Phonological awareness lesson plan

Building Phonemic Awareness With Phoneme Isolation

Overview

In this phonemic awareness lesson designed for a first-grade classroom, students engage in games and chants to recognize the same sounds in different words. Students match objects with the same beginning or ending sound, identify whether a given sound occurs at the beginning or ending of a word, and connect phonemes with graphemes.

From Theory to Practice

Supporting phonemic awareness development in the classroom (Yopp)

• Phonemic awareness, which is the awareness that speech consists of a sequence of sounds, should be 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 be strictly oral or may include some sort of concrete cue.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

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Grade Select12K

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Paper bag
• Select objects/object images
• Chart paper
• Markers
• Index cards
• Overhead projector (optional)

Printouts

School Specialty Intervention Lesson Pack: Phonemic Awareness

Preparation

1.	Before teaching this lesson, gather several objects with the same beginning or ending sound and put them in a paper bag. Some ideas might be a car and a jar, a nail and a nest, and so on.
2.	Copy the fourth and fifth pages of the School Specialty Intervention Lesson Pack: Phonemic Awareness (they have a picture of a jeep and an ear, respectively) onto a transparency or enlarge on a photocopier.
3.	Create sets of index cards (enough for each student to have one index card) with pictures that have the same beginning or ending sound. Each index card should have only one picture on it. The following pictures can be used: can – cat mat – mop nest – nut mat – rat ham – comb bus – mouse sun – bone ball – doll leg – egg bell – bear five – foot rock – rabbit When the index cards are complete, separate them into pairs that have the same beginning sound and pairs that have the same ending sound.
4.	Photocopy a class set of the first worksheet (the one with a picture of a leg) for students to complete independently.

Student Objectives

Students will

• Chant beginning and ending phonemes in words
• Match objects with the same beginning or ending sound
• Identify whether a key phoneme occurs at the beginning or end of a word
• Connect phonemes with written letters
  

Session 1

1.	Using the bag of objects, pull one object out of the bag. Ask students to identify the object. Ask them what sound they hear at the end of the word. Have students make the sound (e.g., /n/ for can).
2.	Begin a chant by slapping knees and clapping hands with the object. For example, if the object was a can, the chant would go: can – slap knees, clap hands can – slap knees, clap hands /n/ /n/ can – snapping three times
3.	Continue the chant with all objects in the bag. NOTE: be sure to alternate the chant between beginning and ending sounds.
4.	Display the transparency or enlarged worksheet from the lesson pack (the third page with the picture of the ear).
5.	Say each object aloud and ask students which sound they hear at the end of the word. If they are able, have students identify the correct letter for that phoneme. If not, tell the students which letter makes that sound.
6.	Have a student volunteer circle the correct letter.

Session 2

1.	Have students sit in a circle and tell them that they are going to play a sound game.
2.	Give the students two signals – one for if they hear the sound at the beginning of the word, and one if they hear the sound at the end of the word. For example, they could hop on one foot if the sound is at the beginning, or two feet if the sound is at the end.
3.	Give students a key phoneme to listen for (e.g., /m/, /s/) Ask students, "Where do you hear the / /?" Then say a word aloud and have students give the appropriate signal if the sound is at the beginning or end of the word.
4.	Continue the game several times, alternating between beginning and ending sounds.
5.	Display the transparency or enlargement of page four of the lesson pack (the worksheet with the picture of the jeep). Point to the last letter and ask students the sound the letter makes (/p/). Then have students say the name of the picture aloud (jeep). Ask a student volunteer to write the letter p at the beginning or end of the word, depending on where they hear the key sound.
6.	Complete the worksheet together in the same manner.

Session 3

1.	Gather students into a circle and tell them that they are going to play another game.
2.	Get the set of index cards you prepared previously. Begin with either the beginning sound pairs or the ending sound pairs. It is important to do one set of cards at a time so that students will not mix up their partners or not end up with a partner.
3.	Choose half of the students and give them each an index card. At the signal, tell students that they must find their partner who has the card with the same sound (beginning or ending depending on which set you're using).
4.	Switch off and allow the other half of the students to play.
5.	Pass out the first worksheet (the one with the picture of a leg) to students and ask them to complete it independently.

Extensions

• The phonemic awareness activities should be ongoing. Have students continue doing the games and activities with increasingly harder words.
• Dictate a word aloud and have students "air write" or write on paper the letter they hear at the beginner or end of the word.
• Give students additional practice with beginning-letter sounds by having them play the Picture Match game. They can also use the game to practice ideintifying short- and long-vowel sounds.
• To extend these activities and challenge students, use the last worksheet in the lesson pack or have them play the Puzzle Me Words game. This game has students listen to a word read aloud and then drag and drop letters to spell it.  At the beginner level, students can focus on one short-vowel sound at a time.
  

Student Assessment / Reflections

Students should be assessed through observation and anecdotal notes during the games and activities. Students can also be assessed using the worksheet they complete individually to see if they are able to isolate the phonemes.

Phonemic Awareness Lesson Plans for Kindergarten and First Grade - Mrs. Winter's Bliss

In this post, I answer the question “What is phonemic awareness?” and explain how is it different from phonics instruction.  I share details about my science of reading-aligned phonemic awareness lesson plans for kindergarten and first-grade students, a resource that has ALL you need to bring effective, data-driven, small-group phonemic awareness instruction to your classroom. Be sure to download the FREE phonemic awareness lesson plans that you can begin using with your small groups right away! 

Small group instruction is a key way we can support our students and help increase achievement.   In my last post, I shared information to help you implement small groups in your k-2 classroom and identified literacy skills that should be taught in small group.  These skills included phonemic awareness, phonics, fluency, vocabulary, and comprehension.  

While many of you found this information helpful, you wanted more!  You requested a specific plan for assessing and teaching these skills.  So today I am focusing on the most foundational skill students need to learn in order to become accurate and automatic read:  Phonemic Awareness.  

In this post, I answer the question, “What is phonemic awareness?” and explain how it is different from phonics instruction.  I share details about my NEW science of reading-aligned phonemic awareness lesson plans for kindergarten and first-grade students, a resource that has everything you need to bring effective, data-driven small-group phonemic awareness instruction to your classroom. Finally, I leave you with FREE phonemic awareness lesson plans you can begin using with your small groups right away! 

Phonemic awareness is the knowledge that spoken language is made up of sound units, called phonemes. This includes the ability to blend sounds, as well as isolate, segment, delete, add, and substitute phonemes within words.  When students have phonemic awareness they can do these things with both spoken and written words.

Examples of phonemic awareness include:

• recognizing words that begin with the same sound
  (“Run, Rake, and Risk all have /r/ at the beginning.”)
• isolating and saying the first or last sound in a word
  (“The beginning sound of bat is /b/.” “The ending sound of cat is /t/.”)
• combining, or blending the separate sounds in a word to say the word
  (“/t/, /a/, /g/ – tag.”)
• breaking, or segmenting a word into its separate sounds
  (“up – /u/, /p/.”)

Phonics and Phonemic Awareness are two terms that are often confused or used interchangeably.  While both components are essential for learning to read, they are not the same thing.   

Phonemic awareness is oral and auditory. It focuses on the sounds in words.  Phonics instruction is visual AND auditory. The focus of phonics instruction is letter-sound relationships, also known as phoneme-grapheme correspondence.  

When you add graphemes to phonemic awareness lessons, it becomes a phonemic awareness lesson AND a phonics lesson at the same time. Studies have found that lessons like this, ones that integrate letters (graphemes) into phoneme instruction have a greater effect on phonemic awareness, decoding, and spelling than lessons that did not include graphemes.

Teaching phonemic awareness in small groups is most effective. It allows you to closely monitor student responses, provide positive, corrective feedback, and scaffold instruction as necessary.  Whole group or one-on-one instruction was also found to be effective, just not as effective as small group instruction.   

Today I’m thrilled to share with you my Science of Reading-aligned Phonemic Lesson Plans for Kindergarten and First Grade students.  These research-based lesson plans have EVERYTHING you need to bring effective phonemic awareness instruction to your small groups!  

Let’s take a closer look at all that is included in these resources…

With this resource, you’ll get lesson plans laid out in a weekly format.

Each lesson plan includes a warm-up for the target skill and three activities. 

1. Phoneme Segmenting: students practice breaking apart each word and identifying each phoneme

2. Phoneme Blending: students hear a sequence of phonemes and put them together to identify the word

3. Connecting Graphemes to Phonemes: students practice connecting the phonemes in a spoken word to the letters (graphemes) that represent those sounds.

These tasks were carefully selected for the lessons because of the direct transfer of these skills to reading and spelling.  The words used in the lessons include the key focus skill, but there are also review words built to give students extra practice and review needed for mastery. Graphemes have been intentionally incorporated into the phonemic awareness activities because we know this has a greater effect on students’ reading and spelling development than if they only have auditory Phonemic Awareness instruction.  

Note that the kindergarten lessons do start a little differently. For the first couple of weeks, the lessons focus on letters. Students work on isolating beginning and ending sounds, as well as the visual skills using the grapheme cards.

All of the lessons follow a SoR-aligned scope and sequence (included in the resource) that is based on work from Wiley Blevins and his book, A Fresh Look at Phonics.  

The picture word mats provide a visual representation of the words in the Connecting Phonemes to Graphemes section.   This support helps students to build meaning of the words.

We know assessment is a KEY component to providing effective, targeted small group instruction.  With this resource, you’ll get a two-part screener for each unit that will identify whether each student can segment and blend phonemes, as well as a spelling inventory assessment that would be given whole-group. The assessments help you identify where in the scope and sequence you should begin your instruction and ensures your small group instruction is meeting the true needs of your students. 

The class data tracker is a place to record the skills your students have mastered in the scope and sequence. You will be able to see your entire class data at a glance. Use this information to create your small groups and ensure you are providing targeted instruction.  It is also a helpful tool for discussing students’ progress at parent-teacher conferences, data meetings, and more!  Simply enter the date as students become proficient with each skill to track the growth of your class.

Are you eager to begin providing your students with effective phonemic awareness instruction? To help you get started I am excited to share 5 weeks of FREE phonemic awareness lesson plans! This FREE download includes 5 weekly lesson plans and word cards for ALL of the short vowels. Grab them here.

Phonemic Awareness is the most foundational skill students need in order to learn to read.  I hope the information and resources I have shared today will help to bring more effective phonemic awareness instruction to your small groups and classroom!

–PIN for LATER–

Lesson Notes on Building Functional Health Literacy | Methodological development in physical education:

Lesson summary 3rd grade

Teacher Tityaeva Natalya Petrovna

Lesson type: lesson of mastering new knowledge, with an educational and cognitive focus.

Purpose: To teach how to regulate the amount of physical activity by changing the speed of performing exercises

Tasks:

• To improve the outdoor games "Extra Third", "Pass the hoop", "Seine"
• To teach the ability to follow the rules of the game
• To introduce the concept of physical activity as a muscular work that increases the level of activity of body systems , studying;
• Manifestation of a culture of interaction, tolerance and tolerance in achieving common goals in joint activities.

Form of organization Lesson-game

Person-oriented technology, using game technologies

Planned results:

subject

• Formation of the idea of ​​outdoor games as a means of organizing a healthy lifestyle; ability to follow the rules of the game;
• Possess the skill of systematic monitoring of one's physical condition

meta-subject

• Fulfill the goals and objectives of educational activities, find means of its implementation, determine common goals and ways to achieve them, plan, control and evaluate educational activities.
• Agree on the distribution of functions and roles in joint activities, constructively resolve conflicts by taking into account the interests of the parties and cooperation.
• Development of adequate motivation for learning activities and awareness of the personal meaning of learning, acceptance and development of the student's social role.
• To create an idea about the ways of regulating physical activity and the role of rest (in the form of sedentary games) after performing physical exercises, its significance in the regulation of physical activity.
• Learn the ability to regulate physical activity and the ability to assess the level of physical condition

Personal

• Manifestation of a culture of interaction, tolerance and tolerance in achieving common goals in joint activities;
• Ability to actively engage in joint activities.

Visual aids: magnetic board, table of physical activity values, table for monitoring the pulse of children after exercise (by the number of groups and one larger format), stopwatch, markers, three colored hoops

Key words: regulate, heart rate (pulse), physical activity, speed, rest time, volume, intensity

Working materials for students: cards with a table for monitoring the pulse of children after exercise.

Participants: 3rd grade students.

Lesson time 40 minutes

SCENARIO

1. Self-determination for activity 2 minutes Emotional, psychological, motivational preparation of students for the assimilation of the studied material.

Purpose: To create conditions for the emergence of the need for obtaining new knowledge of curiosity, to satisfy the need for obtaining new information, to encourage students to acquire knowledge as their goal.

Teacher activities Line up. Performs a greeting.

- Hello guys! I am glad to see such healthy, athletic, smart students in my lesson!

Asks questions: Guys, what recreational activities are included in your daily routine, what do you do on walks?

Great, since you yourself are the organizers of your leisure time, you need to know, in order to benefit from physical activity, you need to know how it can be regulated, what does it mean to regulate?

Student activities - Line up in the hall.

- Tell how they spend their free time: hanging out with friends, playing football, "Catching", "Hide and Seek", etc.

- Answer the question: it means to change, increase or decrease

- During the independent organization of physical education sessions, outdoor games and competitions, when we grow up in the gym.

- Express their assumptions.

2. Goal setting. Updating knowledge 2 min

about physical activity as a muscular work that increases the level of activity of the body's systems

Teacher's activity Guys, you know well that when doing physical exercises or other physical work, the body experiences physical activity, but are not yet familiar with ways to regulate it. Every literate person should be able to regulate physical activity so as not to overwork and not harm their health. What do you think these methods are? What will be the focus of our lesson? (answers)

Today we will learn the ability to regulate physical activity and the ability to assess the level of physical condition.

Students' activities Formulate the purpose of the lesson:

- We will learn ways by which we can regulate the amount of physical activity and learn how to assess the level of physical condition

Teacher's activities The teacher suggests clenching his fist and looking at his hand. This is about the size of your heart. Explains the concept of pulse (HR), shows on the arm, our neck. Invites the children to measure the pulse for 10 seconds at the beginning of the lesson and multiply by 6.

(Creation of conditions and determination of methods related to the development of research competence of students. Creating a positive attitude and interest in the research competencies being formed)

Student activities: Measure the pulse, write down your pulse on the sheet.

Teacher activities - If your heart rate is less than 80 beats, then we can continue the lesson. Whoever has a pulse within these limits - raise your right hand up. For those who exceed - do a few exercises to restore breathing.

II. Realization of the need for motor activity 4 min

1. A kind of walking. (25-30 steps of each type)

- We go with the right side with an added step - 8 steps, with the left side with an added step - 8 times.

- right side cross step - 8 steps, left side cross step - 8 steps.

Keeping balance. Hands to the sides, 1-4 on toes, hands on the belt 5-8 on the heels.

2. A kind of running. (2-3 laps around the gym)

- normal run arms bent at the elbows at waist level - slow pace,

-Normal running - medium pace.

- Running with stops. On a signal, quickly take up a squatting position

3. Restoration of breathing.

1- inhale, 2- slow exhale, walk one circle around the hall without a task.

Pulse check. Who has more than 25 blows in 10 seconds - raise your right hand. Do some breathing exercises. Measure the pulse, write down your pulse on the sheet.

4. ORU complex (see card No. 1”) 4 min

Pulse check. Whoever has more than 25 hits in 10 seconds - raise your left hand. Do some breathing exercises. Measure the pulse, write down your pulse on the sheet.

III. Learning new material 22 min

The game "Extra Three" see card No. 2 The teacher suggests measuring the heart rate immediately after the end of the game

Determine the pace of movement during the game (fast)

Students' activities Measure the heart rate after the game and evaluate the value of the load according to the table, enter the result in the control table. Respect the rules of the game.

Pass the hoop game, see card No. 3

Active recreation

The teacher offers to measure heart rate immediately after the end of the game

Determine the pace of movement during the game (slow)

Measure the heart rate after the game and evaluate the load according to the table, enter the result in the control table. They conclude that rest, even active rest, helps to restore the work of the heart and depends on the amount of exercise.

Students independently organize, conduct and actively participate in the game,

interacting with their peers. Respect the rules of the game (frontal method)

Game "Seine"

Running at a fast pace.

Proposes small changes in the conduct of the game (not one person, but the whole team begins to catch). Each team is given 30 seconds. The one who is caught leaves the area and performs 10 squats. Then the number of people caught during this time is calculated.

The teacher offers to measure the heart rate immediately after the end of the game

Student activity Determine the pace of movement during the game (fast)

Measure the heart rate after the game and evaluate the load value according to the table, enter the result in the control table. Respect the rules of the game

Breathing exercises in a playful way: “Roll the ball with the help of breathing”

(with the help of breathing, roll the ping-pong ball to a certain place)

IV. Formation of creative thinking 3min

The teacher offers to analyze the data of the “Pulse Measurement Table”.

Determine if there is any pattern in the data; is the pulse always the same; if not, why not?

Student activities

Conduct a group study. Analyze the received data in the "Pulse measurement table". Express their guesses.

Find that the heart rate is higher after exercising at a higher speed (intensity) and decreases after rest or running at a slower pace.

They conclude that physical activity can be regulated by the volume and speed of the exercise.

V. The results of the lesson. Comprehension and consolidation
Reflection 2 min

Purpose:

Organize reflection and conditions for self-assessment of students

Teacher's activity

Creates a situation associated with pleasant emotions, a sense of satisfaction from work, a sense of one's own competence, self-respect

What is the topic of our lesson?

What goals did you set for yourself? Did you manage to achieve them?

If you understand how you can regulate physical activity and will definitely use your knowledge in independent activities, raise your hands.

who understood, but still does not know in what kind of activity to apply their knowledge, put your hands on your belt

who thinks that this knowledge will not be useful to him in life, squat0003

Say the topic of the lesson and the goals that they set for themselves; analyze heart rate data during the lesson, reveal the nature of the dependence of heart rate on the characteristics of physical exercises, the formation of the ability to assess the level of physical condition. They conclude that physical activity can be regulated by changing the volume and intensity of exercise. The ability to regulate physical activity is useful in life, so as not to harm your health.

Functional literacy lesson model | Geography Lesson Plan (Grade 6):

Model of the lesson on the formation of functional literacy

0228

Class

List of EERs used in this lesson0003

Type, type of resource

Form of presentation of information (illustration, presentation, video clips, test model, etc. )

Hyperlink for a resource that provides access to ERE

9000

Structure of the Earth

ESM

Presentation video clips, illustration, test, model (globe)

Presentation, video clip

Lesson progress

Lesson plan

I Organizational moment (reflection) (1 min)

1I Message of a new topic. Goal setting. (5 min)

We are moving on to the study of section 3 called ... And we will find out by completing the test. Recall the material of the previous sections.

TEST

1. Natural satellite of the Earth

A. Moon

B. Mars

C. Pluto

A. Namely

B. Family

3. What are the parallels on which during the solstice the Sun is at Zenit

A. Tropics

B. Equator

V. Polar circles

4. Complex expression: belt …

A. Rescue

B. Illumination

A. Asteroids

5. What is the name of the system that includes planet Earth?

_________________________

6. What is the name of the map that shows the terrain?

A. Physical

B. Topographic

V. Sinoptic

7. What is the largest mainland of the planet

A. Australia

B. Eurasia

V. South America

8. Special days in the spring and fall

A. equivalent

B. equal

D. equinoxes

The theme of the lesson is "The structure of the globe"

Based on the theme, the students formulate the purpose of the lesson.

It is proposed to review the text in the textbook and break it into parts.

A lesson plan is drawn up together:

1. The internal structure of the Earth
2. Exploring the bowels of the Earth
3. Lithosphere

STUDYING NEW MATERIAL (22 min. )

Structure of the globe.

It is proposed to read the comic story "Candy Earth" by roles. (The teacher distributes the text of the story to the participants.)

After listening to the story, students summarize and conclude: The earth has a layered structure.

Picture work “What can the Earth be compared to?” You can compare the planet with an egg, a peach, a cherry, an apple. What is the similarity?

- Shell, skin - the earth's crust; protein, pulp - mantle; yolk, bone, core - core.

Work with the textbook. Filling in the table. (work in pairs)

Use textbook page 57 par. 9 fill in the blank cells in the table.

3

Core

3.5 thousand km

Work with fig. 30 on page 58, filling out passes in the Earth Kor scheme

Physical school

on desks laid out chaotic cards with characteristics of the internal layers of the Earth and the name of the Land layers. Students must quickly find the card with the correct answer to the teacher's question and hold it up.

2. Study of the Earth's interior.

The study of the internal structure of the Earth is carried out by various methods.

- Geological methods - based on the study of exposed rocks, mine sections, boreholes. The deepest well in the world was drilled in Russia on the Kola Peninsula, reaching a depth of more than 12 km. The project has a 15 kilometer well

- Geophysical methods.

- The seismic method is one of the most important methods for studying the interior of the Earth.

3. Lithosphere.

Find the definition of the lithosphere in the textbook. Lithos is a stone, sphere is a ball. The lithosphere is a hard, stone shell of the Earth, consisting of the earth's crust and the upper part of the mantle.

Fixing the studied material (7 min)

Find a compliance:

KLETER.

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