I was so happy today when one of my students independently started segmenting words. It was his first time doing this without prompting when he got stuck. I am so glad I found this channel.
My name is Oswald and we are based in Colombia, South America. We're starting the ENGLISH LITERACY CENTER at our school in a few months and all your lessons have been so useful and valuable.. Thanks for sharing all your GRAND KNOWLEDGE & EXPERIENCE!! Keep it up?!
Hi Anna! Would you do the same activities week 2 to 8 using different sounds? At week 8 do you then focus on onset and rhyme? Thank you so much! Love all your videos. Now I have to wrap my head around presenting this is French for my grade 2/3 Immersion students lol
Hi Anna! I loved your videos. I have a question. Do the phonological and phonemic skills change week by week or the skills remain the same but it changes the words and level of difficulties? Thanks so much!
Similar to other phonological awareness programs, ours begins with a quick review of consonant and short vowel sounds in order to give students a base from which to build (weeks 1-7). These weeks follow along with the Oxford approach, however, there are slight differences. After that, we introduce the skills in an order that aligns with most phonological awareness approaches where the more frequent and easier-to-grasp sounds are introduced first (short vowels), followed by increasingly more difficult sounds (digraphs then long vowels and eventually blends and diphthongs). Because of the skills build, it made the most sense to introduce them in this way. So while we created our own scope and sequence for how to introduce the skills, you’ll find that it is structured similarly to other PA programs. We hope this helps,
