phonological awarenesss. BM - Phonemic awareness falls under the umbrella of phonological awareness. Phonemic awareness is a specific skill that involves manipulating sounds in speech. Phonological awareness refers to various types of awareness including phonemic awareness, syllables, onsets, and rimes. ZL-Phonemic Awareness does not have to last a long time to be effective. (sounds) Phonological Awareness=symbols are identified for those sounds. NH- Both focus on the sounds of the word but phonological awareness is part of phonemic awareness.

3. What are ways you can adapt these concepts to the older ELL student who is beginning to read in English? BM - Phonemic awareness is built in very young children through song, poetry, and play. This same sense of fun can be used in older children who are learning to manipulate phonemes. Letters help children learn phonemic awareness as well as apply it to their reading and spelling. ZL- The ELL student is simply learning the same strategies of literacy as any other young child. All of the same instruction can apply for the older Ell student. With more curriculum supplements available to school districts ELL materials can help in this area of need. NH- Older ELL students who are beginning to read English can learn the sounds the letters make in order to sound out the words. However, they need to have a background of hearing the English language to know if the words they are sounding out makes sense.

PERSONAL QUESTIONS: BM1* - If my ELL student is more successful reading from a whole language approach and does not seem to grasping the concept of phonemes and the manipulation of sounds should I keep focusing on the sounds or focus on the whole language reading? NH- You know what is best for your students. You are probably very comfortable and do a great job working with the whole langauge approach. I say if it isnt broke dont fix it. If you are not seeing success in the whole langauge and are seeing defecits then I would reconsider and maybe go back to phonics. BM2 - Would students of any age benefit from phonemic awareness exercises such as speaking in Pig Latin or other games of this type? BM3 - I teach a large number of 2nd grade ELL students. Should I go back to the same games and activities I used when I taught kindergarten to build PA in these students? ZL Having the experience of teaching kindergarten can be prove to be helpful to you. You must go back to wherever the student is preforming. Grades on the door of a classroom mean nothing. It would not be too childlike and you should not feel bad for going to a younger lesson for your ELL students. They are learning new concepts and need to find success in simple literacy lessons. At that point, they can then advance forward.

NH1- Phonemic awareness is only for younger kids what is used for the older students? ZL: I like the Names Test. This PA is a quick and easy assessment that helps to determine decoding abilities. The procedure is easy and the scoring is very quick. NH3- How do we differ our testing for ELL students for PA?
 * NH2- Which reading assessment is best to test PA?

BM - Nursery rhymes and silly songs are my favorite phonemic awareness activities. Think about Down by the Bay and the thinking involved in what word will fit. ZL2) How did this chapter deepen your understanding of PA? ZL3) How important is this in your classroom? NH- so far not very because like you I have taught middle school or upper elementary where these skills are already mastered. However, when working with my older kids in the Bear spelling I had kids in the alphabetic stage and vowel sound stage. I always wondered if some phonemic instruction at an older level would help them with spelling those words.
 * ZL1) How do you build phonemic awareness in your class?