Emily Cook - Lesson Plan Phonemic Awareness.docx

EDLC 554 L ESSON P LAN - P HONEMIC A WARENESS D AILY L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Emily Cook Grade Level: 6th Candidate’s Endorsement: Secondary English Central Focus: Writing Comprehension Subject: English Learning Segment Theme: Phonemic Awareness in Reading and Spelling Where in the learning segment does this lesson occur? ☐ Beginning X Middle ☐ End Lesson Structure or Grouping: ☐ Whole Class X 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 State Standards VA English SOL 6.5 - The student will read and demonstrate comprehension of fiction and nonfiction texts. a) **Identify and analyze the elements of narrative structure, including setting, character, plot, conflict, and theme, in a variety of fiction texts. b) **Summarize text relating supporting details to the main idea. e) **Explain the influence of setting on the selection of character, plot, and theme. f) **Differentiate between first and third person narration. National Standards Common Core State Standards for English Language Arts - Grade 6 CCSS.ELA-LITERACY.RF.6.2.D - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in single-syllable words. Page 1 of 8

EDLC 554 CCSS.ELA-LITERACY.RF.6.3.A - Add prefixes and suffixes to create new words, analyze word structure, and decode multisyllabic words. CCSS.ELA-LITERACY.RF.6.3.B - Read accurately by blending sounds, including consonant blends and digraphs, in multisyllabic words. InTASC Standards Standard #1: Learner Development 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. After participating in phonemic awareness activities, the student will be able to identify and differentiate between phonemes, consonant blends, and digraphs in words, with at least 80% accuracy in the provided words and during group discussions. 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? To engage students and set the stage for the lesson, I will begin by writing a few words on the whiteboard, such as "cat," "ship," and "blend," along with taping up photos of each word. I will then ask the students, "What do you notice about these words? Are there any sounds that are the same or different in these words?" This will encourage them to think about the individual sounds within words and spark their curiosity about phonemic awareness. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling I will explain to students that today's lesson is all about phonemic awareness, which is the ability to hear and manipulate the individual sounds (phonemes) in words. I will emphasize how important this skill is for reading and spelling. I will ask students if they remember anything about phonics from elementary school, and take note of responses. I will introduce the concepts of consonant blends and digraphs, explaining that these are groups of sounds that Page 2 of 8

EDLC 554 (phonemes) in a few simple words and whether they are familiar with the terms "consonant blends" and "digraphs." This will help me tailor the lesson to their current level of understanding. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Group Activities: While students work in small groups to identify and discuss phonemes, consonant blends, and digraphs in words, I will circulate and listen to their discussions. I will provide immediate feedback and guidance to clarify any misconceptions or errors. Class Discussion: When we come together as a class to share our findings, this discussion will serve as a formative assessment. I will evaluate their ability to identify phonemes, blends, and digraphs, and address any questions or misconceptions that arise. Phonics Worksheets: The worksheets distributed during independent practice will serve as a formative assessment. I will review the completed worksheets to check for accuracy in identifying consonant blends and digraphs. Summative Assessment (matches the objective) To assess student learning and achievement of the objective, I will administer a summative assessment at the end of the lesson. The summative assessment will consist of a short written quiz that includes words for students to identify phonemes, consonant blends, and digraphs. This quiz will align with the lesson's objective, which is to identify and differentiate between these elements with accuracy. The criterion for mastery will be achieving at least 80% accuracy on the quiz. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Identifying and articulating phonemes (individual sounds) in words. Differentiating between consonant blends and digraphs. Discussing their findings with peers, explaining their understanding of phonemic awareness concepts. Responding to questions and prompts related to the identification of phonemes, blends, and digraphs. Language Support(s) Visual aids such as word cards with pictures to provide context and assist in word identification. Page 4 of 8

EDLC 554 Modeling and teacher-guided practice to illustrate how to identify and differentiate between phonemes, blends, and digraphs. Encouraging peer discussion and collaboration, which allows students to explain their thinking and learn from one another. Use of plain language and explanations in student-friendly terms to ensure comprehension. Essential Vocabulary Phonemic Awareness Phoneme Consonant Blend Digraph Phonics Individual Sounds Word Structure Identify Differentiate Accuracy LU SOE-S PECIFIC L ESSON R EQUIREMENTS Character Education In this lesson, character education can be integrated by promoting cooperation, active listening, and respect for peers. During group activities, students will work together to identify and discuss phonemes, blends, and digraphs. Encouraging students to take turns, actively listen to their peers, and provide constructive feedback fosters cooperation and kindness within the classroom. Materials Whiteboard and markers Phonics worksheets Index cards with words and pictures Pencils Visual aids (word cards with pictures) Technology Connection In the Closure of the lesson, technology will be integrated by using an interactive whiteboard or projector to display a digital word and sound identification game related to phonemic awareness. Students will take turns coming to the board to identify phonemes, blends, or digraphs within the displayed words, providing an engaging and interactive way to reinforce the lesson's content. This technology integration will add an element of fun and participation, further engaging students in the lesson's objectives. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Page 5 of 8

EDLC 554 Gifted and Talented Students: Gifted and talented students can be challenged by providing more complex words during the independent practice phase. They can also be encouraged to think critically and explore the concept of phonemic awareness in more depth, including examining how phonemes can change the meaning of words. ELL ELL students will benefit from the visual aids and hands-on activities, which provide contextual support for word and sound identification. The use of plain language explanations will make the lesson more accessible to ELL students. Group activities will promote language development through peer interactions and discussions. Learning Styles/Student Engagement The lesson addresses different learning styles by incorporating visual aids for visual learners, hands-on activities for kinesthetic learners, and interactive technology for auditory learners. Group activities and discussions support peer interaction and encourage students to learn from each other. The technology integration in the Closure adds an engaging and interactive element to the lesson, keeping students motivated and attentive. Extension For students who have already mastered the skill/content, they can be challenged by: Identifying more complex words with multiple consonant blends and digraphs. Creating their own words and sentences that incorporate phonemes, blends, and digraphs. Investigating how changes in phonemes, blends, or digraphs can alter the meaning of words (e.g., "cat" to "bat"). Engaging in higher-order thinking activities related to phonemic awareness, such as analyzing the impact of phonemic patterns in different languages. R EFERENCES : R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other references. Basics: Phonological and Phonemic Awareness. Reading Rockets. (n.d.). https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-a nd-phonemic-awareness English, reading, & literacy. Virginia Department of Education. (n.d.). https://www.doe.virginia.gov/teaching-learning-assessment/instruction/english-reading Page 7 of 8

EDLC 554 Model Core Teaching Standards and Learning Progressions for Teachers 1.0. (n.d.). https://ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_ Teachers.pdf NCTE / IRA standards for the English Language Arts. National Council of Teachers of English. (2023, September 26). https://ncte.org/resources/standards/ncte-ira-standards-for-the-english-language-arts/ Phonological & Phonemic Awareness. National Center on Improving Literacy. (2023, October 2). https://improvingliteracy.org/kit/phonological-phonemic-awareness R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Tompkins, G. E., Rodgers, E., & Rodgers, A. (2021). Literacy for the 21st Century (8th ed.). Pearson Education (US). https://bookshelf.vitalsource.com/books/9780135893418 Orlich, D. C., Harder, R. J., Brown, A., Trevisan, M. S., & Miller, D. (2018). Teaching strategies: A guide to effective instruction. Cengage Learning. Page 8 of 8