Question 83

A small group lesson in which the teacher first models how to substitute the first phoneme of a word and then provides guided practice doing so using words such as can ran and man.

This instructional method is particularly effective for supporting kindergarten students in developing phonemic awareness, as it focuses specifically on substituting phonemes, which is a key skill in early literacy.

A) A small group lesson in which the teacher models and engages students in guided practice blending phonemes segmenting phonemes and substituting phonemes using words such as panda banjo and dance

While this option includes important aspects of phonemic awareness, such as blending and segmenting, it does not prioritize the specific skill of phoneme substitution as effectively as option C. The focus on multiple skills may dilute the emphasis needed for developing substitution skills in young learners.

B) A whole group lesson in which the teacher first models how to delete the first phoneme of a word and then provides guided practice doing so using words such as chance stand and plant

This option centers on the deletion of phonemes rather than substitution, which is the primary focus of the question. Although deletion is a valuable skill, it does not directly support the development of the ability to substitute phonemes, making this option less effective for the stated goal.

C) A small group lesson in which the teacher first models how to substitute the first phoneme of a word and then provides guided practice doing so using words such as can ran and man

This option is the most effective because it directly addresses the skill of phoneme substitution, which is essential for phonemic awareness. By using a small group setting, students can receive more personalized instruction and practice, facilitating better learning outcomes in this critical area.

D) A whole group lesson in which the teacher models and engages students in guided practice substituting phonemes and deleting phonemes using words such as candy handy and sandy

This option incorporates both substitution and deletion of phonemes. However, the combination of skills may not provide the focused practice necessary for kindergarten students to develop their substitution abilities specifically. This could hinder their mastery of the targeted skill.

Conclusion

Option C is definitively the best choice as it provides targeted instruction on phoneme substitution within a small group context, allowing for effective engagement and practice. The other options either lack focus on substitution, prioritize a different phonemic skill, or dilute the instructional intent by combining multiple objectives, ultimately making them less effective for developing the desired phonemic awareness.