Description
‘The activities and games are so creative, exciting, and fun that any child would be eager to participate. I cannot wait to use these in my classroom!’ – Sonia Trehan Kelly, Director, Blue River Montessori School, Duxbury, MA ‘Teachers need to understand how phonemic awareness develops over time, especially in young students, so that they can sequence and pace their lessons appropriately. The author provides many useful lists of tasks that teachers can practice with and reflect on’ – Marta Ann Gardner, Literacy Coach, Los Angeles Unified School District, CA Phonemic awareness has been identified by the National Reading Panel as a critical part of reading success. This easy-to-use, teacher-friendly book presents elementary educators with a well-organized and thoughtful review of phonemic awareness instruction. The second edition of Phonemic Awareness contains an updated collection of 48 lessons for children in Grades K-3 or students in Grades 4-6 who have difficulty reading. While the activities are sequenced around particular phonemes or sounds, teachers can reorganize and sequence them according to skills such as identification, blending, rhyming, segmentation, deletion, or manipulation. With updated pictures and graphics to make concepts clearer for students, this new edition provides: – An easy-to-read overview of phonemic awareness – Scripted lesson plans for immediate use – Progress charts to track student development – 50 reproducible forms – Fun and playful games and activities for teaching particular phonemes This exceptional, field-tested guide provides elementary teachers, literacy coaches, and reading specialists with a balance of consistency and variety in lessons that lead students through lively activities. Victoria Groves Scott has been working in the field of special education for over twenty years. She is currently the director of assessment for Southern Illinois University Edwardsville (SIUE) and professor of special education. Prior to her appointment at SIUE in 2001, Scott was chair of the Department of Special Education at the Associated Colleges of Central Kansas. Although she is a professor by trade, she remains a teacher by heart.Scott received the Teaching Excellence Award from SIUE in 2006 and the 2006 Emerson Excellence in Teaching Award.She was chosen by her peers as the Kansas Council for Exceptional Children Outstanding Special Education Teacher of the Year for 1998, and was also awarded the Council for Exceptional Children Federation Award in 1999. She has conducted research in the areas of phonemic awareness, reading instruction, assistive technology, and assessment. Scott has published two additional peer-reviewed textbooks: Practical Cases in Special Education for all Educators (Houghton Mifflin) and Cases in Special Education Assessment (Allyn and Bacon). She received her doctorate in special education from the University of Kansas in 1995.
