Phonemic Awareness Lesson Plan

Planners Name: Jillian Dannehower

Topic: Phonemic Awareness
Title of Lesson: Sound Segmentation Grade
Level: Pre-K
Academic Standards for Lesson - choose the ones being covered in
the lesson
CC.1.1.PK.C Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Essential Question
LEQ: Can we listen for each sound that makes up a complete word?
Objectives (as many as needed for the lesson, usually no more
than three):
Objective 1: Students will identify individual phonemes and order them so
that together the phonemes create the word for the object provided.
Learning Activities
Introduction/Activation Strategy:
Teacher will introduce the topic by saying that the students are going
to practice listening to the sounds within a word that make up that
word.
The teacher will start off by saying words to the class that is already
segmented into phonemes. Once all the sounds of the word are said
the class will call out what the word is blended. The teacher can also
call on students individually for the answer. (Ex: teacher says /c/ /a/
/t/ and the class responds by saying cat)
Instructional Strategies/Learning Tasks:
Model/Explicit Instruction:
The teacher will first show the class a picture of an object. Once the
class has determined together the word that represents what the
object is, the teacher will use the whiteboard to demonstrate
segmenting each sound within that word. The teacher will draw a box
on the board and put five circle magnets inside the box. Then the
teacher will draw a line with an arrow pointing to the right
underneath the box. The box, magnets, and arrow will represent
features on the worksheet the children will be getting. The teacher
will say the word representing the object and slowly emphasize the
sounds that create that word. As she is saying each sound or
phoneme, she will move a magnet from the box to the line of the
arrow as a way to represent the phoneme. Students will practice
saying the phonemes with the teacher as she says the sound. After
 all the phonemes in that word are represented on the arrow, the
teacher will say that word altogether.
Checking for Understanding:
Student 1 will turn to a peer (student 2) and say the word and then
break it up into the phonemes that we just segmented. They will
switch and student 2 will do the same thing back to student 1.
Guided Practice:
Students will use their worksheets which look exactly like what the
teacher drew on the board and counters which represent the
magnets the teacher used while modeling to practice segmenting
more words with the teachers guidance. Together the teacher and
the students will look at pictures, determine the word that represents
the picture, and break up the word into phonemes. As they break up
the sounds, the students will move their counters down to the arrow
line just as the teacher will on the board. The teacher will walk
around and monitor to be sure the students have represented the
correct amount of counters compared to phonemes in the word.
Independent Practice/Formative Assessment:
The students will receive a small bag with pictures of objects. The
students will then practice on their own segmenting the sounds on the
worksheet like they did before with the teachers guidance. Again the
teacher will monitor the students to make sure they understand.
Closure:
The teacher will show a short video called the Phonics Song that says
a word and then highlights each sound that makes up that word.
(video link: https://www.youtube.com/watch?v=VfxbM21W8dY )
The teacher will have the students say the words along with the
video and clap every time a sound is highlighted within a word
The teacher may have to play this video two times for the students
to really catch on to clapping with the highlighted sounds.

Assessment: Formative
Formative Assessment
The teacher will be monitoring throughout the lesson
Students should be able to segment the phonemes independently
Rubric/Checklist:
Child segments phonemes in a word independently.
Child segments phonemes in a word with some teacher support.
Child segments phonemes in a word with a great deal of teacher support.
Child cannot segment phonemes.
Differentiation: Content, Process, or Product
If students are having trouble with independent practice have them
work with a peer to segment the sounds. For advanced students give
harder words to segment (words that contain phonemes like /sh/ or
/ch/ which stay together when segmenting sounds). For struggling
learners provide the actual word written under the picture already
segmented (Ex: /c/ /a/ /t/ under a picture of a cat). This way they will
be about to look at the individual phonemes already separated but
say the sounds out loud while moving their counters. The teacher
can also work in small groups to insure better monitoring.
Materials/Resources/Technology
1. Materials students will need:
2. Materials teachers will need: white board and marker, magnets,
worksheet for each student, bags with pictures of objects for each
student, counters for each student, closure video (
https://www.youtube.com/watch?v=VfxbM21W8dY%20 )
3. Teachers preparation for the lesson:
Reflection (responses regarding strengths, areas needing
improvement for next time, and ideas for follow-up)
1. Were the students engaged?
2. Did the students learn what I intended? How do I know?
3. Did I modify my instruction in any why? If so, how?
4. How could I improve this lesson?
5. What worked well during this lesson?