RICA Reflection

3
Cassaundra Mayer
EDUG 547

Phonological and Phonemic

Awareness

Cassie Mayer
EDUG 547
October 5, 2015
RICA Reflection 3
Phonological and Phonemic Awareness
Phonological awareness is the knowledge that the English language is
composed of smaller parts. There are two levels of phonological awareness,
phonemic awareness, and the knowledge of sounds in larger units of
language like words and syllables. Phonemic awareness is the ability to
distinguish separate sounds in a word, such cat, k/a/t (Zarrillo, 2011, p. 24).
Phonological and phonemic awareness are the foundations of reading.
Without these students will not be able to read English and therefore not
become literate in English. As a teacher I will help my students acquire and
strengthen phonemic and phonological awareness in order to inspire literate
learners.
Phonological and Phonemic awareness is traditionally taught in primary
grades, though some students may already have these awarenesss before
entering kindergarten. TPE 4: Making Content Accessible, Benchmark 2
states, Candidates use instructional materials to teach students the
academic content described in the state-adopted academic content
standards and they prioritize and sequence essential skills and strategies in

a logical, coherent manner relative to students' current level of

achievement. Lessons should begin by teaching word boundaries, and that
sentences are made up of words (Zarrillo, p. 25). Using one word, two word,
and three word sentences one syllable each. One example I have seen
implemented in the classroom is through paper books that tell stories using
one, two, and three word sentences. The story is very repetitive and the
words very simple. Using their finger, students count the separate groups of
letters and then follow along with the teacher as she reads each word,
learning that each group of letter represents the word they are saying.
Over the last two years I worked with kindergartners in an afterschool
program. These students were so eager to learn! TPE 6: Developmentally
Appropriate Teaching Practices, benchmark 3 for grades K-3 says,
Candidates' instructional activities connect with the children's immediate
world; draw on key content from more than one subject area; and include
hands-on experiences and manipulatives that help students learn. As a
means to support what they were being taught in their traditional classes we
used puzzles with images on one side and words on the other to help in word
blending. For example, one part of the puzzle would have a picture of a cow,
and on another piece a picture of a boy. Students would put the pieces
together and say cow boy, cowboy. My advanced kindergarteners who
could already read small words would have to work with the puzzle pieces
flipped to written word side. This activity also gave my students the
opportunity to work in group to help build social skills and positive

interactions. The Universal Design for Learning requires multiple means of

representation, expression and action, and engagement (Burkhardt, 2014). In
my classroom I will give all learners the opportunity to learn all content and
using different activities using puzzles, technology, and visuals will help me
reach those students.
In my Master Teachers classroom there are thirteen English Language
Learners and though most are phonemic and phonologically aware English
now that they are in third grade, there are a few who struggle with English
still. As a means of intervention these students work together in a small
group with the teacher to work on nontransferable phonemes which is also
the intervention suggested in Ready for Revised RICA (p. 29). According to
TPE 7: Teaching English Learners, Candidates know and can apply theories,
principles, and instructional practices for English Language Development
leading to comprehensive literacy in English. Another means of intervention
for English Language Learners in phonological and phonemic awareness
would be to give them opportunities to practice what they are learning with
peers, family, presentations, and one on one with the teacher.
Phonological and Phonemic Awareness are the starting points to
reading. Understanding the different parts of sound and print will help create
literate students. In my classroom and in my tutoring I will be implementing
opportunities to strengthen these awarenesss and provide intervention as
needed.

References
Burkhardt, W. (2014). Universal Design for Learning: An Overview and Examples of
How to Use It in the Classroom. Retrieved from OnCue: cue.org
California teaching performance expectations. (2013). Retrieved from Commission
on Teacher Credentialing: http://www.ctc.ca.gov/educator-prep/TPA-files/TPEsFull-Version.pdf
Zarrillo, J. J. (2011). Ready for Revised RICA A Test PReparation Guide for California's
Reading Instruction Competence Assessment (3rd ed.). Boston, MA: Pearson
Education, Inc.