Socratic Seminar | Student Generated Close Reading Questions

Socratic Seminar | Close Reading Student Generated HOT Questions 

Socratic Seminars promote higher order thinking, deepen understanding, and the ability to participate full in academic dialogue, use evidence, generate questions, and build on one another’s thinking. 

THE LAST STRAW | SOCRATIC SEMINAR 

Purpose This seminar was created to help students understand the deeper meaning of a text through student

generated questions, especially how meaning and understanding can change through Socratic dialogue. Students are asked to read with a goal of generating questions for deeper understanding as part of a jigsaw reading activity.  New information will be constructed and supported by sharing and listening to other student’s ideas. The peers listen and are encouraged to change his or then her perspective, adding to understanding or abandoning their original ideas without criticism or judgment. This engagement protocol is particularly helpful when students find it difficult to understand complex reading materials.

  

Procedure

1. The teacher or students make up cooperative groups by selecting a time keeper “organizer”, a ”boss” facilitator, sage and scribe. Strips of paper “Straws” are given to each student to write text based questions.

2. All students read the same text, or individuals may read various texts (differentiation) on a common theme or topic for a jigsaw activity. Text selection is a critical step that is best done using a syntopical approach. Syntopical ‎is a type of text analysis in which different works are compared and contrasted. 

3. Students read aloud with buddy and cooperatively complete a Cornell notes form that records questions, ideas, themes, and opinions. Recorded information should be based on lesson goals, anticipatory sets and or desired learning outcomes. They mark, rank, annotate passages for discussion, clearly labeling them to quickly locate later. Each student must write one question based on the reading that will be discussed later. To promote HOT thinking, design prompts and anticipatory sets that easily drive discussions. Ask students to incorporate their own questions generated from the text, “What are your reasons for selecting a particular passage” and “what is your evidence that supports your point of view”, “why is that of particular importance?” After partners share his or her opinions, thinking, similarities and differences in interpretations new understanding will arise as other individuals share their thinking without judgment or debate.

4. Students all grab one question straw, They take time restudying the text using text evidence from the passage to answer the question, they must give reasons why they selected the passage to answer.

5. Each peer discuses his or her question

“straw”, students responds with a quick praise and then they repeat and rephrases what was shared with a partner! Each peer shares in less than 1 minute.

6. The boss gets the “last Straw”, sharing how his or her thinking evolved after listening to others or re-emphasizing what was originally shared.

7. Student debrief: Students discuss how hearing from others impacted their thinking.

8. Teacher debrief:  What worked in our discussion? What were some challenges? How can we improve next time?

Cold Calling Students and Hot Calling Questions

Cold Call: identify an appropriate question before determining how students are ask to resolve it,

(term, denotation, connotation, rhetorical question) and present the class with a question and ask them to share the answer with their partners. Students never raise their hands for answering questions.  Call on students by pulling an equity sticks or through the use of a class roster to ensure all students contribute. Scaffold questions from an easy task to increasingly complex hot question, probing for much deeper explanations. When student share a correct response have all students re-teach with a think-pair-share. Connect students opinions, facts and ideas by returning to previous misconceptions and or comments, connecting them to correct concepts. When students share ideas have their peers praise them for sharing. In this way, listening and sharing with peers is valued, and even after a student has been called on, s/he is part of the continued conversation and class thinking. Think-alouds help make the unapparent, apparent and develop student thinking.

Cold Calling students is all about adding overt randomness to the formative assessment process, that helps increase student engagement.

"Cold Calling vs. Hot-Calling" on individual students is about front loading success and scaffolding new knowledge through cooperation, helping students grasp the information. Before calling on students it is helpful to give quick think time, and then ask the entire class to share with a partner before grabbing the equity sticks . If a student answers incorrectly give a micro lecture on the concept and have the students re-teach each other using a Think-Pair-Share. Giving students study cards can help with hints to alleviate fear and help focus their attention. Finally, teachers can use a roster to track engagement and understanding, a spot check that is easy to track a students degree of engagement.

RBC Glow and Grow |Praise Engagement

Write “unique” thank you notes when students engage and shine on listening activates!

Ø     "Your ideas are marvelous, never stop being brilliant.”

Ø     “Your brains gorgeousness is shining through!"

Ø     "You are always so happy and kind to your partner, it's like a big breath of fresh air when I see you thoughtfully listening to your partners!"

Ø     "You impress me with your maturity and responsibility."

Ø     "I love your funny ideas and talking with you"

Ø     “Wow, that was insightful; your reflection was exemplary and brilliant." 

Ø     "I love seeing your smile; it brightens my day, it brings joy to our class.”

Ø     “Thank you for shining in class!"

Ø     "I wish I you would make me laugh like that more often.”

Ø     “You're dazzling and amazing when share.”

Ø     "I am proud of your amazing attention and your thoughtful listening."
  
Fair Play Cards or Equity Sticks: Wood sticks (example. tongue depressors or Popsicle sticks) with every student’s name on one stick. Equity sticks are often useful for random cold calling on students or developing cooperative groups which have mixed abilities. " A set of Popsicle sticks or index cards, each with a student's name on it, shuffle the order by which you call on students and replace students that are called on so they don't check out for the rest of the discussion.

Thank You Notes for Students!

Write daily "unique" little thank you notes when students engage, listen, question, praise and shine on learning activates!

"Your ideas are marvelous, never stop being brilliant.”

“Your brains gorgeousness is shining through!"

"You are always so happy and kind to your partner, it's like a big breath of fresh air when I see you thoughtfully listening to your partners!"

"You impress me with your maturity and responsibility."

"I love your funny ideas and talking with you"

“Wow, that was insightful; your reflection was exemplary and brilliant."

"I love seeing your smile; it brightens my day, it brings joy to our class.”

“Thank you for shining in class!"

"I wish I you would make me laugh like that more often.”

“You're dazzling and amazing when share.”

"I am proud of your amazing attention and your thoughtful listening."

Please share your ideas!

Teaching Students Imagination and Imaginative Listening

Teaching the Lost Art Of Imagination! Why Teaching Students Imagination Skills and Imaginative Listening is Important! Students always learn best when they are engaged and using their imaginations!

Teaching students imaginative learning (listening/speaking) is a critical academic skill that

is neglected in many lesson plans and reading curriculum. Students love to learn and read when they develop brilliant imaginations that are capable of visualizing words on the page! Imagination is one of the most powerful tools for reading success, yet teachers neglect teaching imagination skills, they are missing out on helping their students thrive academically. Teaching imagination and visualization skills are a postscript to an afterthought, or never taught as a critical academic skill. Without imagination and visualization students will never get lost in a book and dream the dreams of never-ending possibility. In my opinion imagination is an imperative academic skill, the key to helping all students love books and reading! Explicitly teaching imagination starts with great poetry and prose, the words are but fragments of pictures that are synthesized in the child's imagination and are reconstituted to create a vivid image. Sean Taylor The Reading Sage 

Imaginative Listening Question Stems 

1. What do you see, imagine, and or visualize?
2. Can you draw a picture for me?
3. Can you use your words to describe the setting?  
4. Can you act out what you imagine?
5. Please tell me what scene is the easiest to imagine?
6. The poet helps the reader visualize and imaging pictures in your mind using what imagery words . . . ? 
7. Which line in the poem best helps you imagine the scene ....? 
8. What is a possible visual summary of the poem.. ? 
9. Why did the author choose the imagery they did to paint the picture ….. what emotions are connected to the images . . . ?
10. What evidence from the poem shows that the imagery is allegorical (figurative) . . . ?
11. In stanza ____, why does the poet include imagery about …?
12. The poet organizes the imagery into what order in the stanza . . . ?
13. Read the lines ____ and ____ from the poem. The poet uses personification in these lines to show that . . . ? 
14. Which line best communicates the poets's feelings of __________?  
15. Read the line ... from the poem ..... The imagery in these lines appeals most to the reader's sense of . . . ?
16. Why are these imagery words included ..... in the selection? 

The Rainbow
~Christina Rossetti

Boats sail on the rivers,
And ships sail on the seas;
But clouds that sail across the sky
Are prettier than these.

There are bridges on the rivers,
As pretty as you please;
But the bow that bridges heaven,
And overtops the trees,
And builds a road from earth to sky,
Is prettier far than these.

Oh, They Have Robbed Me Of The Hope

By Anne Bronte

Oh, they have robbed me of the hope
My spirit held so dear;
They will not let me hear that voice
My soul delights to hear.

They will not let me see that face
I so delight to see;
And they have taken all thy smiles,
And all thy love from me.

Well, let them seize on all they can:
One treasure still is mine,
A heart that loves to think on thee,
And feels the worth of thine.

Winter Sky at Evening Time

Crystalized trees etched upon the sky
Gently painted with pastel colors
A hue of pink, a touch of blue
Surrounded by the softest purple
The winter sky at evening time
Reflects confidence in the dawn
The return of light, return of warmth
Spring but a whisper just behind

- Mary O. Fumento, 2012

Cherry Blossoms Adrift

Pink petals passing
Scents above so high
Painted porcelain perfection
Blossoms caress the sky

Swaying silent shroud
Suitors strolling by
Pink petals passing
Lover's gentle sigh

Pastel hues falling
Slow fluttering grace
Pink petals passing
Lining streams in lace

Pink petals passing
Smoothest transit by
Soft essence floating
In most subtle lullaby

Inducing springtime slumber
Upon a satin shore
Sailing with the current
Pink petals pass before

- Mary O. Fumento, 1999

Teachers as Leaders, the force multiplier of instructional support coaches

Every Teacher as a Leader, the force multiplier of instructional support coach.

How Instructional Support Coaches Can Help Transform Schools | Strengthening Pedagogical Knowledge

An instructional support coach is a highly trained teacher whose

principal or secondary professional responsibility is to grow and become the  go to expert for other teachers needing advice or ideas. The roll of coach is promoted and implemented in a nonjudgmental model.  The primary roll of the instructional coach is to transform the learning environment into a place where all students thrive academically. Teachers and coaches need to collaborate and adapt evidence-based best practices into daily classrooms routines by sharing with teams and other school leaders what works and what does not work.

Instructional Support Coaches Needed in School 

Cooperative Learning Team Building Coaches

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.

Emergent Literacy Coaches

During early speech and language development, children learn skills that are important to the development of literacy (reading and writing). This stage, known as emergent literacy, begins at birth and continues through the preschool years

Emergent Numeracy 

Primary and Intermediate ELA Reading Coaches 

Primary and Intermediate Math Coaches 

Assessment and Progress Monitoring Coaches

Behavior Management Coaches

GAME BASED LEARNING Coaches

[PDF]Chapter 4: types of coaching - Learning Forward
National Staff Development Council of an instructional conversation protocol that an instructional coach might use. 4.4. Classroom observation checklist. Provide technical coaching about specific.

[PDF]Instructional Coaching: A Partnership Approach to Improving Instruction
What Are Some Common Forms of Coaching? 9. What's in the Book? 14 .... Chapter 5 explains strategies instructional coaches can use to enroll teachers in ...

[PDF]A Primer on Instructional Coaches - Principal Leadership (May 2005)
had an instructional coach in my school, I could have done that. ... seven common questions aboutinstructional coaching and here is what the researchers.

[PDF]Handout 1 – Best Practices in Instructional Coaching
establish a common understanding of the theory and framework of an ... practices associated with effective instructional coaching. .... School Reform.

[PDF]Examples for Instructional Coaches.pdf - SAS
(walk through, student achievement, common assessments, etc.) to plan ... The instructional coachsets professional growth goals for working with staff that may ...

[PDF]Instructional Coaching Strategies to Support Student Success in ...
United States Department of Education
by K Walters - ‎2014 - ‎Related articles Supports, Professional Development, and Instructional Coaching. The ... What types of instructional coaching programs support student success in Algebra I? To answer ..... 

[PDF]instructional coaching model - Shaker Heights Schools
Shaker Heights High SchoolThe purpose of the Instructional Coaching Model is to help close the student .... coach and the teachers through building a common experience and knowledge ...

[PDF]The Effects of Instructional Coaching on Student Achievement
by KY Sumner - ‎2011 - ‎Cited by 8 - ‎Related articlesMar 20, 2011 - Question One: High School Instructional Coaching Implementation ..... All of these coaching types have been used to some extent across the ...

[PDF]PLOT - Professional Learning Online Tool - Things PLC
Coaching types overview. There are three ... Unlike instructional coaching and leadership coaching, feedback on teaching practice is generally not part of peer ...

[PPT]Models of Coaching - Curry School of Education - University of Virginia
University of VirginiaTwo types of coaches ... Coaching: A strategy for developing instructional capacity: Promises and ... 

How to Teach Active Listening

How to Teach Students Active, Empathetic, and Reflective Listening Skills

Listening to teach, reteach, or reciprocal teaching is the key to active listening. "Class, I Want You Listening at the Oustanding Level, I Want You to Understand the Lesson at the level You Can Reteach the Concept Fully to Your Peers!" This is one of the anchor statement I use with my students! 

• We can read 100-250 words per minute
• We can speak 150-225 words per minute
• We can listen to 400-600 words per minute
• Our minds fill in the gaps when we listen, usually with biasses and distractions! 

 ACTIVE AND PERCEPTIVE LISTENING: The most fundamental skill taught in school today is academic listening and questioning, the ability to make connections with others ideas, feelings, opinions and interests are the key to students that thrive and can meet mighty academic goals. Remember, there is no point in teaching if your students can’t or won’t listen carefully to the content!

Active/attentive listening is an essential communication skill that is central to all academic learning.

Active listening techniques can be used to improve retention of information, understanding, enjoyments and engagement in all learning activities. It requires that the students “PAY ATTENTION” to the speaker and fully concentrates on key details and the big picture, understands it is their occupation as a student to make connections to their current knowledge.  The listener should respond to questions and praise the speaker sharing. Then reflect and summarize to help remember what is being said. This is further strengthened with reflective listening, where the listener paraphrases back to the speaker or re-teaches a peer what they have just learned to confirm understanding of both parties.

The process of informational listening focuses on the ability of an individual to understand a speaker's message. It is a huge part of everyday life, and failing to understand the concept of informational listening can be very detrimental to one's quality of life and to their contribution to society. Much of the listening people engage in on a regular basis falls under the blanket of listening for information. In the office, people listen to their superiors for instructions about what they are to do. At school, students listen to teachers for information that they are expected to understand for quizzes and tests. In all areas of life, informational listening plays a huge role in human communication. wiki 

[PDF]How To Teach Listening. - Eric - U.S. Department of Education
Comprehension; *Listening Skills; Second Language. Instruction; Secondary ... C. Students should learn strategies for effective listening. 15. 1.

[PDF]Active Listening - Digital Promise
A well-researched, six-part active listening model can be applied to different ... During an activity, students engage in and demonstrate the six listening ... http://changingminds.org/techniques/listening/all_types_listening.htm for ... https://s3.amazonaws.com/Listen_Current_Research/Understanding-Auditory-Learning.pdf.

[PDF]Teaching speaking and listening: a toolkit for ... - Canisius College
help a wide range of key skills and Skills for Life practitioners through a programme of .... and listening such as non-verbal communication, active listening and.

(PDF) Learning to Listen: Teaching an Active Listening Strategy to ...
PDF | The importance of parent–teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills ...

(PDF) Teaching Listening Skills - ResearchGate
This chapter is devoted to teaching listening skill which is called as a ... It is maintained that listening is not a passive skill but an active process of ...

[PDF]Strategies for teaching listening - The Open University
Successful listening skills are acquired over time and with lots of practice. ... When students are doing a listening activity in the classroom, there should ...... Active listening activities: http://www.teachingenglish.org.uk/activities/active-listening-activities ... http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf ...

[PDF]Listen Actively
Improve Your Listening Skills” as the reading material for this lesson. Methods of ... Attention: To be effective parents, workers, citizens, or students we must.

PDF]Reflective Listening
Leading group discussions/conversations require effective listening as well. ... Reflective listening can be grouped into two skill clusters: • Attending skills- the skills of non-verbally communicating that you are empathetic with the other. This skill ...

Reflective listening is a communication strategy involving two key steps: seeking to understand a speaker's idea, then offering the idea back to the speaker, to confirm the idea has been understood correctly. Empathy is at the center of Rogers' approach. Dalmar Fisher, an Associate Professor at Boston College, developed a model for Reflective Listening that includes the following elements:

1. Focusing upon the conversation by reducing or eliminating any kind of distraction.
2. Genuinely embracing the speaker’s perspective without necessarily agreeing with it. By engaging in a non-judgmental and empathetic approach, listeners encourage the others to speak freely.
3. Mirroring the mood of the speaker, reflecting the emotional state with words and nonverbal communication. This requires the listener to quiet his mind and focus fully upon the mood of the speaker. This mood will become apparent not just in the words used but in the tone of voice, posture and other nonverbal cues given by the speaker. The listener will look for congruence between words and mood.
4. Summarizing what the speaker said, using the listener’s own words rather than merely paraphrasing words and phrases, thereby mirroring the essential concept of the speaker. A reflective listener recaps the message using his/her own words.
5. Responding to the speaker's specific point, without digressing to other subjects.
6. Repeating the procedure for each subject, and switching the roles of speaker and listener, if necessary.
7. During the reflective listening approach, both client and therapist embrace the technique of thoughtful silence, rather than to engage in idle chatter

We Learn.... 

10% of what we read 

20% of what we hear 

30% of what we see 

50% of what we both see and hear 

70 % of what is discussed with others 

80% of what is experienced personally 

95 % of what we teach to someone else. 

William Glasser 

Listening Technics the Improve Understanding, Retention and Comprehension  

1. Smile, lean in and show real interest

2. Make eye contact and acknowledge the speaker 

3. Find connections, reflect, respond and question mentally what is being shared without judgment

4. Strengthen the memory by creating a mnemonic narrative 

5. Respond with questions and paraphrase and discuss information to confirm understanding
6. Make the knowledge you own by reteaching your peers

7. Praise the speaker for sharing and caring

LEAN IN AND LISTEN

ACTIVE AND PERCEPTIVE LISTENING: The most fundamental skill taught in school today is academic listening and questioning, the ability to make connections with others ideas, feelings, opinions and interests are the key to students that thrive and can meet mighty academic goals. Remember, there is no point in teaching if your students can’t or won’t listen carefully to the content!

1. LISTEN ATTENTIVELY and ACTIVELY TO TEACHER AND PEERS
2. PRAISE YOUR PARTNERS AND PEERS
3. REPEAT thoughtfully AND REPHRASE courteously
4. INTERPRET and REFLECT ON KEY DETAILS MENTALLY
5. PRAISE YOUR STUDENTS PUBLICLY!
6. MODEL, MODEL, AND MODEL ACTIVE LISTENING AND PERCEPTIVE LISTENING!  

BECOME A MIGHTY LISTENER WITH REPEATED PRACTICE! Take your listening and learning skills to the highest levels. ATTENTIVE LISTENING and learning STRATEGIES!

1. Lean in, be polite, be patient, and attentively focus on the speaker
2. Prepare your mind to learn and connect with the speakers ideas, eliminate distraction! No fake listening, half listening or zombie listening!
3. Acknowledge the speaker with eye contact, nod, and use gestures to show you’re interested and engaged with the speaker.
4. Take a real interest in their ideas, view points, feelings, and or opinions.
5. Make connections mentally to the big ideas not just the small details.
6. Praise and complement the speaker for sharing their ideas
7. Paraphrase what the speaker said and ask for clarifications if any
8. Take time and actively reflect on what you learned. TEACHERS NEED TO EXPLICITLY      GIVE WAIT TIME TO REFLECT ON LEARNING.

Attentive Active listening: Learning new concepts and making connections to background knowledge! The mind will wonder, “why is this actually important to me”? Many students practice fake listening, half listening or zombie listening. Teachers must practice the 100% rule; students must understand the ideas and concepts being taught 100% of the time! “100% RULE” Engage, repeat, rephrase, model, and praise attentive listeners.

Perceptive listening: Reading between the lines, inferring, drawing conclusions and interpreting “seeing” the big picture! The most complex and neglected listening skill taught in school today. 

Bounce or stretch letters? Bounce and Stretch Phonemes!

TEACHING AUDITORY DISCRIMINATION USING GAMES! 

Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.

It is very important to explicitly teach second language learners auditory discrimination skills. The skill is one of the most important steps in becoming literate. 

Second language learners may have difficulty

distinguishing (auditory discrimination) between different letter sounds (Phonemes) in words due to a lack of exposure or instruction; they may develop reading difficulties without a strong phonemic awareness. Preschool and primary teachers that teach second language learners can start exposing students to rich auditory discrimination activities in the form of engaging games. Difficulty in learning the sounds of letters (In alphabetic writing systems) can be a precursor to dyslexia. 

Auditory Discrimination Levels 

Level 1 – Discriminating sounds in the environment
Level 2 – Discriminating between different words in speech
Level 3 – Discriminating syllables in words
Level 4 – Discriminating rhyming words
Level 5 – Discriminating individual sounds in words

Bounce and Stretch Letters Formation 
Auditory Processing – A Breakdown of Skills
Phonics Floor Game:Short Vowels
Letter Recognition Alphabet Games
Letter Recognition Word Games

FREE Phonics and Phonemic Awareness Charts: 44 English Phonemes Chart

English Alphabetic Code - picture chart
The 44 English Phonemes chart
The 44 Sounds (Phonemes) of English
Free Phonics Primer Doc.
LESSON IThe Sounds of English
Consonants: stretch Consonants: bounce 
Foundation for Phonics 26 Letters (minus 3 superfluous letters, c, q, x) for 44 Sounds

Instructional level | K-12 Phonological Awareness, Phonics and Reading Comprehension 
Basic Phonics Placement Assessment 
Advanced Phonics Placement Assessment
CORE Phonics Survey
Quick Phonics Screener (QPS)
Phonics Survey | Phonics Skills Profile
Vowel Sounds Phonics Assessment

The 44 English phonemes are the smallest basic sounds needed to articulate English correctly. The ability to manipulate, distinguish, decode, and make meaning from letters and words is the foundation of beginning literacy. The miracle comes when the alphabet, phonics, phonemic awareness, and grapheme's are synthesized into the ability to read. Give yourself a quick test: List all the English vowel phonemes and examples include all alternate grapheme(s). List all the English consonant phonemes, with examples include all alternate grapheme(s) How many grapheme(s) are in the English language? 

Things to think about!

"In English the sound /f/ can be represented by 'F', 'f', 'ff', 'FF', 'ph', 'PH', 'Ph', 'gh', 'GH', and in some place names of Welsh origin by 'Ff'; while the grapheme 'f' can also represent the phoneme /v/(as in the word of)."

Vowel Phonemes:
PHONEME	EXAMPLES
a	cat
e	peg	bread
i	pig	wanted
o	log	want
u	plug	love
ae	pain	day	gate	station
ee	sweet	heat	thief	these
ie	tried	light	my	shine	mind
oe	road	blow	bone	cold
ue	moon	blue	grew	tune
oo	look	would	put
ar	cart	fast (regional)
ur	burn	first	term	heard	work
or	torn	door	warn (regional)
au	haul	law	call
er	wooden	circus	sister
ow	down	shout
oi	coin	boy
air	stairs	bear	hare
ear	fear	beer	here
Consonant Phonemes:
PHONEME	EXAMPLES
b	baby
d	dog
f	field	photo
g	game
h	hat
j	judge	giant	barge
k	cook	quick	mix	Chris
l	lamb
m	monkey	comb
n	nut	knife	gnat
p	paper
r	rabbit	wrong
s	sun	mouse	city	science
t	tap
v	van
w	was
wh	where (regional)
y	yes
z	zebra	please	is
th	then
th	thin
ch	chip	watch
sh	ship	mission	chef
zh	treasure
ng	ring	sink

Chart is from:  http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/lit_sites/phonemes_001/

Phonemic awareness

From Wikipedia, the free encyclopedia

Phonemic awareness is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires phonemic awareness.

The National Reading Panel has found that phonemic awareness improves children's word reading and reading comprehension, as well as helping children learn to spell. Phonemic awareness is the basis for learning phonics. This relationship is explained in the What Works Reports and illustrated in the Reading Skills Pyramid.
Phonemic awareness and phonological awareness are often confused since they are interdependent. Phonemic awareness is the ability to hear and manipulate individual phonemes. Phonological awareness includes this ability, but it also includes the ability to hear and manipulate larger units of sound, such as onsets and rimes and syllables.
Studies by Vickie Snider from The Journal of Education have shown that phonemic awareness has a direct correlation with students’ ability to read as they get older. Phonemic awareness builds a foundation for students to understand the rules of the English language. This in turn allows each student to apply these skills and increase his or her oral reading fluency and understanding of the text.
Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as /f/, /ʊ/, and /t/ in the case of foot. The following are common phonemic awareness skills practiced with students:

• Phoneme isolation: which requires recognizing the individual sounds in words, for example, "Tell me the first sound you hear in the word paste" (/p/).
• Phoneme identity: which requires recognizing the common sound in different words, for example, "Tell me the sound that is the same in bike, boy and bell" (/b/).
• Phoneme substitution: in which one can turn a word (such as "cat") into another (such as "hat") by substituting one phoneme (such as /h/) for another (/k/). Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).
• Oral segmenting: The teacher says a word, for example, "ball," and students say the individual sounds, /b/, /ɑ/, and /l/.
• Oral blending: The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball."
• Sound deletion: The teacher says word, for example, "bill," has students repeat it, and then instructs students to repeat the word without a sound.
• Onset-rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonant or blend that precedes the vowel and following consonants), for example, j-ump, st-op, str-ong.

For example, the teacher might say, now say bill without the /b/." Students should respond with /ɪl/. There are other phonemic awareness activities, such as sound substitution, where students are instructed to replace one sound with another, sound addition, where students add sounds to words, and sound switching, where students manipulate the order of the phonemes. These are more complex but research supports the use of the three listed above, particularly oral segmenting and oral blending.

BEST Classroom Cheers, Chants, and Praise

Super FUN Classroom Cheers, Claps, Chants and Praise POSTERS!

USING CLASSROOM CHEERS, CHANTS, Claps, and FORMATIVE PRAISE CREATES A POSITIVE CLASSROOM COMMUNITY and CULTURE WHERE STUDENTS THRIVE! CHANTS AND CHEERS MAKES THE LEARNING FUN AND ENGAGING!

Students love cheers, students have fun learning in a positive safe atmosphere, they get excited, and they SUCCEED! Cheers build a strong classroom community that celebrates success, it gives students positive formative feedback in a fast fun way. Positive psychology and behavioral science agree that participating in positive traditions & ceremonies are a fundamental part of being human. We are hyper-social beings that need the sense we belong to a family and village. 

[PDF]Class Cheers & Claps
Keep repeating while singing “Ah, ah, ah, ah, you did a good job, you did a good job”. Marching BandCheer. -Use hands to pretend to play a trumpet.

[PDF]Shine Your Halo - Real Classroom Ideas
Cheer. Put one finger in the air and circle it like a lasso as you say, "Ye-haw!" Kiss Your Brain/Kiss Your. Heart. When children answer a question with an.

[PDF]Class Cheers & Claps
Cheers. & Claps. Disco Cheer. -Put left hand on your hip. -Use your right hand to point down to the left and then up to the right. -Keep repeating while singing ...

[PDF]A “Round” of Applause AWESOME Alien Cheer ... - melissatabor
Basketball Cheer. Alligator. Beatnik ... Hip! Hip! Hooray! Cheer. Hamburger Cheer. Ketchup Bottle. Harry Potter Cheer. Kiss the Brain Cheer ... Classroom. Cheers.

[PDF]Cheers for Us! Poster - Really Good Stuff
Really Good StuffCheers for Us! Poster—a fun, imaginative classroom resource to celebrate and ... Before displaying theCheers for Us! Poster, make copies of this Really Good ...

[PDF]Celebrating Success - Santa Rosa County Schools
student shows growth. ▻ Pat on the Back. ▻ Round of Applause. ▻ Cheers ... Text Cheer – Follow the texting generation and “text” W-O-W to you classroom,.

[PDF]Lookin' Good - Dr. Jean
Cheers from Dr. Jean Feldman. Check out drjean.org for more teacher resources. Firecracker - Palms together in front of you as if praying. Make a sizzling.

[PDF]Classroom Management Packet - rgccisd
Whole Class Behavior Incentives– Marble Jar Reward description and mystery reward cards,Classroom In- centive Cheer Cards. • Parent Communication– ...

[PDF]Classroom Cheers 2 - The Teacher Toolkit
Parrot Cheer. Put your hands in your armpits to make the parrot's wings. Flap your wings up and down as you squawk and say,. “Aaaaak! You did a good job!”.

[PDF]Cheers, Yells, and Applauses - MacScouter
Take the box to your meetings or campfires. When it is time for a cheer, have a Scout take the cheerout of the box and lead it. The Cheers, Yells and Applauses.

[PDF]Nonverbal Praise Routines - Pd360.com
The Classroom Management series provides examples of teachers ... “Classroom Cheers.” Teaching ... http://files.eric.ed.gov/fulltext/EJ906941.pdf. Marzano ...

[PDF] Word Wall Cheers
... Forest University and utilized by thousands elementary classrooms. ... Note from Marian Miller (K Curriculum Specialist) The “Cheers” below may be useful ...

[PDF]1 creating a climate for learning
in the classroom and that they are responsible for their own learning and behavior. This ..... fives, and other cheers that students can often create for themselves.