Lesson Planning Template

Lesson Title: Phonemic Awareness/ Elkonin boxes Grade: 1

Learning Target: Students, using their prior knowledge in phonemic awareness will be able to identify
phonemes and fluently segment three and four phoneme words.

Grade Level Guide: Content Standards: Ohio, First grade, Language Arts.

Content Curriculum Focal Common Core State Standards Interdisciplinary Connections

Points (ie: NCTM, IRA,…)
According to NCTE/IRA: RF.1.2 Demonstrate understanding Interdisciplinary connection
of spoken words, syllables, and can be made in math by have
All students must have the phonemes (sounds). the students count how many
opportunities and sounds they hear in words
resources to develop the  Orally produce single- presented. Another
language skills they need syllable words by blending mathematical connection can
to pursue life's goals and phonemes, including be made through the counting
to participate fully as consonant blends. of how many parts a word was
informed, productive segmented into.
members of society.  Isolate and pronounce
initial, medial vowel, and
They encourage the final phonemes in spoken
development of single-syllable words.
curriculum and instruction
that make productive use  Segment spoken single-
of the emerging literacy syllable words into their
abilities that children complete sequence of
bring to school. individual phonemes.

These standards provide CCSS.MATH.CONTENT.1.

ample room for OA.C.5
the innovation and Relate counting to addition and
creativity essential to subtraction (e.g., by counting on 2
teaching and learning. to add 2).
Academic Language: The academic language used throughout this lesson will entail: graphemes, letter
sounds, sounds, phonemes, alphabetic principle, letters, Elkonin boxes, segment, blending, stretching
sounds out, tapping it out, syllables and hearing sounds in words. In order for the students to fully
understand these key words, the modeling of how these words work in phonemic awareness is important
to demonstrate. For instance, in helping students to realize letter sounds the teacher could focus on a
letter of the day. With graphemes and the alphabetic principle, the teacher could incorporate an activity
where students write the letters while simultaneously recognizing the sound of the letter. Picture cards
are also a great tool to use in helping students to recognize letter sounds and graphemes. With
segmenting, blending, and stretching sounds out, the use of tapping it out and the counting of phonemes
heard in words could be activities used to foster these concepts. Essentially the best way to foster these
concepts is through interactive activities and modeling.

Students’ Needs: For this lesson, students should have sufficient prior knowledge in phonemic
awareness such as, recognizing that all letter have sounds, counting phonemes or sounds heard in words,
identifying phonemes, letter knowledge, alphabetic principle, blending, and graphemes. In reaching this
goal, explicit instruction will be used in regards to phonemic awareness in order for students to master
phoneme segmentation. Explicit instruction includes and is not limited to activities that strictly focus on
letter sounds, graphemes, identifying phonemes, letter knowledge, blending, and counting sounds heard
in words. The best way to connect previous background knowledge to the new skill being taught is
through modeling, explicit instruction and the use of activities to reinforce the knowledge. Through
explicit instruction, modeling, and activities in phonemic awareness, the hope is that students will be
able to fluently segment three and four phoneme words

Student Name Additional Support With:
Kara Phonemic awareness
Nate Is a gifted student in need of
differentiated instruction.
Leo Is an English language learner in
need of breaking the barrier
between his native language and
English. As well as additional
instruction in phonemic
awareness.
What the Teacher Will do:
Provide explicit instruction in
phonemic awareness such as
letter sounds, hearing phonemes
in words, identifying phonemes,
blending, the alphabetic
principle, and counting
phonemes.
The teacher can provide cut up
letters for Nate to place in the
connected boxes as he gains
more knowledge in phoneme
segmentation.
The teacher can provide the
information regarding phonemic
awareness in the student’s native
language, as well as in English.
An emphasis on the alphabet
principle and the sounds that
letters make should also be
incorporated.
Materials: Connected boxes, tokens or markers, whiteboard, worksheets, alphabet strip, magnetic tiles,
letters, paper, and pencil. Supplies needed for the lesson are as listed: a list of three and four phoneme
words, detailed lesson plan, and activities to illustrate the different components of phonemic awareness.
The activities that the lesson will incorporate are as listed: stretching letter sounds, blending sounds,
identifying phonemes, tapping it out, counting the phonemes heard in words, picture cards, letter of the
day, identifying phonemes, and writing letters. Prior to the start of the lesson, a detailed plan of what
will be covered within the allotted time will be provided. Additionally, connected boxes will be ready
prior to the start of class, as well as paper, pencil tokens/ markers, worksheets and the activities to be
used in the lesson.

Language Function: Students will be able to identify phonemes heard in sounds and be able to explain
why words are segmented. Moreover, students will be able to interpret three and four phoneme words
and be able to use their knowledge in phonemic awareness to segment words. Students should be able to
identify sounds in words, identify graphemes, produce sounds of letters, count phonemes, and stretch
sounds.

Lesson Plan (step by step sequence of the lesson)

Before: Before beginning the lesson, the teacher will explain that for the past few weeks explicit
instruction in phonemic awareness has been the focus. Moreover, the teacher can go into detail about
how the students have been working on identifying phonemes in words, letter sounds, blending,
alphabetic principle, stretching sounds out, and counting phonemes in words. The teacher can ask the
students if they remember those concepts, and then ask for volunteers to demonstrate these concepts.
Another way in which the teacher can get the students attention is by asking how these concepts are
relevant to the students’ lives and where the students see these concepts most present in their life. As
part of reviewing these concepts, the students will also engage in previous activities used in the past
such as picture cards, letters sounds, counting phonemes, identifying phonemes, letters, and writing
letters with a partner in order to activate prior knowledge. After, the teacher will explain that using this
knowledge in phonemic awareness, phoneme segmentation can be understood. The teacher will then
explain to the students that during this allotted time, phoneme segmentation is going to be the focus of
the lesson. The teacher will explain to the students that the use of connected boxes are going to be used
to illustrate phoneme segmentation and in hearing sounds in words.

During: During the middle of the lesson, students will be paired with another student. In addition, each
student will have and alphabetic strip, connected boxes and markers for the lesson. The teacher will
then explain to the student that the connected boxes and markers are going to be used to help in
identifying sounds heard in words and in segmenting those words. After, the teacher will model how to
identify and segment sounds in three and four phoneme words. Using a modified version of Elkonin
boxes, the teacher will place magnetic tiles on the whiteboard. Next, the teacher will verbally say a three
or four phoneme word and model the placing of a marker or token underneath the magnetic tiles for
each sound heard in the word. After the teacher has demonstrated this concept, the teacher will then
instruct the students to do a word all together. Moreover, the teacher will say a word, and students with
their connected boxes will place a marker under every sound heard in the word, as the teacher is
simultaneously modeling this at the board. Next, the teacher will instruct the students to work in their
seats with their partner on phoneme segmentation with the materials that have been provided. During
this independent practice time, the teacher will say a word and students will demonstrate their
 knowledge of this concept. Also during this time, the teacher will be walking around as the students are
engaging in this independent practice in order to ensure that the students are grasping the concept. In
between the three and four phoneme words, the teacher can ask for volunteers to model the
segmentation of the words. Students who volunteer throughout the lesson will be given tokens to be
used later at the prize box. Guided practice can be provided for those students those students who are
struggling through the use of their partner and the paraeducator. The goal of OTR is to help phoneme
segmentation to be more deeply fostered within the lesson. Through the use of modeling, group practice
and independent practice, students should be able to master phoneme segmentation.

After: During the “you do”, phase whence students have demonstrated their knowledge of phoneme
segmentation through modeling and group work, the students will then move to independent practice.
As stated before, students will be paired with a partner to aid in independent practice. Students during
the “you do” phase will be working quietly with their partner as the teacher articulates three and four
phoneme words. During this time teacher will walk around and answer and questions and provide
feedback to the students. In addition, students will be modeling the segmentation of words on the board
through volunteering allowing the teacher to provide feedback at this time as well. At the end of the
lesson, the teacher will hand out a worksheet to the students where students will segment a list of words.

Assessment:

Type of Description of Modifications or Evaluation Criteria- How good is

assessment assessment accommodations good enough to meet standards?
(formal or informal; What will students do to the assessment. Include the criteria they must meet and
formative or to show what they List the student’s the number of times you want to
summative) have learned? name and the demonstrated. Refer to your learning
specific target and the language function
modification you statements to ensure you assess
will give. required areas.
Formative Students will show Since Nate is a In order for Nate to move onto this
(observation) their skills in gifted student one advanced level of phoneme
phoneme modification that segmentation, he will have to be able to
segmentation through could provided is explain, phoneme segmentation,
independent practice the use of cut hearing sounds in words, and his
and a worksheet. letters. Through thought process. In addition, he will
the use of cut up correctly segment five out of eight
letters, Nate will words.
be able to
demonstrate a
deeper knowledge
of phoneme
segmentation and
letter sound
correspondences
through the use of
this modification.
DIBELS The goal of this Some At the end of the assessment the scores
assessment is accommodations will be tallied and will help to target if
progress-monitoring. that could be Kara is above benchmark, at
More specifically, provided for Kara benchmark, below benchmark, or well
this assessment seeks in this particular below benchmark for phoneme
to target areas where assessment is the segmentation.
the student may need use of enlarged
additional assistance. texts or a ruler to
aid in the focus of
the assessment.

Plan for Classroom Management:

 The classroom will follow strict procedures, in that students will know when they can talk and
when they cannot talk.
 The teacher will also strive to keep the transitions from one activity to another as quick as
possible in order to limit disruptive behaviors and to maintain time-on-task.
 Disruptive behavior will not be tolerated and if disruptive behavior continues, the student or
students will not be allowed to participate in the activities.
 Good behavior renders a marble in a jar in the hopes of filling up the jar to eventually meet the
goal of a pizza party.
 Additionally, bad behavior will result in the taking away of privileges such as free time and
recess.
Paraeducator Support: Throughout the lesson, the paraeducator’s job is to ensure that good behavior
and discipline is maintained throughout the lesson. Additionally, the paraeducator will also serve as a
co-teacher in helping to teach concepts to the students and to provide any help or feedback to the
students.

Resources: token, connected boxes, worksheet, alphabetic strip, paper, pencil, cut up letters, cups,
m&m’s (counting syllables), picture cards, prize box.