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LESSON PLAN

Name: Paola Bribiesca Date: March 1st, 2012 Grade Level/Subject: Kindergarten/Literacy Prerequisite Knowledge: Students should know how to use their knowledge of sounds to try rhyming words with a given ending sound. Students should know what beginning and ending sounds are. Approximate Time: 20 min Student Objectives/Student Outcomes: Students will be able to blend, segment, and isolate sounds of todays lesson. Students will also be able to produce rhyming words when prompted todays ending sound. Content Standards:
CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.K.R.F.2.a Phonological Awareness: Recognize and produce rhyming words. CC.K.R.F.2.b Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words. CC.K.R.F.2.c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words. CC.K.R.F.2.d Phonological Awareness: d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.) CC.K.R.F.2.e Phonological Awareness: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Materials/Resources/Technology: Visual phonemic table (for teacher) Implementation: Time Opening of Lesson (5 minutes): Start by having the students do a quick exercise warm-up to get blood pumping and focus their attention on you. Main Lesson (10 minutes): Use the following table by going through each row and working your way down. Have students recite Letter Naming ABCs and clapping on the vowels.

Rhyming Teacher models 2-3 words that are made with the rhyme. Students self-produce other rhyming words. Teacher can decide if words should be real or nonsense. Onset Fluency Teacher says the word and students repeat it. Then they punch out while saying the beginning sound. Ex. Teacher says: ant, Students: ant,

Rhyme: -at Ex. bag gag etc. dd sk fternoon x ct lligator nimal nd n bsent s - (see) m - (my) t - (toe) l (lay) m (me) p (pay) n (knee) l (lie) d (doe) w (way) gag fan lack bad jab ram hat cap nag man You /y/ /oo/ He /h/ / /

Blending (w/Elkonin boxes) Teacher says the individual phonemes. Students listen and then say the individual sounds as sliding chips into Elkonin boxes. Students then say the whole word. (See glossary for Elkonin Boxes)

Identifying Medial Sounds Teacher says word. Students repeat the word using a roller coaster action with their hand. (Move their arm down on the first sound, up on the middle sound, and down again on the last sound.

Segmenting Teacher says the whole word. Students repeat the word and then use hand motions to chop

it into phonemes. Ex. Teacher says: zoo, Students says: /z/ /oo/

Substituting Teacher says the word. Students repeat the word. Teacher says, Change the /*/ to /*/ and the word is? *Use sounds

Adding Phonemes Teacher says the sound. Students repeat the sound. Teacher says, Add /*/ at the beginning and the word is? *Use sounds Deleting Phonemes Teacher says the word. Students repeat the word. Teachers says, Without the /*/ and what is left? *Use sounds

Language Awareness Teacher makes up sentences if students still need to work on repeating segmenting sentences.

Toe /t/ / / Jay /j/ // Zoo /z/ /oo/ My /m/ / / Do /d/ /oo/ We /w/ // Low /l/ // Bay /b/ // See /n/ (knee) Go /l/ He /m/ Lie /s/ (sigh) Day /m/ You /d/ Be /h/ Hi /t/ May /p/ Pie /h/ (hi) - /m / = my - / t / = toe - oo /d / = do - /m / = me - / s / = say Pup Tear Fit Take Bend Sit Far Bat Joke Hall Ex. I like to read. How many words does that sentence have?

Closing (5 minutes): Give students feedback based on the observations you make throughout the lesson in regards to their performance. Go over any skill you think they may need more practice on. Assessment: Formal assessment is not applicable in this group activity. Teacher may make observations during the lesson to see if each student is engaged.