Phonemic Awareness

Lauren MunozELED 3040Fall 2013

Lesson Overview

▪ Subject: Phonemic Awareness

▪ Grade: 1

▪ Teacher Objective: The teacher will add sounds (phonemes) to create new words (ELA-1-E1)

Review

▪ TLW review beginning sounds by stating the beginning sound after the teacher says a word.

▪ Questions:– What is the beginning sound in car? – What is the beginning sound in dog?– What is the beginning sound in log?

Overview

▪ Purpose/Importance: To prepare students for phonics, reading, and writing with the hope of creating life-long readers and writers.

▪ Objective: The learner will be able to demonstrate understanding of phonemic awareness by adding sounds to create new words.

▪ Last week we learned to identify beginning sounds in words.

▪ Today we will learn to add new sounds to create new words.

▪ Tomorrow we will learn to delete sounds to create new words.

Motivation

▪ TTW ask students what each of these words have in common

▪ TTW explain that all of the words pictured have the /at/ ending sound

▪ TTW tell students they will learn how to change one word into many words by adding sounds to create new words.

Procedures

TLW demonstrate understanding of phonemic awareness by adding sounds to create new words by drawing a photo to represent the new word with 90% accuracy. (Application)

*TTW say the word “at” a few times.

*TTW ask students what will happen if they add /b/ to the beginning of the ward “at.”

*TTW sound out /b/ /a/ /t/ and ask the students to blend the sounds to make a new word.

*TTW point out that /b/ plus “at” makes a new word bat.

*TTW say the word “at” a few times.

*TTW ask students what will happen if they add /k/ to the beginning of the ward “at.”

*TTW sound out /k/ /a/ /t/ and ask the students to blend the sounds to make a new word.

*TTW point out that /k/ plus “at” makes a new word cat.

▪ *TTW say the word “at” a few times.

▪ *TTW ask students what will happen if they add /h/ to the beginning of the ward “at.”

▪ *TTW sound out /h/ /a/ /t/ and ask the students to blend the sounds to make a new word.

▪ *TTW point out that /h/ plus “at” makes a new word hat.

▪ *TTW say the word “at” a few times.

▪ *TTW ask students what will happen if they add /m/ to the beginning of the ward “at.”

▪ *TTW sound out /m/ /a/ /t/ and ask the students to blend the sounds to make a new word.

▪ *TTW point out that /m/ plus “at” makes a new word mat.

▪ *TTW say the word “at” a few times.

▪ *TTW ask students what will happen if they add /r/ to the beginning of the ward “at.”

▪ *TTW sound out /r/ /a/ /t/ and ask the students to blend the sounds to make a new word.

▪ *TTW point out that /r/ plus “at” makes a new word rat.

Group/Individual Activity

▪ TTW say the word “an” a few times.

▪ TLW be split into table groups. Each student will draw a picture that represents a word that is made by adding a sound to the word “an.” Each group will tape their pictures to a poster board.

▪ TTW display posters for the class to view. TTW demonstrate adding sounds to make new words using the pictures on the student’s posters.

Closure

▪ TTW ask the students if they can think of any other words they can add sounds to, to make new words.

▪ TTW ask the following questions– 1. What sound can you add to /ar/ to make a new word? (bar, car)– 2. What sound can you add to /un/ to make a new word? (run,

sun)– 3. What sound can you add to /ay/ to make a new way? (day,

way)

Homework: TSW cut out or print a picture that shows a word made by adding a sound to another word.

Early finishers will work to find more words they can make by adding a sound to “an” and draw them on paper.

▪ The student who needs extra help will work with a para-professional later in the week and repeat the poster board/drawing activity.

▪ The student needing enrichment will work alone to find longer words they can add sounds to in order to make new words.

▪ The student with a reading disability will work in a small group with the teacher or para to find words that can be made by adding sounds to other words. They will work together on each word instead of individually.

▪ The student that is an English learner will work with the teacher or para to identify words that they know that they can add a sound to, to make a new word.