How would you reflect on your lesson plan on Phonemic Awareness by explaining how the following planned supports enable the whole class to reach the learning objective(s): language support(s)and instructional support(s) to differentiate instruction based on the Lesson Focus, Standard, and Learning Objective? Lesson Focus In designing the lesson plan on Phonemic Awareness, I focused on achieving the learning objective of enabling the students to identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. I used a combination of direct instruction, guided practice, and independent practice, with students' understanding of the concept assessed through their performance in these activities and a formal assessment at the end of the lesson. Standard 1. Identify and produce beginning, middle (medial), and final sounds in single-syllable words. 2. Segment individual phonemes in one-syllable words. 3. Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context. Learning Objective By the end of the lesson, the students will be able to Identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. This will be done through various activities such as reading aloud, writing exercises, and word sorts. Students will be assessed on their ability to correctly identify and pronounce r-controlled vowels in 80% of the words presented to them.
How would you reflect on your lesson plan on Phonemic Awareness by explaining how the following planned supports enable the whole class to reach the learning objective(s): language support(s)and instructional support(s) to differentiate instruction based on the Lesson Focus, Standard, and Learning Objective?
Lesson Focus
In designing the lesson plan on Phonemic Awareness, I focused on achieving the learning objective of enabling the students to identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. I used a combination of direct instruction, guided practice, and independent practice, with students' understanding of the concept assessed through their performance in these activities and a formal assessment at the end of the lesson.
Standard
1. Identify and produce beginning, middle (medial), and final sounds in single-syllable words.
2. Segment individual phonemes in one-syllable words.
3. Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
Learning Objective
By the end of the lesson, the students will be able to Identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. This will be done through various activities such as reading aloud, writing exercises, and word sorts. Students will be assessed on their ability to correctly identify and pronounce r-controlled vowels in 80% of the words presented to them.
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