phonological awareness lexia learning systems

Phonological Awareness Lexia Learning Systems

of 17

Slide 1 - Slide 1

Slide notes

Notes


of 17

Slide 2 - Slide 2

Slide notes

Now we will discuss how Lexia's scope and sequence relates to the 5 areas of reading identified by the National Reading Panel. Those five areas include Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension. After explaining how Lexia is designed to provide practice for each of these skills, we will demonstrate how the activities do this by showing examples from each program.

Notes


of 17

Slide 3 - Slide 3

Slide notes

Let's begin with phonological awareness.

Notes


of 17

Slide 4 - Slide 4

Slide notes

Lexia has designed activities that help students develop phonological awareness: the ability to hear syllables and sounds in words. As you can see, most of these activities occur in Early Reading and the very beginning of Primary Reading. These activities are designed to focus on listening for and identifying sounds and do not involve letters. As we move through the scope and sequence, you'll see the programs continue to address the development of phonological awareness, but incorporate letter-sound correspondence as practices as well to ensure the transfer of phonological awareness skills to reading. The chart illustrates where activities designed to increase phonological awareness are located within Lexia Reading.

Notes


of 17

Slide 5 - Slide 5

Slide notes

This activity is designed to increase phonological awareness of syllables within compound words. The student hears the word “pancake” and pulls down a ball for each part of the compound word. To increase self monitoring skills, the student is asked to click on the check mark when they have done their work.

Notes


of 17

Slide 6 - Slide 6

Slide notes

The segmenting activity increases in complexity as the student moves through the units. This example illustrates the progression from compound words to syllables.

In this example, the student hears a two syllable word, paper, and must pull down a ball for each syllable.

Notes


of 17

Slide 7 - Slide 7

Slide notes

This unit demonstrates movement from segmenting of words into syllables to segmenting words into phonemes or sounds. In this unit, the student hears a word with three sounds, pin, and pulls down a bar for each sound.

Notes


of 17

Slide 8 - Slide 8

Slide notes

Now, let's look at Primary Reading activities. This activity is modeled for the student. The student is asked to “drag a token down for each sound you hear.” The word is dictated and as the student pulls down each token, the individual sounds are articulated

Notes


of 17

Slide 9 - Slide 9

Slide notes

This unit follows the previous example. After students complete this task using tokens, they complete the task using letters. This directly links phonemic awareness skills with phonics.

This activity is modeled for the student. The student asked to “drag a letter down for each sound you hear.” The word is dictated and, as the student pulls down each letter, the individual sounds are articulated.

Notes


of 17

Slide 10 - Slide 10

Slide notes

This example illustrates a more complex phonemic awareness/phonics activity where the student must manipulate both sounds and letters. The student is asked to choose the correct letter to change the word in the boxes to the word that is dictated. The student selects a letter and selects the appropriate box in which to place it. Higher units move from initial consonants to ending consonants to medial vowels

Notes


of 17

Slide 11 - Slide 11

Slide notes

In this case, the student is being asked to change “blank” to “bank.” Similar to Sound Change, but students may be required to replace, add, or delete letters to create a dictated word.

Notes


of 17

Slide 12 - Slide 12

Slide notes

Here is another activity that incorporates phonological awareness and requires medial vowel discrimination and sound symbol matching. A word is dictated and the student selects the vowel combination to complete the word. The next task in this activity requires students to select dictated words on the screen as fast as they can (shark game). The next unit has students complete sentences by clicking on the vowel combination to complete the word in the blank.

Notes


of 17

Slide 13 - Slide 13

Slide notes

Now, let's look at phonological awareness in the Strategies for Older Students program. This example shows an activity that is appropriate for students in higher grades who are struggling with basic skills. Each short vowel is matched with a key word and key picture. Then, students must identify the letter that makes the sound as each short vowel sound is dictated. Here, the student hears a word, “obstacle,” and is asked to type in the letter that the word begins with.

Notes


of 17

Slide 14 - Slide 14

Slide notes

This activity incorporates phonological awareness by requiring students to discriminate between easily confusable sounds /p/ and /b/ and confusable letters p, b, and d

The activity begins with visual sorting of the letters b and d and p. Higher units require sorting of words containing b, d, and p, and students must also complete an auditory sort of the same words. The next units have students construct words by selecting the missing b, d, or p to complete dictated words.

Notes


of 17

Slide 15 - Slide 15

Slide notes

This activity focuses on medial vowel discrimination with long and short vowels and also emphasizes the visual patterns that dictate the pronunciation of the vowels. The activity is modeled--giving examples of short and long vowels in words. This unit requires students to complete an auditory sort of dictated words--the student clicks on the appropriate box to place the word they hear in either the short or long vowel category. The next unit requires students to select the word that they hear from two choices displayed on screen in order to navigate through a maze. The words are differentiated only by a silent-e, example “tap” vs. “tape.” The next unit requires students to construct the dictated words by selecting the vowel and silent-e marker if necessary.

Notes


of 17

Slide 16 - Slide 16

Slide notes

This task develops phonological awareness of the three sounds associated with the suffix –ed: /t/, /d/, and /ed/. This unit requires auditory sorting of –ed ending words as words containing those sounds are dictated. Additionally, the students read sentences and select the appropriate missing endings.

Notes


of 17

Slide 17 - Slide 17

Slide notes

Notes

phonological awareness lexia learning systems

Documents