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JSC Consulting, LLC
Sandra Covey
2070 Courage Circle
Anchorage, AK 99507
Anchorage: 907-522-4558
Fax: 866-314-7298 (toll free)
E-Mail
Customer Service
U. S. Customers
Alaska Standard Time
8 AM-6 PM
Monday-Saturday
907-522-4558
International Customers
907-522-4558
Fax: 858-300-5127
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1. What is phonemic awareness?
Phonemic awareness is the ability to hear, distinguish, and manipulate the individual sounds or phonemes in spoken words.
2. Why is phonemic awareness important?
Children who lack awareness of the sound structure of words are at a greater risk to become poor readers.
The lessons in this book help prepare students for beginning reading instruction by teaching them what a word is, that words are made up of sounds, that sounds can be written as letters, that letters have names, that letters make words, and that words can be read.
3. Who’s this book for?
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Advanced 3-year-olds;
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Four-year-olds who are ready to manipulate words;
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Five-year-olds who are beginning kindergarten;
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Older students who lack phonemic awareness skills. |
The activities in this book can be used with large or small groups or with individual students.
4. Who can teach the lessons in this book?
Teachers, paraprofessionals, instructional aides, and parents can teach from this book’s easy-to-follow lesson plans.
5. Does this book require any special training?
No. The introduction acquaints you with all aspects of the book before you begin teaching. This section includes questions and answers on how to use the book and a large section on student placement.
6. How’s this book organized?
Activities
Instead of chapters, this book is divided into eight sections referred to as phonemic awareness activities. The eight activities are Phoneme: Isolation, Identity, Categorization, Blending, Segmentation, Deletion, Addition, and Substitution. The activities are separated by tabs and progress from least to most difficult. Each activity has an objective, a pretest, a set of lessons, and a posttest.
Lessons
Each activity has a set of lessons. Some activities have 20 or more lessons, and some have only five or six lessons. There are a total of 106 lessons divided between the eight activities.
All lessons are written in lesson plan format to save the teacher valuable planning time. The lessons are also scripted, which means that words are always provided for the teacher to say, and appropriate responses by the students are given. The script is meant to be used as a guide for the teacher. Some teachers might stay close to the scripted words, and others will use it occasionally or not at all. Of course, an advantage of the scripting is that teachers don’t have to leave detailed notes for a substitute.
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To view an assortment of lessons, go to the HOME PAGE and click the button under the purple cover that says: Click here to look inside.
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To print a pretest, posttest, and one lesson, go to the HOME PAGE and click the button that says: Click here to view or print a lesson.
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Pretests and Posttests
Each activity has a pretest and a posttest. The pretests and posttests are optional. Some teachers are required or prefer to give pretests and posttests. Some teachers might not give a pretest but after teaching the activity will give the posttest.
7. How long does it take to teach an activity?
That depends on the students’ skills and the length of the activity. For example, Activity 1 Phoneme Isolation has 20 lessons, but Activity 4 Phoneme Blending has only 6 lessons.
Also, it’s not cast in stone that a new lesson or even one entire lesson has to be covered each day. If students are struggling with a lesson, continue the same lesson for several more days and then go on to the new lesson. If students are breezing through a skill, the teacher might combine two lessons into one.
8. Will students do all eight activities?
That depends. The phonemic awareness lessons in this book were written to be adapted to the needs of many different students at many different levels.
The younger the students, the more likely they’ll do all or most of the activities. For example, advanced three-year-olds who are ready to begin word manipulation might do the first four activities over eight to nine months. Then the next year, as four-year-olds, they might do the remaining four activities. Or perhaps students don’t start the lessons until they are four years old. As four-year-olds, they might do the first four activities and do some or all of the remaining four activities as kindergarteners. And, older students who have some knowledge of words and sounds might do the last four activities or only one or two of those activities.
9. Are only the sounds in words used and not the letter names?
You will teach both, but the majority of the lessons in this book focus on letter sounds, not letter names. So the question is, Can you teach letter names in the lessons that don’t mention letter names?
The answer is yes, but that decision should be based on the level of the students.
It would be wrong not to mention letter names with students who already know some or all letter names. With these students, working letter names into some or most of the lessons is exactly what should be done.
However, for students who are very confused when it comes to identifying and naming letters, you should take that into consideration and have students listen only for the sounds in words until they are ready to have letter names included in the instruction.
10. How much does Phonemic Awareness QAAW cost?
This book costs $100.00 and is completely reusable, so it can be used year after year. Also, there are no workbooks or additional things to buy––ever. And, the shipping is free!
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