Lesson 1 | Phonological Awareness & Oral Language Play

PLANNING SHEET

PHONOLOGICAL AWARENESS LESSON PLAN

Linguistic Difficulty Level of Processing Linguistic Units

Unit (in addition to WTW chapter, see TRS p. 118-119)
My tutee Highlight the Rationale:
is UBC at level: My tutee scored 0 on the blending portion of the PALS assessment; therefore, the phoneme level is
which Word level too difficult for this student which would place her at the word level.
level? Rhyming Because my tutee is working at the word level, I will build in blending and segmenting work:
Syllables ● Blending words together to form compound words
Onset-Rime ● Segmenting compound words into 2 separate words.

What manipulatives and/or other scaffolds do you anticipate using?

● Compound Word Puzzles
● Word cards

Planning for Phonological Awareness:

Time: Materials Words to use at target: Define compound words in student friendly terms:
Needed: Compound Words ● A compound word is one big word that is made of two
smaller words. Can you say that with me? (student and
teacher say the student friendly definition.)
Picture and
Word Cards I Do (Direct Instruction):
Let me show you some examples of these compound words.

This is a birdhouse. The word birdhouse is a compound word

 made up of the 2 smaller words bird and house.

Let’s try another one. Do you know what this is? (show a picture
of a cowboy) That’s right it is a hotdog, great job. Cowboy is a
compound word made of the 2 smaller words cow and boy.

Alright, let’s do another one. Do you know what this is? (show a
picture of popcorn) That’s right it is popcorn, good job. Popcorn is
a compound word made up of the 2 smaller words pop and corn.

Okay, 1 more. Do you know what this is? (show a picture of a

toothbrush) That’s right, it is a toothbrush, great work. Toothbrush
is a compound word made up of the 2 smaller words tooth and
brush.

You DO: (Independent Practice)

Alright, now we are going to play a little game. I want to see if you
can sort compound words: 2 smaller words put together to make
a big word and a single word into groups.

I have these cards here with either single/small words or

compound words on them. I am going to read them to you and
after I read them to you, I want you to tell me if they go into the
compound word group or the single/small word group.

Words that will be used: jellyfish, hotdog, baseball, butterfly, can,

blue, go, cat

10-15 min Words to use for blending: I DO:

I am going to place 2 pictures in front of you. When I do this I
Compound I DO - WE DO - YOU DO want you to tell me what each picture is. (Follow chart on the left)
Word puzzles
The first one I have is a picture of mail and a picture of a box. I
want to put these 2 smaller words together to make one big word,
 a compound word. If I push the words mail and box together
mail box
quickly like this, it makes the word mailbox.
milk shake
Alright, let me show you another one. Here are 2 more pictures. I
star fish have milk and shake. I want to push these 2 smaller words
together to make one big word, a compound word. If I push the
bird house words hot and dog together quickly like this, it makes the word
milkshake.
rain bow
WE DO:
pan cake
Alright now we are going to do some together. I am going to have
snow man a picture and I am going to give you a picture. I am going to tell
you what my picture is and you are going to tell me what your
picture is. Then we are going to push our pictures together to
make a compound word. (follow chart) Are you ready?

I have a picture of a star. What is your picture of? Oh, a fish.

Okay, so if we push my picture of a star and your picture of a fish
together to make a compound word, what word will we get?
Starfish! Great Job

Repeat for each pair.

I DO:

You did such a great job with that! Now, I want you to do some on
your own. I will place 2 pictures in front of you. You will tell me
what each one is and then we will push them together to make a
compound word.

Alright, what is this a picture of? Rain, good job. What is this a
picture of? A bow, good. Okay, so if we push the rain and the
bow together, what compound word would we get? Rainbow!
Great job!
 Repeat for the remaining words in the list.

Compound Words to use for segmenting: Alright, now we are going to take our compound words and
word puzzles (same color coding as above) separate them into 2 smaller words. I will show you a picture of a
compound word and we will break it into 2 smaller words. You will
Cowboy choose 2 pictures out of these 4 that represent the smaller words
Birdhouse in the bigger compound word.
snowman
Mailbox I DO:
starfish Here is a picture of a cowboy. I want to take the word cowboy
Rainbow and break it into 2 smaller words. I need to separate these pieces
to make 2 in order to help me make cowboy into 2 smaller words.
That would be this one a cow and this one a boy. The 2 small
words that make up the word cowboy are cow and boy.

Repeat for remaining I DO highlighted words.

WE DO:
Alright now we are going to do some together. I want us to take
apart the word snowman. I will separate this big word into the 2
smaller words I hear in the word snowman and you will say the
other. I have the word snow, that is the first word I hear. Can you
find a picture of the other smaller word we use in the word
snowman? You’re right, it is a man, great job. The 2 smaller
words that make up snowman are snow and man.

Repeat for remaining WE DO highlighted words.

YOU DO:
Alright, now I want you to do some on your own. Can you
separate the word starfish into 2 smaller words that make up the
word starfish? You are exactly right, star and fish are the 2
smaller words that make up the compound word starfish.

Repeat for remaining YOU DO highlighted words.

Reminder: Easier to more difficult linguistic units to manipulate:
1. Listening
2. Rhyming
3. Words
4. Syllables in a word
5. Onset-Rime
6. Phoneme (beg, then beg/end, then medial)

Difficulty of Process:
1. Blending
○ Compound words (rain-bow)
○ Onset-rime (/c/ /at/)
○ Ending sounds (/mo/ /p/)
○ All phonemes (/m/ /a/ /n/), including medial sounds
■ Increase the number of phonemes
● Sat (3), slat (4), splat (5)
2. Segmenting words to syllables to onset-rime to individual phonemes
○ Compound words (rainbow without rain is what?)
3. Isolating phonemes
○ Initial (onset-rime) → Final → Medial
■ Onset-rime (cat without /c/ is what?)
■ Ending sounds (bump without /p/ is what?)
■ All phonemes (how do you segment out the sounds in mop?)
4. Manipulation
○ Beginning phoneme
■ Say tap. Now take off the /t/ and add /m/. (map)
○ Ending phoneme
■ Say nap. Now take off the /p/ and add /t/. (nat)
○ Medial phoneme
■ Say dad. Now change the /a/ to /i/. (did)
○ Reverse
 ■ Requires full phoneme segmentation
■ Say ice. Now say the sounds in reverse. (sigh)

**When segmenting at the phoneme level, continuous sounds are easier than clipped sounds.

ORAL LANGUAGE DEVELOPMENT LESSON PLAN

Type of Difficulty Level of Processing Linguistic Units

Book
Title of Highlight the Rationale:
Book: The Type: I picked the story the day the crayons quit because it will help the student develop the concept of
Day The Shared Rdg colors. As I read the story, the student will be able to recognize and recall what the different color
Crayons Read Aloud crayons are always used for when they are used to color a picture.
Quit Concept
Repetitive
Alphabet What manipulatives and/or other scaffolds do you anticipate using?
● Puppets
● Drawing/Writing
● Dramatic Play
● Concept Sort
● Others?

Time: Materials: Read through the text you plan to read in advance. Think of how this text is the best one to use with
your tutee and why. Use this information to formulate an instructional rationale below:

I chose this book because the student is just beginning with her school journey. In my own
kindergarten classroom, colors and coloring have become a vital part of our virtual learning. This
story is appropriate for this student because it will help here to recognize the color words as
 vocabulary words. Which in turn will help her to complete kindergarten assignments such as, color by
number and directions from the teacher to color something on the page a specific color.

Writing the Instructional Plan

Keep in mind the plan for vocabulary development instruction by following a gradual release model
(WTW p. 11) of
1. Expose and explain
2. Recognize and identify
3. Produce or apply

15-20 min The key vocabulary from the text are (list here along with page # from the text):
● Red (p. 3-4)
● Purple (p. 5-6)
● Green (15-16)
● Yellow (17-18)
● Orange (19-20)
● Blue (21-22)

Plan (fill in your plan below according to the steps listed in WTW p. 19):
1. Preview
a. I will read the story ahead of time and write the color word vocabulary words on index
cards to show the student before we begin reading the story.
2. Introduce the Words
a. I will introduce the words to the student using the flash cards. For each color word
identified, I will show the student a crayon that is that same color. We will also color
on the index card using the color crayon identified.
3. Anchor the Words in Memory
a. Say each word to the student and then have the student repeat it back to me. Identify
the beginning sound and say it for the student to hear. Have the student repeat the
beginning sound back to me.
4. Read Aloud
a. Read the story to the student and identify the words in the story when I come across
them as I am reading.
5. Review Immediately
a. After the story is read, go through the color word cards with the student again. Once
we have gone over them, have the student go find something in the house that is the
 color word we are going over.
b. Have the student identify the beginning sound of each color word.
6. Review Over Time
a. Review the color words during the next lesson.

Concept Development Activity

Time: Materials: Frequently a concept sort is connected to a concept book or used as an extension from the book you
just read. You will have to decide how you want to handle this, and it may vary depending on the
book you read above. A concept book is often a quick read, so if you decide to do another quick
read, then list the book below as part of the materials.

See WTW pp. 24-32 for ideas for this portion of the lesson plan.

Concept sort is related to the picture book used in the lesson above.

10 min Construction After sharing the book: (write in what you will do according to the steps provided)
Paper 1. Invite students to sort.
a. I will ask the student to short the pictures on each card by color under the correct
Color Picture color heading.
Sort 2. Check, reflect, and re-sort (if necessary)
a. I will check the sort with the student. If they are sorted under the wrong heading I will
Glue Stick ask her if they match that heading. If they do not, I will pull them from the heading and
ask her to re-sort them.
3. Paste & label
a. Once I have checked the student’s sort and everything is correct. I will allow the
student to use a glue stick to glue the sort onto a piece of construction paper.
4. Extend
a. As an extension activity, I will ask the student to find objects from around the house
that are the same colors as we went over in the story and during the vocabulary
section