Dayna Rodriguez

Literacy Instruction
EDUG 766-99
November 14, 2014
Topic: Phonemic Awareness
1st Grade (Academic Intervention Services)
Small group of 4 students
Lesson 2
Essential Question: Do I recognize the letter sounds that make up words?
Skills:

Listening
Recognizing letter sounds
Sounding letter sounds
Tapping out each individual letter sound with fingers
Spelling
Word Reading
Sentence Reading

New Vocabulary:
Teacher will show students pictures of the following words and the teacher will define the new
vocabulary for the students:

wax
zip
zit
vet
jet

Objectives:
Students will be able to:
Recognize orally produced letter sounds (phonemes)
Produce tapping motion with fingers when recognizing segmented orally produced letter
sounds
Orally produce letter sounds
Produce finger tapping motion when orally segmenting letter sounds
Orally produce monosyllabic words by blending letter sounds
Produce finger tapping and sweeping motion when blending letter sounds to form
monosyllabic words
Spell monosyllabic words by blending letter sounds

 Read monosyllabic words by blending letter sounds

Common Core Standards:
CCSS.ELA.Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA.Literacy.RF.1.2B
Orally produce single-syllable words by blending sounds (phonemes)...
CCSS.ELA.Literacy.RF.1.2C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA.Literacy.RF.1.2D
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
CCSS.ELA.Literacy.RF.1.3B
Decode regularly spelled one-syllable words.

Pre-Assessment:
(10 minutes)
Teacher will review post-assessment observation worksheet from Lesson 1 to determine if all the
students mastered the lesson concepts from the first lesson on phonemes. If all the students
mastered the concepts from the previous lesson, the teacher will do a short practice drill to
review the concepts before introducing the new material. To activate prior knowledge during this
practice drill, the teacher will first orally blend letter sounds to produce monosyllabic words
while tapping her fingers and producing a sweeping motion with her fingers (see step 7 in Lesson
1). The teacher will then have the students orally blend letter sounds to produce monosyllabic
words while tapping and producing sweeping motion with their fingers (see step 8 in Lesson 1).
If on the other hand, the students did not completely grasp the lesson concepts from Lesson 1, as
evidenced from the post assessment observation worksheet administered in Lesson 1, the teacher
will have the students repeat steps 1-8 from Lesson 1 with the following words: sat, pat, fat, rim,
got, and tan before starting to work on the new letter sounds.

Set Induction (2 minutes):

Students will sit at their assigned table and the teacher will tell them that in the first lesson they
had to listen very carefully to the sounds that they heard after each letter card. She also reminds
them that in the first lesson, they also had to tap their fingers when they heard each letter sound.
The teacher will explain to them that in this lesson they will listen to and tap out new letter
sounds to spell new words.
Procedure (30 minutes):
1) Teacher shows students the /b/ letter card and says b, bat and then orally produces /b/
sound while tapping her thumb to her index finger.
2) Teacher puts /b/ letter card on the table and has students say b, bat and then has
students orally produce the letter sound /b/ while students tap thumb to index finger.
3) Teacher shows students the /a/ letter card and says a, apple and then orally produces /a/
sound while tapping her thumb to her middle finger.
4) Teacher puts /a/ letter card on the table and has students say a, apple and then has
students orally produce the letter sound /a/ while students tap thumb to middle finger.
5) Teacher shows students the /t/ letter card and says t, top and then orally produces /t/
sound while tapping her thumb to her ring finger.
6) Teacher puts /t/ letter card on the table and has students say t, top and then has students
orally produce the letter sound /t/ while students tap thumb to ring finger.
7) Teacher shows students /b/ /a/ /t/ letter cards and orally blends all letter sounds to say
bat while she drags her thumb across her index, middle, and ring finger.
8) Teacher puts /b/ /a/ /t/ letter cards on the table and has students orally blend all letter
sound to say bat while students drag thumbs across index, middle, and ring fingers.
9) Follow procedure 1-8 for blending the letter sounds /h/, /j/, /c/, /k/, /v/, /w/, /x/, /y/, /z/,
/u/, and /e/ to form the following monosyllabic words using the letter sounds from Lesson
1 and Lesson 2: cat, wax, yet, jet, vet, fun, and zip.
10) After repeating steps 1-8 with the letter sounds and monosyllabic words listed in step 9,
the teacher will have the students practice the lesson concepts individually with the
following new words: fox, red, zit, net, him, was, get, and big.
11) During the individual practice the teacher will record the words that each individual
student is able to orally produce by blending letter sounds and making the sweeping
motion with his or her fingers. The teacher will record the words that the student is able
to orally segment and blend on the Oral Segmenting/Blending Record Form. The teacher
will also have each individual student read a wordlist composed of the monosyllabic
words from Lesson 1 and Lesson 2 and will record the number of words that the student
can read on the Wordlist Reading Record Form. (see Post Assessment)
12) The students who have grasped the concepts from Lesson 1 and Lesson 2 as evidenced
from the oral segmenting/blending and wordlist reading assessments will then proceed to
engage in a sentence reading activity using the words introduced in Lesson I and Lesson
2 (see Differentiation). The students that have not completely grasped the concepts from

Lesson 1 and Lesson 2 will continue to practice segment/blending and tapping out new
words (see Differentiation).
Closure (3 minutes):
The teacher will ask all the students in the classroom if they were able to hear the new letter
sounds that made up the words that they segmented and blended during the lesson. The
teacher will also ask the students if they were able to tap their fingers every time they
segmented and blended the letter sounds of the new words that they learned during the
lesson. The teacher does a brief review of three monosyllabic words listed above.
Post Assessment:
1) The teacher will record the words that each individual student is able to orally produce by
blending letter sounds and making the sweeping motion with his or her fingers. The
teacher will record the words that the student is able to orally segment and blend on the
Oral Segmenting/Blending Record Form.
2) The teacher will also have each individual student read a wordlist composed of the
monosyllabic words from Lesson 1 and Lesson 2 and will record the number of words
that the student can blend and tap out correctly on the Wordlist Reading Record Form.
Differentiation:
1) The students who have grasped the concepts from Lesson 1 and Lesson 2 as evidenced
from the oral segmenting/blending and wordlist reading assessments will proceed to
engage (individually or paired) in a sentence reading activity. First, the teacher will
provide the students with a high frequency word list and will model how to read the
high frequency words for the students. The high frequency words list will include the
following words: I, is, the. After that, the teacher will have the students read short
sentences that will include the words from Lesson 1, Lesson 2, the high frequency word
list, and the words listed in #2 below (see Sentence Reading Worksheet).
2) The students who have not completely grasped the concepts from Lesson 1 and Lesson 2
as demonstrated in the oral segmenting/blending and wordlist reading assessments will
continue to practice segment/blending and tapping out the following new words ten, men,
den, pen, hen, let, tin, rim, pin, got, and win individually or paired with other students.
Materials:
New Vocabulary Pictures
Letter cards
Word cards

Resources:
www.wilsonlanguage.com
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_st
andards_ela.pdf