EDLC 554 Phonemic Awareness Lesson Plan

EDLC 554 L ESSON P LAN T EMPLATE D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Michelle Towles Grade Level: Kindergarten Candidate’s Endorsement: Elementary Education Central Focus: Recognizing the spoken parts of words. Subject: Language Arts/Phonemic Awareness Learning Segment Theme: Phonological awareness of the beginning and ending sounds in CVC words. Where in the learning segment does this lesson occur? ☒ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS Page 1 of 8

EDLC 554 State Standards Virginia: K.4 The student will identify, say, segment, and blend various units of speech sounds. d) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes). e) Identify words according to shared beginning and/or ending sounds. National Standards Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). InTASC Standards Standard 1: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs, and implements developmentally appropriate and challenging learning experiences. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Students will be able to isolate and pronounce initial, middle, and final sounds by using a method of stretching out words with a 90% accuracy. Students will be able to isolate the initial and final sounds with grade level words using written and visual supports with a 90% accuracy. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Page 2 of 8

EDLC 554 The teacher will show two images containing a CVC word. Each image will begin with a different letter. The first image will be of a “Cat”. The teacher will say the name of the animal in the image “Cat” and then describe to students, “The first sound in cat, /ccc/. Cat begins with /ccc/. Everyone say the first sound in cat, /ccc/”. The teacher will repeat the same thing with the second image of a snake. The teacher will say “Snake begins with /sss/. Everyone say the first sound in snake, /sss/”. Guided Practice The teacher will show two new images of animals to practice the ending sounds of each image. The first image is a “deer”. Say to the students “This picture is a deer, it ends in a “r”. “R” makes the /rrr/ sound. Everyone say the /rrr/”. Do the same with the second image of a “foot”. The teacher will say “Foot ends in /ttt/. Everyone say /ttt/”. The teacher will hand out the “Building Words” worksheet. This will be done as a class. Independent Practice The teacher will explain to the students what they will be doing independently. The teacher will give out a new worksheet for students to complete independently. The teacher will give instructions to students. The teacher will then say aloud each picture emphasizing the sound of the beginning and ending letters. The students will then write which letter stands for that sound on their own papers. The teacher will collect these when finished to check students comprehension. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? Page 4 of 8

EDLC 554 At the end of the lesson, the teacher will go over what was taught during the lesson. The teacher will verbally say different words and ask the students what letter the word begins with according to the sound, then ask a different student what letter the word ends with. The teacher can also call on different students and have them say a word and do the same thing. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Before the lesson, the teacher will say a variety of different words and ask the students what letter each word begins with according to the sound. This will check verbally what the students already know. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Students will complete the Beginning and Ending Sounds worksheet during independent work time. The teacher will walk around room and observe as she is verbally calling out the name of each picture and students are filling in the missing letters. This will be collected once finished to check for understanding. Summative Assessment (matches the objective) The teacher will call students to back table individually while others are doing computer work. The teacher will show different pictures to each student and have them verbally say what each picture is. The student will then say what letter the beginning sound makes and what letter the ending sound makes. Students will be able to correctly do this with 90% accuracy. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Students must have prior knowledge of the 26 letters of the alphabet and the sounds they make. Kindergarteners are still beginning to learn, but they should know most of the sounds for the corresponding letters when they enter school. Language Support(s) The teacher will know each student’s language level and where they are with their knowledge coming into school. Any student needing additional support, the teacher will do his/her best to pair student with a stronger student or work with student more one on one when able. Essential Vocabulary Beginning, End, Sound, Spell. Students must understand the teachers directions as they are given and the meanings of the words mentioned above. Page 5 of 8

EDLC 554 Students with special needs will be given additional attention as needed. Extra time can be given as needed to complete assignments. Students with IEP’s will have strategies in place according to their IEP’s. Gifted students may be more advanced. They can be given more challenging worksheets or let them help other students that may need it. ELL Students may be given directions that are read aloud by teacher or assistant if there is one in the classroom. Learning Styles/Student Engagement The teacher will provide an environment that makes learning fun for the students. A lesson plan will be made that caters to all learning styles of the students. Differentiation is very important. Working in a large group as a class and asking students to answer questions verbally will keep students engaged and learning. Extension Students will be asked to look around the room and pick objects to practice the beginning and ending sounds of that object. Students can also bring an object in from home to show the class along with knowing the beginning and ending sounds of the name of the object. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Have Fun Teaching. (n.d.). Alphabet Song . Retrieved from YouTube: https://www.youtube.com/watch? v=36IBDpTRVNE&list=PLZv2VWV5XZa77zPHobg2KDg39fW0AnlKd InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 . (n.d.). Retrieved from CCSSO: https://ccsso.org/sites/default/files/2017- 12/2013_INTASC_Learning_Progressions_for_Teachers.pdf NCTE/IRA Standards for the English Language Arts . (n.d.). Retrieved from National Council of Teachers of English: https://ncte.org/resources/standards/ncte-ira-standards-for-the- english-language-arts/ Page 7 of 8

EDLC 554 Virignia Department of Education. (2010). English Standards of Learning for Virginia Public Schools . Retrieved from DOE: https://www.doe.virginia.gov/home/showpublisheddocument/18702/6380410564642300 00 R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. www.teacherpayteachers.com Page 8 of 8