Phonemic Awareness: Ready-to-Use Lessons, Activities, and Games / Edition 2

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Overview

Offering an accessible overview of phonemic awareness, this book provides elementary teachers with scripted lesson plans, progress charts, reproducible forms, and “phun” activities for teaching particular phonemes.

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Editorial Reviews

Sonia Trehan Kelly
“This book is a must in any early childhood classroom. The lessons are concisely written and easy to implement.The activities and games are so creative, exciting, and fun that any child would be eager to participate. I cannot wait to use these in my classroom!”
Marta Ann Gardner
"Teachers need to understand how phonemic awareness develops over time, especially in young students, so that they can sequence and pace their lessons appropriately. The author provides many useful lists of tasks that teachers can practice with and reflect on."
Carol Peterson
“The lessons are presented in such a clear, concise manner that they're appealing to read. I do not need to wade through a ton of verbiage to get to the meat of the activities.”
Jill A. Brown
"Scott understands the importance of phonemic awareness in reading and spelling. Her book is based on research, comes from direct experience with teaching students, and gives practical lessons that can be adpated for many age groups."
Mary Ellen Wade
"Research has proven the importance of phonemic awareness skills in children's reading. This book will guide you to success from one skill to the next. It is written with teacher application in mind and is based on a solid foundation of research and real practice in the classroom. Scott's book is packed with stimulating games, activities, and ready-to-use lessons on every page."
Jamie Tillotson
"Phonemic awareness is the base for establishing a child’s literacy development. This teacher-friendly book is a wonderful guide: children learn while having fun! It’s a must-have for a beginning teacher!"
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Product Details

  • ISBN-13: 9781412972154
  • Publisher: SAGE Publications
  • Publication date: 6/10/2009
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 192
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.50 (d)

Meet the Author

Victoria Groves Scott has been working in the field of special education for over twenty years. 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, 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.Scott received the Teaching Excellence Award from SIUE in 2006 and the 2006 Emerson Excellence in Teaching Award.She was chosen by her peers as the Kansas Council for Exceptional Children Outstanding Special Education Teacher of the Year for 1998, and was also 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. Scott has published two additional peer-reviewed textbooks: Practical Cases in Special Education for all Educators (Houghton Mifflin) and Cases in Special Education Assessment (Allyn and Bacon). She received her doctorate in special education from the University of Kansas in 1995.

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Table of Contents

Acknowledgments
About the Author
Introduction
1. Overview of Phonemic Awareness
Importance
Definition
Complexity
Phonemic Awareness Versus Phonics
Relationship to Reading
Training
Components
Phoneme Identification and Comparison
Phoneme Segmentation
Phoneme Blending
Summary of the Facts About Phonemic Awareness
2. Teaching and Assessing Phonemic Awareness
Instruction
Components of Effective Instruction
Levels of Instruction
Levels of Phonological Awareness
Assessment
Conclusion
3. Collection of Lessons
Lesson 1: Recognizing Phonemes in Words
Lesson 2: Recognizing More Phonemes in Words
Lesson 3: Identification /d/
Lesson 4: Deletion /d/
Lesson 5: Identification /s/
Lesson 6: Identification and Segmentation /s/
Lesson 7: Deletion /a/ /s/
Lesson 8: Identification /a/
Lesson 9: Blending /a/
Lesson 10: Recall and Segmentation /f/
Lesson 11: Identification /f/
Lesson 12: Rhyming /o/
Lesson 13: Segmentation /o/
Lesson 14: Identification /o/ /a/
Lesson 15: Blending /m/
Lesson 16: Segmentation and Identification /m/
Lesson 17: Deletion /r/
Lesson 18: Recall /r/
Lesson 19: Identification /e/
Lesson 20: Identification and Recall /e/
Lesson 21: Segmentation /e/
Lesson 22: Identification and Recall /p/
Lesson 23: Deletion /p/
Lesson 24: Blending /n/
Lesson 25: Indentification /n/
Lesson 26: Rhyming /u/
Lesson 27: Segmentation and Identification /u/
Lesson 28: Blending /u/
Lesson 29: Identification /t/
Lesson 30: Deletion /t/
Lesson 31: Recall /k/
Lesson 32: Segmentation /k/
Lesson 33: Segmentation and Identification /i/
Lesson 34: Comparision /i/
Lesson 35: Identification of Short Vowels
Lesson 36: Identification /l/
Lesson 37: Segmentation /l/
Lesson 38: Blending /b/
Lesson 39: Recall and Segmentation /b/
Lesson 40: Segmentation and Identification of Long Vowels
Lesson 41: Identification /j/ /v/
Lesson 42: Blending /g/ /y/
Lesson 43: Rhyming of Long Vowels
Lesson 44: Deletion /h/ /w/
Lesson 45: Identification /z/ /qu/
Lesson 46: Segmentation of Long Vowels
Lesson 47: Identification /sh/
Lesson 48: Segmentation /sh/
Activity: Folder Game: /sh/ shark (skill: segmentation)
Resource: Progress Charts and Lesson Plan Template
References
Index

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