Phonemic Awareness Mini-Lesson

Teacher Amaia Clift

Candidate:
Date: 4-3-20
Unit/Subject: Reading: Foundational Skills
Instructional Plan Manipulating Phoneme: Creating New Words.
Title/Focus:

Instructional Plan Purpose

Purpose: To learn how to distinguish phonemes (sounds) by using multisensory
teaching, such as how the sound feels in the mouth.
Rationale: Many students, including students with dyslexia, have difficulty to
distinguish sounds auditorily.

State/National Learning Content Objective(s) Assessment Strategies

Standard
(CCSS – ELA)
CCSS.ELA-
LITERACY.RF.K.2.E: Add
or substitute individual
sounds (phonemes) in simple,
one-syllable words to make
new words.
Content/Language Assessment Strategies
Objectives
SWBAT Observation
Identify which words are
substituted, or isolated, and
be able to create new words.

Introduction
Hello class! Today we will be discussion Phoneme Manipulation! Now we all know that a
phoneme is the distinct sound units in words such a p or t, to create the pad (emphasize the
d sound) and pat ( t, pat). Today we will be looking at the different sounds and words we can
make adding or taking away a sound, such as the word pat. I replace the p with b, creating
bat. That is called Phoneme Manipulation. We substituted the p with b to create a new word!
Now at our desks, we will each do a worksheet, and then we will play a game with our desk
partners.

Sequence of Learning Activities

Minutes What will the teacher be doing? What will the student be doing?
[Write the [Write a short description of what [Write a short description of what
 Phonemic Awareness Mini-Lesson

number to you will do for each aspect of the you expect the student to do for
estimate how activity.] each aspect of the activity.]
long each section
will take.]
Worksheet- 4 I will hand out the worksheet to The students will work individually
minutes the students and explain and give on their worksheets trying to use
an example on how to do the first substitution to write a new word.
substitution word. I walk around
and help if they are confused or
need extra clarification on
pronouncing words.
Game- 6 minutes I will give instruction on how to The students will each take a turn
play the spinner game and give an spinning the spinner and will work
example as I show the students the together for whatever the spinner
game. I will hand out the circle asks, such as changing the vowel
sheet, the paper clips, and word sound.
cards, and allow the students to
say aloud the words they think of.

Instructional Materials
Materials Pencils, worksheets, paper clip, word cards, spinner activity paper
circle.

Technology Computer, smartboard or screen to display worksheet and spinner

examples.

Acknowledgements
Some of the resources that I used were Pinterest for the worksheets to give to the students,
and a website entitle Twinkl for the inspiration for the phoneme manipulation spinner
activity.

Reflection
This lesson actually went pretty well! I had to use my parents as my students due to
quarantine which was a downfall but they very much were willing to help be students which I
was glad about! They were interested about phonemes, I gave encouragement, answered
questions and gave examples when necessary. There was a time when my mom made me
laugh but if we were to do the lesson again we would make sure that did not happen. The
 Phonemic Awareness Mini-Lesson

worksheet was a nice introduction to substitution and the spinner was good to get
communication going. One thing I would change is making the worksheet harder and also
making more words for the spinner game, I thought that there was enough cards but I
should’ve made more examples. What went well was the duration of time that the lessons
took and the teamwork between the students and the communication and me being there to
help and give examples.

https://www.youtube.com/watch?v=yILyvqE4ZHk

Here is the video of me teaching this lesson to my parents!