Neumann University

Revised 2/21 by MJS

LESSON PLAN

TEACHER: MS. MAGGIE BLEMINGS

GRADE LEVEL: FIRST GRADE

DATE: February 15, 2024

SUBJECT/TOPIC(S): Phonemic Awareness

PA Common Core Standards

Referenced from http://www.pdesas.org/ for PA State approved academic standards
(Grade-specific Numbers & Descriptions; minimum of 2)

Standard - CC.1.1.1.C
Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • Distinguish long from short
vowel sounds in spoken single-syllable words. • Count, pronounce, blend, and segment syllables in spoken and
written words. • Orally produce single-syllable words, including consonant blends and digraphs. • Isolate and
pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • Add or
substitute individual sounds (phonemes) in one-syllable words to make new words.

Standard - CC.1.4.1.F
Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling. • Capitalize dates and names of people. • Use end punctuation; use
commas in dates and words in series. • Spell words drawing on common spelling patterns, phonemic awareness,
and spelling conventions.

Objectives
Objectives correspond with PA State Common Core Standards listed above (SWBAT…)

SWBAT demonstrate an understanding of spoken words, syllables, and sounds (phonemes).

Lesson Introduction: (5-7 min)

Activate background knowledge & set purpose

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Neumann University
Revised 2/21 by MJS

Students will be asked to look at a letter on a letter card and say the letter and sound or sounds that the letter
makes to get a warmup in before starting the lesson on phonemic awareness.

Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State CC standards and objectives

Phoneme matching -to identify words that begin with the same sound. Phoneme isolations -to isolate a single
sound from within a word. Phoneme blending -to blend induvial sounds into a word. Phoneme segmentation -to
break a word into individual sounds. Phoneme manipulation -to modify, change, or move the individual sounds
in a word.

Students will start by getting asked to do thumbs up/down if the words rhyme. The teacher will say two words
and the students will just need to put thumbs up/down this is to be done without the students repeating the
words. Ex. Toe, know thumbs up. Zoo, they thumb down

Next is the Onset Fluency where the teacher will say the word and students will repeat the word and then be ask
what the beginning sound was. Ex. Crust /cr/ or /k/

Following that is blending phonemes; teacher will say the individual phonemes in ‘chunks’ and the students will
have to blend the word and say what it was. Ex. T-w-i-s twice

Then is identifying medial or final sounds where the teacher says the word and students will have to repeat it
and then isolate the ending sound. Ex. Swamp /p/

Now are segmenting phonemes where the teacher says the word and the students repeat the word and chop it
into phonemes. Ex. Blend b-l-e-n-d

Next is substituting phonemes where the teacher says the word and students repeat the word. Then the teacher
will have the students change the middle sound to a new sound. Ex. Pan change /a/ to /ā/ pain

Then is adding phonemes where the teacher says the word and students repeat the word. And the teacher will
have the students add a sound after the first sound to create a beginning blend. Ex. Peas add /l/ after /p/ please.

Finally, is deleting phonemes where the teacher says the word and students repeat the word. And the teacher
will then have students say a word without the second sound of the beginning blend. Ex. Grow without /r/ go.

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Closing& Assessment: (5-7 min)

Restate purpose & assess comprehension; met objectives?

Once the teacher goes through all of the necessary things that need to be done in the Heggerty book we will
wrap up with the card letters for the students to do to really make sure that they understand what they just went
over.

Assessment Procedures: (check all that apply)

Formative Summative
Guided Practice Homework Unit/Chapter Test PSSA Type Questions
Participation PSSA Type Questions Oral Presentation Notebook Check
Observation Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios
Materials/Resources
List of resources used and incorporated into activity and assessments; attach any teacher-made materials and/or worksheets

Text: Other: Heggerty Book, Letter Cards

Graphic Organizer/Handouts(s):
Technology:

Accommodations
(IEP/Child specific)

Differentiated Instruction
(Easier/Support & Harder/Enrichment)

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Neumann University
Revised 2/21 by MJS

Notes for the Substitute