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PHONOLOGICAL-PHONEMIC AWARENESS LESSON PLAN TEMPLATE

Corps Member: Taylor McCune CMA: Jordan Lesson Plan Date: 06/16/09 Rough? Final? Rough

Pre-K – 1st Grade PHONOLOGICAL AND PHONEMIC AWARENESS ACTIVITIES
KNOW, SO, SHOWVISION-SETTING: OBJECTIVE.
What is your objective?

KEY POINTS: TARGETED PHONOLOGICAL/PHONEMIC AWARENESS SKILLS.
What knowledge and skills are embedded in the objective?

SWBAT identify the number of words in an sentence delivered orally.

1.A syllable is a beat of an orally spoken word. 2.Some words have one syllable, others have more than one. 3.Because words are made up of syllables, so are sentences. The number of syllables and words are not always the same. 4.Words each have a meaning, but syllables do not. When hearing a sentence, each group of syllables with one meaning is a word.

(INFORMAL) ASSESSMENT.
Describe exactly what students will do to show you that they have mastered (or made progress toward) the objective.

Students will listen to sentences and first identify syllables. Then they will identify the number of words. Students will count the syllables and words using tick marks: one tick per one syllable word and connected ticks for two syllable words. Students will give a number for the word count for each sentence read.

CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.
How does the objective connect to the summer achievement goal?

Students who master this skill will improve their oral comprehension by being able to pick out individual words with meaning instead of getting lost in the syllabic content of each sentence. This will improve listening and reading skills, and should help students achieve their improvement goals.

DETERMINING METHODS: GO

2. OPENING. (__ min.)
How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

MATERIALS.

Begin clapping a beat, and ask students to follow along. Ask students what sort of things have beats. Explain that words also have beats, called syllables, and show the students with an example: “The cat is black.” Ask students to identify the number of words in the sentence. Then give another example: “Students play at recess.” Ask the number of words. Students may get this wrong. Segue into Tasks.

Board and markers

1. TASKS. (__ min.)
How will you explain/demonstrate all of the knowledge/skills required of the objective, so that students actively internalize key points? How will you ensure that tasks are fun, fast, and focused? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you provide opportunities for remediation and extension? How will you clearly state and model behavioral expectations? Why will students be engaged?

PHONOLOGICAL-PHONEMIC AWARENESS LESSON PLAN TEMPLATE Define a syllable/beat and a word: Some words have one syllable like “cat” and “the” so each beat matches a word. But words like “students” and “recess” have two beats for just one word. It is important that we put the two syllables together to make one word. Show these definitions visually on the board. Read the second sentence again, pointing out that “re-” “-cess” “stu-” and “-dents” rely on other beats to make sense. Go through three more orally delivered sentences with the students, asking them to count out loud the words as the sentence is read. Sentence examples: “My house is white.” “My puppy can bark.” “The monkey ran away.” When students misidentify a syllable as a word, ask them why they thought that, and give them the chance to hear the word without context. Model on the board how to make a tick mark with each syllable that is one word, and connected (zig-zag) marks for each syllable that is part of a bigger word. Show the students this method of tracking with “My grandma makes cookies.” Then write the sentence under the ticks so students can visualize each word with it's syllable count. Each student is given a worksheet with a place for ticks and a line to write a word count. Read five sentences with varying amounts of 1 and 2 syllable words and ask students to answer the number of syllables. Review worksheet with questions about why students came to certain conclusions and correction of wrong answers. Board and markers, worksheets and pencils

3. CLOSING. (__ min.)
How will students summarize and state the significance of what they learned? Why will students be engaged?

Review basics: “What is a syllable?” “How do we count it?” “How is it different than a word?”