Minilesson One: Phonological Awareness
Natalie Marchetti
Georgia Gwinnett College
Dr. Jennifer Greene
READ 3200 Approaches to Reading Instruction
September 24, 2017
Minilesson One: Phonological Awareness
Introduction:
The purpose of this phonological awareness minilesson is to develop students’ abilities to distinguish between spoken words containing / æ / sounds and words containing the / ɛ / sound. Phonological Awareness is defined as knowledge about the sound structure of words, at the phoneme, onset-rime, and syllable levels (Cunningham, 2013). It is important for students to have phonological awareness so they can manipulate the shortest sound, or phoneme in order to sound out unfamiliar words (Tompkins, 2013). Understanding …show more content…
The characteristics of behaviorism are displayed in this minilesson through providing information, or, the guided practice; while observing the response of the students using the black or red cards when the educator says the words aloud in a sentence (Tompkins, 2013). Constructivism views students as active and engaged learners who create their own knowledge (Tompkins, 2013). This theory is displayed in this minilesson through students making connections with the emphasized words with prior knowledge of words that were learned in the previous lesson from the day before (Tompkins, 2013). Tompkins (2013) stated that knowledge is organized into cognitive structures called schemas. The Schema Theory defines the way students learn (Tompkins, 2013). The Schema Theory is shown in this minilesson through the revision process known as assimilation (Tompkins, 2013). The integration of previously stored knowledge from prior lessons with new knowledge allows connections to be formed (Tompkins, 2013). John Dewey suggested that students are naturally curious and effectively create their own information while discovering that coordinated effort instead of competition, is more helpful for learning (Tompkins, 2013). Inquiry Learning is when students collaborate with each other and the educator in the classroom (Tompkins, 2013). The inquiry learning is displayed through the guided practice of this minilesson (Tompkins, 2013). The last theory being discussed is the Engagement Theory. Children are more drawn in when they take an interest in engaging educational exercises (Tompkins, 2013). Students with self-efficacy that work with schoolmates are more likely to succeed (Tompkins, 2013). When the teacher encourages the students to share other words like, pat and let, that is initiating the students to collaborate with each other to
Natalie Marchetti
Georgia Gwinnett College
Dr. Jennifer Greene
READ 3200 Approaches to Reading Instruction
September 24, 2017
Minilesson One: Phonological Awareness
Introduction:
The purpose of this phonological awareness minilesson is to develop students’ abilities to distinguish between spoken words containing / æ / sounds and words containing the / ɛ / sound. Phonological Awareness is defined as knowledge about the sound structure of words, at the phoneme, onset-rime, and syllable levels (Cunningham, 2013). It is important for students to have phonological awareness so they can manipulate the shortest sound, or phoneme in order to sound out unfamiliar words (Tompkins, 2013). Understanding …show more content…
The characteristics of behaviorism are displayed in this minilesson through providing information, or, the guided practice; while observing the response of the students using the black or red cards when the educator says the words aloud in a sentence (Tompkins, 2013). Constructivism views students as active and engaged learners who create their own knowledge (Tompkins, 2013). This theory is displayed in this minilesson through students making connections with the emphasized words with prior knowledge of words that were learned in the previous lesson from the day before (Tompkins, 2013). Tompkins (2013) stated that knowledge is organized into cognitive structures called schemas. The Schema Theory defines the way students learn (Tompkins, 2013). The Schema Theory is shown in this minilesson through the revision process known as assimilation (Tompkins, 2013). The integration of previously stored knowledge from prior lessons with new knowledge allows connections to be formed (Tompkins, 2013). John Dewey suggested that students are naturally curious and effectively create their own information while discovering that coordinated effort instead of competition, is more helpful for learning (Tompkins, 2013). Inquiry Learning is when students collaborate with each other and the educator in the classroom (Tompkins, 2013). The inquiry learning is displayed through the guided practice of this minilesson (Tompkins, 2013). The last theory being discussed is the Engagement Theory. Children are more drawn in when they take an interest in engaging educational exercises (Tompkins, 2013). Students with self-efficacy that work with schoolmates are more likely to succeed (Tompkins, 2013). When the teacher encourages the students to share other words like, pat and let, that is initiating the students to collaborate with each other to