TPACK Template

Subject English

Grade Level 1st Grade

Learning Objective 1.4 The student will orally identify, produce, and
manipulate various units of speech sounds within words.
Content

b) Count phonemes (sounds) in one-syllable words.

c) Blend sounds to make one-syllable words.

Complete the sentence below:

Pedagogy Planning

In this interactive white board activity, the children will touch the board to practice
counting phonemes in one-word syllable words and learn about the difference
between one-syllable and two-syllable words when blending sounds.

Activity • Students should understand that words are made up

of several letter sounds that are combined to
generate meaning. They should understand rhyming
because it is the first component of the phonemic
awareness continuum. Students should be able to
distinguish between a letter name and a letter sound.
They should also be able to identify the name of the
majority of letters when provided a sound orally.
1) The teacher will introduce an alphabet book to the
students. Inquire with students about what they notice
about all of the terms on each page. Reread the words
on one of the pages. Students should notice that the
words on the page all begin with the same letter and
sound.
2) Inform the students that you will play a game in which
they must recite three words. Two of the words will
begin with the same sound, but the third will not. The
students task will be to determine which words begin
with the same sound. Tell the students to raise one
finger if their first choice is correct and two fingers if
Pedagogy

their second choice is correct. Act out pronouncing the

words and then choose the correct answer. For instance,
rat: can, rat: robot. Then raise two fingers to indicate the
second option. Play the game until the majority of
 students can answer correctly on their own. Students
should demonstrate their answer by speaking the first
sound.
3) Discuss how this sound is also known as the onset, or
the consonant(s) before the vowel. Show students how
to segment the word rat into the onset and rime /r/ - /at/
by putting up one hand and then the other. Then bring
your hands together to form the word rat. Practice
segmenting and mixing words with one syllable into
their onset and rime.
4) Once students have demonstrated mastery of
segmenting, blending, and onset/rime, show them how
to segment and blend particular phonemes by counting,
tapping, or pushing the sounds using manipulatives.
Show students /r/-/a/-/t/ with three sounds and then
merge the word back together. Practice this concept
with your pupils, beginning with CVC words and
advancing to digraphs and blends.
5) Start asking students about isolated sounds inside the
words they're segmenting. (For example, what is the
final sound in rat? the center? sound at the start?)
6) After that, I'll lead a brief conversation with the students
about how they are feeling with blending and if there
are any questions. We'll then switch to the interactive
white board to continue our blending lesson using
counting. We will be using a premade ClassFlow
assignment made by Kamryn Johnson called
"phonemes".
7) On slide 4, the first exercise in this class is to view a
video with a song about onsets and rimes. On the next
slides, I will first perform the exercise so that students
may see how it is done.
à As a class, we will complete the first two activities,
slides 6 and 8, so students have a better understanding how
everything works.
à Slide 8, the students will divide into half (evenly), to
play the game with others.
à After slides 6 and 8, the students will get onto their
computers to play the rest of the games induvially. The
students will complete 11, 13, and 15. Slide 15 is a response
question on how they feel about the topic. The teacher will
be able to see the student’s responses and how comfortable
they are moving forward.
• To advance their learning, students will continue
counting phonemes and combining one-syllable
words with an additional worksheet that mimics the
 online lesson. I will allow students to collaborate on
all presentations and worksheets for additional
assistance. The teacher will stroll about, observing
students’ progress and answering any questions that
arise.

Technology • https://suite.smarttech.com/share/502fa674-6c80-
Technology

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