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Elizabeth Woodruff 554 Lesson Plan #1

EDUC 554 Lesson Plan #1: Phonemic Awareness


Teacher Candidate: Elizabeth Woodruff LESSON PREPARATION [before the lesson] #1 Topic: Phonemic Awareness Subject: Reading State Standard: North Carolina Standards Course: EDUC 554

Specific Strategy: Picture Flashcards and beginning sounds Grade: [Choose preK-6] Kindergarten

Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:


National Standard [IRA/NCTE]:

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes) (according to http://www.corestandards.org/)
(http://www.ncte.org/about/over/standards/110846.htm --after clicking on the national standards site for language arts, it brought me to a page cannot be found message) Primary Objective [Objective must match Summative Assessment below.]

Demonstrate understanding that a named object begins with a sound. Given 10 pictures or objects, each student will say correct phonemic beginning sound definition for at least 9 of the objects. Demonstrate understanding that a named object is a sequence of identifiable speech sounds. Given 6 pictures or objects, with scaffolding, students will identify at least one additional sound in each object or picture.
Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson] Two Burmese students with Limited English Proficiency (LEP) will have use of a picture dictionary book that will assist in increasing English vocabulary. Childrens Literature Selection [Choose book or story for application of the lesson concept.] Down by the Cool of the Pool Author: Tony Mitton, Illustrator: Guy Parker-Rees Materials/Equipment [Be creative! Manipulative activity required]

Large piece of blue board paper cut to look like a pond or pool Fishing pole with line attached and large magnet at end of fishing line

Elizabeth Woodruff 554 Lesson Plan #1


paper clips Cut red , blue, green, yellow, brown fish shapes cut from construction paper Small picture cards of each animal that was highlighted in the book attached to each fish by slipping it under the paper clip placed at the fishs mouth (can have a picture of the cat, goat, dog, pony, pig, duck, cow, donkey, frog, horse, etc).

Technology Integration [Provide software title that could be used for this topic and evaluate using guidelines on page 371 in text]

Use the schools STAR Early Literacy computer-adaptive assessment of early literacy skills. The tool provides information on student reading readiness skills in seven domains, including: General Readiness, Graphophonemic Knowledge, Phonemic Awareness, Phonics, Comprehension, Structural Analysis and Vocabulary. Students will only work with the exercises in phonemic awareness drills.
http://www.scholastic.com/clifford/ This scholastic site provides phonemic awareness skills through interactive story books. The students can click on a specific picture in the picture bank that matches the beginning sound of the picture provided in the box. Starfall.com Kindergarten ABCfor students already proficient in phonemic assessments. This phonemic awareness tool integrate sounds, pictures and letters and introduces them to a curriculum that is teacher-tested,

research-based, and meets state standards.


Character Principle [Choose character principle related to childrens literature selection.] We must be thankful for every day, for every situation , for what we endure, and who we have in our lives: Psalm 118:24: This is the day the Lord has made; let us rejoice and be glad in it. LESSON PRESENTATION [during the lesson] Set [Introduce lesson concept.] Before beginning the activity, student will have had the opportunity to practice beginning sounds by using picture flashcards to name each picture aloud. teacher will call 5 students to the floor to sit around the pond Teacher will review by pointing to different objects around the room and ask students to give the beginning sounds of each object as a warm up. Teacher will explain to the students that no one will talk while their classmate is fishing

Elizabeth Woodruff 554 Lesson Plan #1 NOTE: Add PRE-TEST for lesson that you will actually teach [IPPR], to document student learning for Assessment Project. Pre-Test can be administered before or after the Set and should be similar or identical to the Summative Assessment Administer an individual oral test of ten pictures of different farm animals and/or objects such as cat, cow, frog, duck, horse, ring, lamp etc. in a setting away from other students (at the testing table). Teacher will instruct the students to say the beginning sound of each picture to determine prior knowledge of each beginning phoneme of each animal picture. Teacher Instruction [Explain lesson concept.] 1. Explain that every picture they will be fishing for has a beginning sound.

2. Tell students that you will place the fish in the pond with the picture side down. 3. Explain that one student is given the fishing rod and asked to catch a fish by connecting the magnet at the end of the line to the paperclip on the fish. When the student has the fish in-hand, he or she names the picture, and makes the beginning sound of the picture. 4. Each student takes a turn going clockwise around the circle. 5. After a few turns each, students can count the number of fish they caught.
Teacher Modeling [Demonstrate examples of lesson concept.]

Teacher will sit at the pond seated with the students Teacher will demonstrate fishing for a fish, flipping the fish over to see the picture on the other side. For example, if the picture card revealed a frog, the teacher will say, fffffffffff. . . Likewise, if the teacher fished a duck, the teacher would say the beginning sound dih, dih, dih. . . The teacher will say only the beginning sound of the picture Teacher will pass the pole to the next student and wait her turn

Childrens Literature Selection [Read selection and apply lesson concept and character principle]

Teacher will reintroduce the book again to the students in circle time Ask students to list the animals that fell into the cool pond-one at a time As students name each animal, stop the student and put that animal picture on the board Ask students to say the animal name and say only the beginning sound of the animal Do this until all the animals are on the board and you have said each beginning sound at least twicescaffolding by saying the beginning sounds with them, then letting them do it on their own. Teachers may ask for volunteers to come to the board to point to an animal and say the beginning sound by themselves

Character Principle: Be thankful for what we have and be positive Ask the students how the animals felt when the fell into the pond. Were they angry they got all wet? Did they pout and cry and stomp off? No! They were happy and thankful to have a pond to cool off in and thankful to have all their barnyard friends to share the pond with. Guided Student Practice [formative assessment]: While students are seated at their desks or while in sitting in circle time, present a different set of cards with similar beginning sounds but with different pictures. For example, instead of having all the barnyard

Elizabeth Woodruff 554 Lesson Plan #1 animals, you can hold up other pictures such as ring, bat, cap, finger, gate, etc. You may do this together and allow each student to volunteer to say each beginning sound on their own Independent Student Practice [formative assessment]: Teacher will distribute a set of picture cards to each studentif you only have 4 decks, you can split up the decks and have students trade after practicing for 5 minutes each. Students will then pass their deck to the next student and begin working on other in class assignments as directed by the teacher. Closure [Review lesson concept and character principle.] Class, today we learned that every picture has a beginning sound. Ask a student to volunteer to explain or provide an example of what you accomplished today. Revisit the book and the character principle about being thankful and being positive. Also, point to the animal and other pictures on the board and remind them of the beginning sounds they learned. Remind them, that even if this lesson seems tough or a little confusing, that staying positive will help them to understand better tomorrow. Summative Assessment [Measure performance of each individual student]: Call one student at a time to sit with you at the testing table (away from the other students). Present one picture at a time from the group of picture flashcards and instruct the student to tell you the beginning sound of each picture. Present ten different pictures and document if the student is able to articulate the beginning sound. Decide if the student needs to continue phonemic awareness and continue phonemic awareness exercise for students who do not earn 9/10 score. LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. Describe the outcome of the lesson. Student understanding of phonemes/beginning sounds of each picture was evident in the correct response after each picture was fished for or presented. The students loved the down by the Cool of the Pool and thoroughly enjoyed fishing for the animals out of the pond. They also enjoyed the character lesson from the storyto be positive and thankful for what we have. Describe student performance and state the number of students who achieved the objective. 18 of the 20 students scored 9 or higher on the phonemic awareness assessment, and 15 of the students score a perfect 10. Two of the students who did not obtain a 9 or above are from Burma and have limited language proficiency (LEP). Describe an alternative approach for this lesson. Teachers can choose a different story to focus on different beginning sounds, especially if the class is starting at the beginning of the school year and just beginning to learn phonemes. Teachers can focus on one sound at a time and create puppets or cut out pictures that match to the beginning sound. Describe an appropriate lesson to follow this lesson. Teachers should introduce additional beginning sounds so that all sounds are introduced and that every child understands the significance of beginning sounds. The teacher should also focus on the second and third sounds of the picture on the flashcard. After that, phonological activities can be introduced.

Elizabeth Woodruff 554 Lesson Plan #1