Lesson Plan: Phonemic Awareness or Phonics Assignment

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May 26, 2022 10:39 PM EDT REPORT DATE

May 26, 2022 10:39 PM EDT

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Summary

EDUC 554

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Lesson Plan Template (edTPA – Student Teaching)

This is the only approved template for EDUC 554, no other template will be accepted. All

sections should be clearly addressed with specific details in the instructional sections. Be clear

and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.

LESSON #

Subject/Topic: Language Arts/Phonics Awareness

Grade Level: 2nd grade

Lesson Structure or Grouping:

Whole Class ☒ Small Group ☒ 1:1 ☐ Other (specify): Click or tap here to enter text.

Learning Segment Theme: Blending phonemes with an accent on consonants Blends Mastering the creation of new sounds!

Resources and Materials: Video Glue 4-large spoon Dry eraser board Markers KWL Chart 4-large clear mixing bowl Templates of black letters to be cut out by the learners Worksheet Consonant Blends Scissors White squares of construction paper

Standards: State: VA SOL: 2.3 The learner will improve phonemic awareness by orally identifying, producing, and manipulating different phonemes within words. National: CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Objective: Students should be able to recognize, sound out, and provide instances of Consonant blends with at least 85 percent accuracy at the conclusion of the session.

ACADEMIC LANGUAGE DEMANDS

Language Demands: Students will be able to discern between consonants and vowels, recognize letter sounds, and comprehend the meaning of initial, medial, and final sounds. Language Supports: The instructor will present instances of phonemes and combine two phonemes to form a grapheme consisting of two consonants. In addition to confirming students' mastery of consonant blends, a review at the beginning of class serves to do so. Students may utilize classroom computers to drill and familiarize themselves with consonant

blends on this website, https://www.mobymax.com/curriculum/reading-skills-literature Essential Vocabulary: Students should be able to understand instructions provided that will include words such as:

 Beginning

 Vowels

 Blending

 Consonants

 Phonemes

 Grapheme

 Syllables

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INSTRUCTION

Direct Instruction/Modeling: The instructor will welcome the students and introduce the topic of Phonemic Awareness for today's lesson: a.) The instructor will describe phonics and explain how phonemes are used to construct words to the pupils. a) The instructor will next elaborate on the fact that two consonant phonemes may be merged to make graphemes. b) The instructor displays a few letters and imitates their sounds. The letter "s" produces the /s/ sound, while the letter "m" produces the /m/ sound. However, when the two consonants are combined, a new sound, /sm/, is produced. The instructor will stand in front of the classroom with the bowl, alphabet, spoon, dry erase board, and pen. The instructor will demonstrate to the whole class how to identify the "s" blend consonant by placing all the letters in a bowl, tossing them with a spoon, and removing the "s" blend consonant. d)As another example, the instructor will separate the "g & l" blend and instruct, "Combine the letters "s" and "t" to make the new sound "gl." The instructor will record the blended letters on a dry-erase board.

Guided Practice: The instructor will describe to the students the many exercises that may be used to illustrate sound mixing. Utilizing various tactics or methods might aid pupils in understanding and comprehending the purpose. The instructor will show a brief video demonstrating a learning practice that will assist students in hearing and blending phonemes. The title of the film is "Pound and Sound: Assisting Students in Hearing and Blending Phonemes." https://www.youtube.com/watch?v=W1ISjc9MvSY&feature=emb logo. Once the pupils have grasped the lesson's premise, the instructor will offer the "Fishing for Sound" task. The instructor will separate the students into four groups. Students will take their letter template, cut out the letters, and glue them onto the white construction squares. The children will take turns repeating the teacher's demonstration by throwing the letters into the bowl, scooping out the blend consonant, saying the new sound, and writing it on the dry erase board. Each group must retrieve the blending bowl containing different blends of consonants, such as sc, bl, gl, pl, fr, sw, etc. Then, one member of the group will use the dry-erase board to write down their new sound, such as /sc/, /bl/, etc. The instructor will circulate across the classroom to help as-needed groups.

Independent Practice: While the instructor works with each group to complete a formative evaluation, the remaining students may individually or cooperatively complete a worksheet to show their comprehension of s blend graphemes. If students do not complete the worksheet in class, they may do it as homework. The instructor will review the homework upon returning to class to verify that all students comprehend s blend.

Closure: The instructor will conclude class by summarizing what the pupils have learnt. Review the lessons and the worksheets that were sent to the pupils. The instructor will urge students to engage in further practice via online activities. Additionally, let individuals or groups to take home worksheets with examples of s blends. Students will also be required to produce a list of words composed of s blends for the classroom word wall. This chart will serve as a resource for pupils to consider numerous s blend graphemes.

DIFFERENTIATION

Supporting Students with Special Needs: To assist the two children with ADHD maintain concentration, the instructor will offer flexible seating, additional time, frequent breaks, and close proximity. Challenging Above-Average Students: The above-average students will be permitted to earn additional credit by creating a list of s blend words from the weekly reading as a literacy project and submitting it on time. Facilitating a Classroom Environment that Supports Student Learning: The classroom will be meticulously organized to support all learning styles. The group sitting arrangement fosters cooperative learning, requiring the instructor to establish interdependence among

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pupils. Using manipulatives, the instructor will ensure that sessions are extremely engaging and interest pupils in learning. Extension: The instructor may employ MobyMax on iPads/Computers for students to continue concentrating on phonological, phonemic awareness, and blending abilities for mastery of word starting sounds. https://www.mobymax.com/curriculum/reading-skills- literature.

ASSESSMENT

Diagnostic/Pre-Assessment: Prior knowledge of consonant phonemes will be shown by the completion of the worksheet. Afterwards, the students will fill in the consonant blend that is missing in order to form the word. https://ladybugsteacherfiles.com/2011/09/consonant- blends-chart-printable.html

Formative Assessment: If students are unable to recognize or compose words based on a grapheme, they will be tested by their instructor. Assessment and comments at the conclusion of each course are also included.

Summative Assessment: Students will fill out a worksheet to show that they already know how to recognize and pronounce consonant phonemes from their previous experience. Afterwards, the students will fill in the consonant blend that is missing in order to form the word. The instructor will compare pre-assessment and summative assessments.

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oid:7293:151467344Similarity Report ID:

55% Overall Similarity Top sources found in the following databases:

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