Emily Cook - Lesson Plan Phonemic Awareness

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