Topic of Instruction- Phonemic Awareness

Due to its impact on learners’ ability to read, Phonemic Awareness is a crucial component of

Literacy Studies, it is important for children to be able to produce and manipulate letter sounds

so they can learn to read; which will in turn help them in all subject areas. Hence, the area of

Phonemic Awareness was chosen as one that needs quick instructional training intervention. The

learners at Mahaicony primary are at a disadvantage: The results of the needs analysis revealed

that all of the school's teaching personnel had deficiencies in both knowledge and skills in the

area of Phonemic Awareness. Teachers must become comfortable with planning for and

delivering Phonemic Awareness concepts.

Format

Face-to-face workshop sessions would be used to train all twelve teachers of Mahaicony Primary

School (MPS).Employing learner immersion tactics that include the use of technologies like the

multimedia projector and CD players, as well as largely hands-on, practical instruction. In an

effort to be faithful to the method of instruction that MPS teachers will be required to use when

teaching Phonemic Awareness in the classroom, this mode has been selected

The technologies that have been selected are also those that the school will offer. In order to

make sure that the training sessions accurately reflect what should be thought to the learners as it

relates to Phonemic Awareness, this was done. For the two-day Phonemic Awareness Workshop,

no additional equipment will be brought into the classroom. The media, tools, and modes of

instruction/learning that are presently available to teach the children in their classrooms will be

used to train teachers.

Information Gathering Details

Optimals

 Teachers possess the necessary knowledge and skills to teach Phonemic Awareness.

 Teachers are excited and motivated to plan and deliver literacy instructions.

 Necessary resources/ materials are readily available to aid in the teaching of Phonemic

Awareness.

 Learners are excited to learn Phonemic Awareness concepts.

Actuals

 Teachers have some knowledge on teaching Phonemic Awareness.

 Teachers have had little exposure to the key components of Phonemic Awareness.

 Teachers are unmotivated to plan and deliver Phonemic Awareness lessons.

 Necessary resources/materials are hardly available to aid in the teaching of Phonemic

Awareness.

 Learners are not so excited/ motivated to learn Phonemic Awareness concepts.

Feelings

 How teachers feel about having to teach these new concepts (fears, concerns, anxieties)

 What concerns teachers have about their own ability to teach and assess the new

concepts.

 How parents feel about the new curriculum.

 How teachers feel about the adjustments they will need to make (pedagogy, classroom

management, record keeping, assessment/ grading etc.)

Problems

 Teacher incompetence

 Lack of resources
  Teachers’ lack of motivation

 Teachers’ overall attitude towards the teaching of Phonemic Awareness

Causes

 Inadequate training

 Resources not being provided

 Teachers not comfortable with manipulating letter sounds

 Teachers’ ignorance of the importance of Phonemic Awareness

Solutions

 Monitoring of teachers

 Providing teacher support

 Providing adequate materials and resources

 Conducting workshop and training sessions

Data collection and usage

To be able to get accurate information for this needs assessment, a variety of methodologies will

be used. Work samples, focus groups, and individual interviews will be used as data gathering

techniques for the needs assessment.

Conducting personal interviews with the teachers is an easy and cost effective way of obtaining

the information, and getting the answers to pertinent questions posed in this needs assessment.

Focus groups of learners will provide information on the learning experience in the area of

Phonemic Awareness. These groups will give insight on the rapport between teachers and
learners. Working with individual learners may prove to be time consuming and feedback may

be sketchy.

Lesson plans and learners’ workbook can be used as work samples to collect data in an

economical manner while also giving clear, objective proof of the lessons being taught. It will

provide a crystal-clear picture of how these are being prepared for and presented. Learners’

workbook will give information on how well concepts which will prove how effective lessons

are.

Determining the answers to the questions posed will aid the trainer in selecting the kind of

workshop that might most effectively satisfy the needs of the teachers and learners at Mahaicony

Primary as it relates to the teaching and learning of Phonemic Awareness concepts. It will also

help to point out areas that need dire attention and those that can be touched on briefly.

The data gathered from the needs assessment will serve as a foundation for the workshop's

reasoning. The information will aid in determining the targeted tactics and resources that should

be prioritized as well as the action framework for the proposed program.