Learning about phonemic awareness this week was very informative to me because I have to start using some of the instruction during my ELA centers. For one of my ELA centers, the students get a word list for the week and a word work packet where they complete multiple activities with their words throughout the week. Then, at the end of the week, they have to take a spelling test on those words. After meeting with the literacy specialist at my school, he informed me that I need to be sure to do some phonemic awareness mini lessons with the students before they start working on their word lists. He did give me some resources to explore for teaching the students the difference in sounds, such as the short and long /i/ sound.
The Yopp article came at the perfect time, as it gives examples of phonemic awareness instruction. To be honest, since I have started teaching this school year, this was the first time I was given any direction in regard to teaching phonemic awareness. One quote that I thought was important from the Yopp article was: "phonemic awareness activities will not be helpful unless they can be placed in a context of real reading and writing. Furthermore, teachers must recognize that while sensitivity to the sound basis of language supports literacy development, it is also an outcome of literacy experiences." (Yopp & Yopp, 2000). I thought this was informative given that I am learning how to teach phonemic awareness in my classroom. I also wonder how often teachers are doing this kind of instruction. I think it is true that it is only one part of a bigger concept of literacy. One thing that I feel is disappointing as a new teacher is that I haven't been given many resources up until now on how to teach phonemic awareness. Most of the teachers I work with do ELA centers that consist of word work, guided reading, and a technology station. I definitely will start incorporating mini lessons of phonemic awareness into my ELA centers moving forward.
According to the Yopp article, a good amount of time should be spent on teaching phonemic awareness. While the article did not recommend how much time exactly should be spent on this, they do mention how it can vary among different types of learners. Also, it is the quality that should be focused on.
I have to start by saying I am so pleased to hear that this topic came at the ultimate "teachable moment" for you -- both as a learner and a teacher. :-). You also raise some important questions in this entry, Amanda. Unfortunately, with the pressures to move students along the developmental continue with developing their fluency and comprehension, some teachers underestimate the need for additional phonemic awareness and phonics work.
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