Title: Manipulating Phonological Awareness

Created by: Lauren Forte

Subject: Reading
Learning Outcomes:
The learning outcome of this lesson should be that students are able to better understand soundsymbol relationships, decode words, decode fake words, substitute beginning sounds in words,
and remove sounds from words.
Some of the common core standards for grade 1 that this lesson may help in meeting:
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.A
Distinguish long from short vowel sounds in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
CCSS.ELA-LITERACY.RF.1.2.C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA-LITERACY.RF.1.3.B
Decode regularly spelled one-syllable words.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
One of the goals of the learner that is being met in this lesson plan is the goal of recognizing cvc words.

Materials
Letter phoneme cards, letter dice, a white board, a white board marker.
3. Procedures
Gain Learners' Attention:
Explain that when we are talking we say words, sometimes we also use words by writing
them down, but we can also make them out of letter dice or by writing them on the white
board. Explain to students that all words have different sounds in them made by the
different letters that are in the words. Explain that if we do not know the word that we see
we can use the sounds of the letters to make the word make sense to us.
Prepare:

Explain to students that you are going to go through the alphabet using the phoneme cards,
and then use the sounds that we know to tap out a word. After the word is made we are
going to remove the first dice to figure out what sounds are in the word. After we do that
we will place another dice letter in the front of the word to make a new word.
Explain:
Explain to students that the ending sound of the word stays the same even when you
change the first letter. Model sounding out the word, tapping out the letters in the word
using your fingers, and substituting the first letter of the word with another letter to make a
new word.
Check:
Check if students are able to substitute letters, can they sound out words, can students put
all of the sounds that they know together to make a word?
Explore:
Allow students to practice on their own using the letter dice while you observe. Continue
substitution by asking students ending sounds of words, keep using phoneme cards before
reading every day, and ask students to break down words and sound them out at times.
Continue to do this lesson using a white board and changing out the beginning sounds of
words. Check to see if learners can tap out words and add consonants themselves to make
new words.
Differentiated Learning and Accommodations:
This lesson plan was developed to meet the needs of the student that is currently in my
reading group. This student was unable to tell me the ending sounds in the words cat, fat,
sat, and Nat so I have developed this lesson plan to word on his word decoding skills.

4. Evaluate: Observable and Measurable Assessment

This lesson will allow me to monitor the students understanding of breaking down words, and
the use of letters to make words. I will observe the student and see what progress has or has not
been made, we may go back to this lesson plan daily to see if any progress continues to be made.

5. Meeting Teacher Standards:

This lesson plan meets many of the teacher common core standards because it considers the
learners level of development, and the lesson was designed with the thought of developmentally

appropriate instruction in mind, and takes into account the individual learner that the lesson was
designed for. The lesson may be adapted and easily modified to consider the individual or group
performance, and I have collaborated with the classroom teacher and other ed techs in creating
the lesson. The lesson incorporates learning differences, and was designed as an adaptation of
curriculum material in a way that may better engage the student, and thus create a better learning
environment. Teacher data may be collected during the lesson, but an observation of the student
during the lesson should also be conducted to see what areas the student is struggling in.
Allowing students to practice decoding words on their own creates an opportunity for students to
master language, and the lesson should also provide the student with different representations
and explanations for how to use verbal and written language. The lesson uses different
instructional strategies by allowing the student to use letter dice as well as a white board, and
alphabet cards.