Thomas Spadini, TED 508, Dr.

Ayanbule
Phonological Awareness Lesson Plan

Standard(s) CCSS.ELA-LITERACY.RF.1.2.C

Objective Student will learn to isolate and pronounce initial, medial vowel, and final
phoneme in single syllable words. This skill will later be utilized by the
student to aid in phonological awareness.

Materials Tub, inside the tub: 2 small boxes, 2 hats, 2 cups, 2 small mats, 2 pens, 2
Needed toy cows, 2 cans, 2 toy dogs, 2 jars, 2 toy cats, 2 toy cars, and 2 toy pigs.

Anticipatory Set >Lesson will take place in a special listening area (ie “the big green
carpet”).
“Alright folks, it is time for our ELA studies! To begin today, I will be calling
each of your tables up to the big carpet. I would like you to sit circle style
for today. Let’s listen for our table names, now.”
>Each table will be named after an endangered animal. Students will be
called to the listening area by the first sound in their table’s animal name
(/p/ for Panda, /k/ for Condor, etc.). This will have students focus their
attention to initial phonemes.
“Wow! Good job, class! I am so happy that we all came to the carpet
quietly. I can see (student 1) is ready to listen. (Student 2) is showing me
they are ready to listen. And (Student 3) is showing me they are ready to
listen! Awesome!”
>Recall prior knowledge.
“Now listen, folks. We have been spending a LOT of time talking about
what words are made of. Some words are made of two different words.
Does anyone remember some of those words? Raise a quiet hand if you
remember one.”
>Students raise their hands. Instructor will take two or three examples.
“Raindrop!” “Blueberry!” “Classroom!”
“Wow, excellent answers folks. And remember how we can break down
words into chunks? Who can raise their hand and tell me a couple of
those?”
>Again, students raise hands. Take two or three answers.
“Sciss-ors!” “Win-ter!” “Re-cess!”
“Good job everyone! And most recently, we learned that words can be
broken up into their beginning and ending sounds. How about I hold up a
couple items from my desk, and we can break those into their start and
end sound? Everyone together now.”
>Hold up a pen.
(All students) “P-en”
>Hold up a tissue box.
“B-ox”
>Hold up hat
“H-at”
“Oh my gosh, you all are experts at this! Good work. But NOW, we’re
going to break down out words even further into individual sounds.”
Input “Okay everybody. Let’s think about the word fun. Let’s say it stretchy
(content) style.”
>All together.
“/fffff/-/uuuuuuuu/-/nnnnnn/”
“That’s right. Now when we stretch our word, we notice that there are
three distinct sounds that make themselves known to us, right? /f/, /u/, and
/n/. Let’s try again.”
>Repeat.
“Excellent work, everyone. Let’s get to the fun stuff.”

Modeling/Demo >Retrieve tub of toys and other objects. Bring to the middle of the carpet.
“I Do” “Okay class. We’re going to sing Old McDonald. But today, we’re going to
sing a little differently.”
>pick toy/object out of tub.
“I picked a cow. Normally, we would sing the sound an animal makes.
Instead, we’re going to sing the sound a word makes. Listen to how I sing
it. Old Mcdonald had a cow, e-i-e-i-o! With a /c/ /c/ /c/, and a /o/ /o/ /o/ and
a /w/ /w/ /w/. Old McDonald had a cow, e-i-e-i-o! Let’s do that again,
everyone after me!”
>Repeat song with whole class
“Good. Now, when you come up to pick something from the tub, take it
back to your spot on the carpet when you are done.”

CFU “Do you hear how I am breaking down cow into its different sounds?”
“Is anyone confused about how we broke down the word?”
“Show me with your hands, 1 through 5, how confident are you that you
can sing along?”

Guided Practice >Students will take turns going up to the bin to get a toy from the bin and
“We Do” sing the song. Repeat until every student has had a turn.

Independent “Okay class, wonderful work! I’m so happy everyone was able to sing
Practice along and share their amazing voices today! Now, what I would like us to
“You Do” do is stand, make sure we have our object, and then take it back to our
assigned seats.”
>Wait for students to return to their groups.
”Okay class, this next part is going to be a little harder. It is going to
require your best listening ears. Look at what you took back to your seat
with you and think about the word for it. Everyone, at the same time, say
the word out loud to yourself, using a “buddy talk” volume.”
>Each student says the word of the thing they are holding.
“Now, say the first sound of that word, same volume still.”
>The students do so.
“The second sound?”
>They say the second sound.
“How about the last sound?”
>They say the final sound.
>If the students need more practice, have them trade their object with
someone else in their group and repeat exercise with new objects.
Closure “Folks, that was such good work! I’m so proud of you! Now, I’m going to
call up each group to put their object away into the tub on the carpet.”
>Call each group up to put their stuff away.
“That was so excellent. Now we know four different ways to break down
words! Into smaller words, into chunks, into little chunks, and now we can
break words down into each of their individual sounds. Next week, we’ll
look at how our words and sounds match up to the letters in the English
alphabet!”