Subject Date

Phonemic Awareness March 24, 2023

Lesson # Teacher
6 of 8 Candidate
lesson plan
Anna Baker

Lesson Focus & Goals

The purpose of this lesson is for the students to practice
phonemic awareness skills. The students will join the
teacher on the carpet where they will practice phonemic
awareness using the Heggerty Primary Curriculum book.
The goal is to improve students phonemic awareness and
have consistent progress and skill enhancement.

Student Profile
There are 24 students in Mrs. Wells’ classroom. There is a
variety of students who receive additional support
between going to intervention groups for Math and
Literacy, as well as, having IEPs implemented. In the class,
there are three students who have active IEPs, and four
students who are ELLs. Two of the ELL students are
progressing with their English, and there are two students
who are newer to the country and learning English who are
still monolingual. One of the students always has a para
with him to keep him on track and help to redirect his
behavior. A few students have trouble staying on task, but
the class is generally well-behaved.

Materials Approx. Time

Needed 20 Minutes on the carpet with the
teacher to practice phonemic
Heggerty Phonemic
awareness
Awareness Boook
 Co-Teaching Strategies
Which model(s) will be used?
One Teach, One Assist
Why did you choose this model(s) and what are the
lesson plan
teachers’ roles?
This model was chosen to allow for behavior redirection,
when necessary, by Mrs. Wells while I (Miss Baker)
continue to teach the lesson. The goal is to allow for as
little disruption from the lesson as possible when those
challenging and disruptive behaviors arise. With Mrs.
Wells to redirect and address the behavior, I (Miss Baker)
do not need to pause the lesson and address the
situation myself. Mrs. Wells has the opportunity to walk
around the classroom, answer questions, and ensure
engagement. It has become apparent that when working
for extended periods of time, some students will get
distracted, lose interest, or become disinterested, so
having another teacher available to hold the students
accountable and answer questions is beneficial for the
students and me while teaching the lesson.

Content Standards
Which model(s) will be used?
Standard 1: Oral Expression and Listening
1.1 Communicate using verbal and nonverbal language to
express and receive information.
1.2 Use multiple strategies to develop and expand oral
communication.

Understandings: (Big Ideas)

1. Articulate personal strengths and challenges using
different forms of communication to express
themselves. (Information and Communication
Technologies)
2. Demonstrate curiosity, imagination, and eagerness to
learn more. (Entrepreneurial Skills,
Creativity/Innovation)
 Inquiry Questions: (Essential questions relating
knowledge at end of the unit of instruction, select
applicable questions from standard)
1. What does it mean to communicate courteously in
conversations?
lesson plan
2. How do we effectively communicate in conversations
3. Why is it important to learn new words?
4. How do presenters decide which words to use when
they speak?
5. How do we give and follow directions?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson
objectives from the standard using student voice)
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and
adults in small and larger groups. (CCSS: SL.1.1)
Ask questions to clear up any confusion about the
topics and texts under discussion. (CCSS: SL.1.1c)
Ask and answer questions about what a speaker says in
order to gather additional information or clarify
something that is not understood. (CCSS: SL.1.3)
Produce complete sentences when appropriate to task
and situation. (CCSS: SL.1.6) *
Give and follow simple two-step directions.

I can:
Participate in conversations with peers and adults, answer
questions, and ask questions for clarification.

This means:
I can engage in meaningful conversations with peers and
adults and ask clarifying questions as needed.

List of Assessments: (Write the number of the learning

targets associated with each assessment)
Informal assessment – Observation during phonemic
awareness
 Anticipatory Set
The strategy I intend to use is the callback, “Okay First
Graders”
lesson plan
I am using this strategy here because: The students are
familiar with it as their teachers use it daily and it is used
to redirect attention back to the topic at hand.

Procedures
Teacher Actions:
The teacher will call the students to the carpet after
their spelling test.
The teacher will use the Heggerty Phonemic Awareness
to work through the different activities listed under
Friday.
The teacher will ensure students engagement by
watching participation and calling on students
randomly.
Student Actions:
The students will join their teacher on the carpet after
their spelling test.
The students will answer questions asked by their
teacher.
The students will engage in phonemic awareness
activities led by their teacher.

Closure
The strategy I intend to use is: to have the students stand
up, stretch, and go back to their seats after phonemic
awareness.
I am using this strategy here because: I am using this
strategy because this is a part of the student's routine,
something that they are used to, comfortable with, and
expect.
 Differentiation
Modifications:
Content:
Help students under what phonemic awareness is and why
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they practice it.
Process:
Ask guiding questions during the phonemic awareness
activities to determine engagement and understanding.
Product:
Students will share their ideas/ answers with their peers
and teacher.
Environment:
The students will be on the carpet with their peers and will
be reminded to engage with the activities and can raise
their hands for questions or comments related to the
phonemic awareness activity.

Extensions:
Content:
Students can help to lead phonemic awareness with their
teacher.
Process:
Ask students individually to answer phonemic awareness
activity questions.
Product:
Students will be able to share their thoughts out loud with
their teacher and peers and expand on the phonemic
awareness activity by making connections to other
activities, other days, or recognizing spelling words.
Environment:
Students can assist peers in thinking through the questions
asked by the teacher when they ask for help.

Assessment
The teacher will conduct an informal assessment by
observing the students during phonemic awareness
activities assessing for engagement, understanding, and
the students ability to answer questions related to the
activity.