Lesson Plan Title:

Building Phonemic Awareness with Phoneme Isolation.

Brief Description/Abstract: This lesson is a way for students to work on their phonemic awareness through hands on, interactive, activities and they will want to do again and again as they gain confidence with rhyming! Overview: Students will work on their rhyming and phonemic awareness skills using a variety of materials and methods. They will use music, writing, hands on activities, magnetic letters and scaffolding of work and ideas, modeling correct phoneme isolation and eventually having students demonstrate their understanding independently. I will e using the Smart oard, and magnetic letters to create words. Grade Band: k!" Lesson Plan Type:#ecurring $esson Estimated Lesson: Three or more if needed "% minute sessions Feat red !eso rces: &. A Smart oard ". 'ands on Activities 3. (verhead pro)ector Printo ts List: * Teacher must create a list of words for students to spell. ~ http+,,www.readwritethink.org,classroom!resources,lesson!plans, uilding! phonemic!awareness!with!&"-.html.ta /01ta s 2printouts can e found here and printed3 "aterials # Tec$nolo%y List: * Smart aord * colored magnetic letters * $ist of words to chant and spell From T$eory to Practice: 4opp, '.5., 6 4opp, #.'. 2"---3. Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, &0-7&80. Phonemic awareness, which is the awareness that speech consists of a se9uence of sounds, should e a priority in early reading instruction. Phonemic awareness instruction should provide students with :linguistic stimulation in the form of storytelling, word games, rhymes, and riddles.: Phonemic awareness instruction should move from rhyming words to smaller units of sound, and finally to individual phonemes Phonemic awareness instruction can e strictly oral or may include some sort of concrete cue. This connects with ;llery 2"--<3 chapter " Phonemic Awareness, musical rhyme, say it again, Alliteration Activation, and Think Sounds. The lesson idea is from #ead=riteThink.org written y Sarah >ennis!Shaw from Avon ?assachusetts. &tandards List: 11.Students will participate as knowledgea le, reflective, creative, critical, mem ers of a variety of literacy communities. &".Students will use spoken, written, and visual language to accomplish their own purposes 2for learning en)oyment, persuasion, and e@change of information.3 CCSS: >emonstrate understanding of spoken words, sylla les, and sounds 2phonemes3. a. >istinguish long from short vowel sounds in spoken single!sylla le words. . (rally produce single!sylla le words y lending sounds 2phonemes3, including

consonant lends. c. Isolate and pronounce initial, medial vowel, and final sounds 2phonemes3 in spoken single!sylla le words. ci. d. Segment spoken single!sylla le words into their complete se9uence of individual sounds 2phonemes3. 'ebsites List: =ww.starfall.com this is a site where students can put words together and there are picture cues. http+,,www.readwritethink.org,classroom!resources,lesson!plans, uilding!phonemic! awareness!with!&"-.html.ta /81ta s this site was where I got my ideas for this lesson plan from. Preparation: &. Aather several o )ects with the same eginning sound or ending sound and place them in a paper ag. ". Bopy the 8th and %th pages of the Intervention $esson Pack. Include one for the overhead. 3. Breate a word family list and ending sound list to practice with the magnetic letters with. 8. Photocopy a class set of the first worksheet for students to do independently. (nstr ctional Plan &t dent Ob)ectives: Students will: Bhant eginning and ending phonemes in words Identify whether a key phoneme occurs at the eginning or end of a word Bonnect phonemes with written letters &ession (ntrod ction and Activities O tline: the specific steps required to teach the lesson, broken into class sessions. Add as many class sessions and numbers as necessary. &ession One: &. Csing the ag of o )ects pull out one o )ect and ask students to identify the sound they hear at the end of the word. 'ave students make the sound. 2. Begin a chant y slapping knees and clapping hands with the o )ect. ;@ample+ can !slap knees, clap hands. 0. Bontinue the chant with all o )ects in the ag, alternate etween eginning and ending sounds. 8. Cse overhead to display the worksheet. %. Say each o )ect aloud and have students say what sound they hear at the end of the word. . Ball on students to come up and circle the correct letter. &ession Two: &.'ave students report to the carpet area and tell them we are going to play a sound game. ". Aive students two signals!one for the sound they hear at the eginning of a word such as hop on one foot. Then give them another signal for the sound they hear at the end of the word such as hop on two feet. 0. Aive students key phoneme to listen for 2,m,, ,s,3 Ask students D=here do you hear the , ,.E Then say a word aloud and have students give the appropriate signal if the sound is at the eginning or end of the word. 8. Bontinue the game several times, alternating etween eginning and ending sounds.

%. >isplay the worksheet from the lesson pack 2with the )eep on it3. Point to the last letter and ask students that sound the letter makes 2,p,3. Then have students say the name on the picture 2)eep3. Ask a student to come up and write the letter p at the eginning or end of the word, depending on where they hear the key sound. F. Bomplete the worksheet together in the same manner. &ession T$ree: &. Aather students in the carpet area again and tell them they are going to play another game. ". Aet the magnetic letters out and place them on the isle. 0. Put a word family up on the oard such as DateE and have students come up with a eginning letter sound to make a word. 'ave them come up and place the letter in front of the word and have them say the word to the class. 'ave each student create a word. 8. Then remove the words from the oard and put up one letter such as the letter DtE and tell students to think of words that end with the ,t, sound. 'ave students come up and create a word that ends with DtE using the magnetic letters. %. #epeat steps 0 and 8 one more time. F. 'ave students return to their seats and pass out the first worksheet 2the one with the picture of the leg3 and ask students to complete it independently. E*tensions List: These phonemic awareness activities should e ongoing, each time the words should ecome harder. >ictate a word aloud and have students Dair writeE the letter at the eginning or end of the word. Ao to starfall.com and have students practice creating words in different word families. &t dent Assessment/!eflections: &. Students can e assessed through o servation. ". Anecdotal notes during games and activities. 0. The worksheets that they complete independently. !elated !eso rces List: http+,,www.readwritethink.org,files,resources,interactives,wordfamily, http+,,www.readwritethink.org,files,resources,interactives,construct, +eywords/Ta%%in% List: * Phonemic Awareness * =ord Gamily Sort * k!" grade span Image: