Lasell College Education Department Lesson Plan Date: November 11th Grade: Kindergarten Subject: Phonemic Awareness Taught

by: ID# 43531

School: _______________________

What are you teaching? Overarching question: How can we manipulate a word by changing the beginning, middle, or end phoneme to make a new word? Curriculum Framework standard:
2.Demonstrateunderstandingof spokenwords,syllables,and sounds(phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolateandpronouncethe initial, medialvowel, and final sounds(phonemes)in threephoneme(consonantvowelconsonant,or CVC)words.*(This doesnot includeCVCsendingwith /l/, /r/, or /x/.) e. Addor substituteindividualsounds(phonemes)in simple,onesyllablewordsto makenewwords.

Objective: Students will review the different sounds of phonemes and practice pronouncing the phonemes in CVC words Students will develop the ability to manipulate simple words by changing one phoneme Students will be able to recognize which word is a manipulation of a different one having had one of its phonemes changed

UDL State the guideline, write out the checkpoint and number, and give the specific example from this lesson. MM Representation 1.1 Write words and manipulations on board 1.2 CVCs will be written on board 1.3 Directions will be given verbally by the teacher 2.1 Go over all words together 2.3 Talk about each picture card before activity 2.4 Make sure pictures are identified for ELL students 2.5 Cards will have both picture and word on them MM Expression 4.1 Students will have letters to use during individual activity, but are not required 5.1 Students will have picture cards and letters to work with 5.3 Students will begin as a whole class, work in pairs, and finally work individually 6.1 It will be made clear that the lesson focus is on MM Engagement 7.1 Students get to choose the words they pick as a manipulation of CAT 7.3 Having three smaller activities versus one large one will help students focus better 8.2 Strong students will work on manipulating a word of their choosing without the assistance of the pile of letters 8.3 Students will work as a class and in pairs 9.1 encourage students to do

3.3 There will be an entry point for every student 3.4 Wrap-up at end of lesson will bring everything together

manipulation of CVCs during the beginning of the lesson 6.2 Lesson plan written 6.3 Monitor progress throughout the lesson 6.4 Take notes during sharing and during wrap up

their best work 9.2 give extra support to struggling students during individual assignment

How are you teaching? Beginning: Have the class sit on the carpet in front of the white board. Put a CVC word on the board and sound it out as a class. Space the word out so the children can see each phoneme separately. Do this with a few words, making sure all children on the same page. Then introduce the concept of manipulation. Show the how changing one sound (since this lesson will only have 3 letter words, they will only be changing one letter to reduce confusion) can make a new word. Give one or two examples (such as BAT to BAG), making sure they understand they are only changing one sound. Put a new word on the board and ask students if they know how they can change the word. If some students are struggling, give them something to choose from. For instance, if you are manipulating the last sound in HAT, ask the student which of these three letters could make a new word B, F, or M. Middle: Guided Practice: Put all students into pairs. Give each pair a set of cards (attached to lesson plan). Each card has a picture and the word beneath it. Each card should be paired up with another one its pair will have had one phoneme manipulated. The class will be given an example, written on the board for reference. CUP and CUT would be paired together, because the ending phoneme was changed, but ONLY the end. Show the students how there are two same sounds, /c/ and /u/, but the ending sound has been changed. Make sure the students understand that the cards they have may have the beginning or middle changed, not always the end. If some pairs are having difficulties, ask them to sound it out, trying to notice which words have two of the same sounds. If they are still struggling, give them less cards to choose from so they are not overwhelmed. When the students are done or almost done, ask them to share a pair they made. Write each pair on the board until all four have been identified. Independent Practice: Have students sit at their tables (four to a table). Give each student a piece of paper with the word CAT at the top. Then put a pile of letters (most letters will be included, but not J, Q, X, or Z) in the middle of the table. Tell them they will be working independently, but will share the pile of letters. The students must try to manipulate the word CAT as many ways as they can, only

changing the /c/, /a/, or /t/ each time. The letters are available if the students need a physical representation. The can grab a letter and sound it out while also visualizing it to see if it creates a new word. Whenever they find a new word through manipulation, they should write it below CAT. If students are having trouble, ask them to sound the word CAT out. Have them pick a letter from the pile and sound it out. Then ask them to try and replace a letter in CAT with the letter they picked, and sound it out, seeing if it makes a new word. Students who need more of a challenge during this assignment should try doing the exercise with a new word of their choosing, but without using the pile of letters for help. Then have each student share one of their new words, asking them which sound they changed. Write each new word on the board, and ask the class if anyone else found that word. Closure: Have students help clean up their tables by putting all the letters into the baggie they came from. Collect all the CAT papers, making sure students names are on the top. Do a quick wrap-up with the class. Go over what was learned, and ask the students if they are still having any issues. Encourage the students to share what they might be struggling with, and see if any other students have the same issues. Evaluation/Assessment: The observations made during the partner work (such as students relying on their partner to make all the matches, or having trouble realizing which letter/phoneme is changed each time) as well as the individual work (for instance, students who had a lot of manipulations, versus a student who only found two or three) will help determine where students currently stand. The feedback received during the wrap-up will also help direct future lessons and cater to specific students issues.

What special considerations do you have? Sets of cards to pair up, papers with CAT and lines for manipulations, baggies of letters, and pencils

HAM

HAT

CAB

CAN

DOG

DIG

BED

RED

CAT

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