Department of Education Transition to Teaching Grant, 2004

1. Second Year Mentor ProjectPhonemic AwarenessSilvia Flores and Alexandra Jimenez Austin Independent School District, Barrington ElementaryKinder Bilingual, Language Arts Department of Education Transition to Teaching Grant, 2004

2. Plan This project will entail teaching a phonemic awareness lesson for the letter ñ by using the Kinder Scott Foresman Reading textbook under “Fonética-Sílabas abiertas con ñ.” (Open syllables with the letter ñ) This lesson will include the following objectives: activate prior knowledge, rhyme charts, connecting sound to letter by doing sound-letter matching, sound-letter practice, ABC wall, and high-frequency words.

3. Steps to be Taken 1.Begin by activating the child's prior knowledge in regards to the letter ñ. 2. Connect sound to letter by using sound-letter matching, sound-letter practice, ABC wall, and high-frequency words. 3. Assess students by observation through L. A. centers, daily homework and finished products.

4. Objectives Children will identify letter-sound correspondence for ña, ñe, ñi, ño, ñu. Language Arts TEKS: K.6D Students will identify vowel and consonant sounds. K.6F Students segment one-syllable spoken words into individual phonemes. K.7C Students learn and apply letter-sound correspondences of a set of consonants and vowels to produce syllables to begin to read.

5. Process • I will review with the students the story “¡Fiesta!”. I will ask the students to name what they see in the illustration (the piñata) and emphasize the word by repeating it and have the students pronounce the syllable ña. • I will sing the song Ari, la araña and I will ask the students to find words that contain the syllable ña and other words that have ñe, ñi, ño and ñu. • If the students have difficulty identifying the n syllables then I will have the students repeat the words piñata and arana slowly so that they can hear the targeted syllable.

6. Materials Needed • ¡Fiesta! Book • Rhyme chart Ari, La araña • Cancionero song book • Letter cards, letter magnets, alphabet arch, ABC wall • Estrellitas syllable chart, cards and writing sheets for the letter ñ • Chiqui libros alphabet books • White erase boards • ñ picture cards and the picture/word web

7. Assessments • I will assess “ss” through observation and listening of syllable blending. • Assessment will be made through their monthly homework calendar which includes packets for the letter of the week. • Finally in the classroom I will assess the students through their writing and reading of words that contain the letter “ñ”.

8. Expected Results I will expect that my students will be proficient in identifying the syllables and to be able to use them throughout their writing, reading and their everyday conversations.

9. Results of Project • While in centers I noticed how the students used the letter magnets and cards to blend the syllables. • In their writing students where able to match the correct picture to the syllable. • Students were able to read the syllables in targeted words and sentences.

10. Conclusion The majority of the students were able to master the lesson.The students that had difficulty, were provided with one on one and small group instruction that included the use of manipulatives and interventions from the Scott Foresman and the Estrellita program.

11. Teacher Reflection/Picture I noticed most of the students were able to manipulate and blend the syllables ña, ñe, ñi ,ño, and ñu. I really think that it is important to provide the students with a follow- up center activity, to make sure they practice and master the skill.