Lesson Plan: Phonemic Awareness Or Phonics Assignment

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Lesson Plan Assignment Instructions

You will create three original lesson plans throughout this course. Each lesson plan will cover a skill mentioned in Putting Reading First. Use the chart below to see which subjects you can select from. Use the Lesson Plan Assignment Template to create your Lesson Plan.

 

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Each Lesson Plan should include:

  • Context for Learning
  • Resources and Materials
    • Include all resources not just links to websites
  • Content Standards (indicate state)
  • Learning Objectives (must be measurable)
  • Academic Language Demands
  • Expectations of Student Learning
  • Instruction (Direct, guided, and independent practices)
    • Ample details are needed in the instructional sections
    • Can someone else teach from what you have documented in this lesson plan?
    • Insert materials in the section it will be used.
  • Classroom Technology
  • Differentiation and Extensions
    • All sections should be addressed
  • Assessments
    • Include assessments for this lesson not a unit.

 

Choose from the following topics:

Module: Week Lesson Plan Subject
Module 2: Week 2 Phonemic Awareness or Phonics
Module 4: Week 4 Fluency or Vocabulary
Module 6: Week 6 Reading Comprehension

 

 

Lesson Plan Template (edTPA – Student Teaching)

This is the only approved template for EDUC 554, no other template will be accepted. All sections should be clearly addressed with specific details in the instructional sections. Be clear and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.

LESSON #
Subject/Topic: Click or tap here to enter text. Grade Level: Click or tap here to enter text.

 
Lesson Structure or Grouping:

Whole Class ☐   Small Group ☐      1:1 ☐

Other (specify): Click or tap here to enter text.

 Learning Segment Theme:

Click or tap here to enter text.
Resources and Materials:

Click or tap here to enter text.
Standards:

State:  Click or tap here to enter text.

National:  Click or tap here to enter text.
Objective:

Click or tap here to enter text.
ACADEMIC LANGUAGE DEMANDS
Language Demands:  Click or tap here to enter text.

Language Supports:  Click or tap here to enter text.

Essential Vocabulary:  Click or tap here to enter text.
INSTRUCTION
Direct Instruction/Modeling:  Click or tap here to enter text.
Guided Practice:  Click or tap here to enter text.
Independent Practice:  Click or tap here to enter text.
Closure:  Click or tap here to enter text.
DIFFERENTIATION
Supporting Students with Special Needs:  Click or tap here to enter text.

Challenging Above-Average Students:  Click or tap here to enter text.

Facilitating a Classroom Environment that Supports Student Learning:  Click or tap here to enter text.

Extension:  Click or tap here to enter text.
ASSESSMENT
Diagnostic/Pre-Assessment:  Click or tap here to enter text.

Formative Assessment:  Click or tap here to enter text.

Summative Assessment:  Click or tap here to enter text.

 

Lesson Plan Sample – Phonics

LESSON #
Subject/Topic: Language Arts/Phonics Grade Level: 1st Grade

 
Lesson Structure or Grouping:

Whole Class ☒   Small Group ☐      1:1 ☐

Other (specify): Diversity in this class of 15  includes 13 Caucasian students and 2 Hispanic. Needs consist of 2 ELL students, 3 students with ADHD, 1 student with Down Syndrome, and 2 gifted students.

 Learning Segment Theme:

 

Reading is fun!

 

Learning to read through hands-on activities.
Resources and Materials:

·        Access to tablets or computer for online practice games

·        Book: The Cat in the Hat by Dr. Seuss

·        Crayons and scissors

·        Craft sticks, yarn, and glue

·        Magnetic letters and baking sheets

·        Templates for words to be cut into individual letters by students

·        Visuals of correspond words for students to match with words

·        Puzzle flashcards from Amazon
Standards:

State:  VA SOL1.6 The student will apply phonetic principles to read and spell. A) Use beginning and ending consonants to decode and spell single-syllable words.

National:  CCSS.ELA-Literacy.RF.1.3.B Know and apply grade-level phonics and word analysis skills in decoding words. B. decode regularly spelled one-syllable words.
Objective:

The student will independently decode 20 single-syllable words with 95% accuracy out loud during running record.

The student will independently spell 10 single-syllable words with 90% accuracy based on corresponding images.

ONLY ONE OBJECTIVE IS NEEDED.
ACADEMIC LANGUAGE DEMANDS
Language Demands:  The student must be able to recognize all 26 upper and lower-case letters from the alphabet, have a concept of letter-sound recognition, differentiate between vowel and consonant, understanding the meaning of beginning, middle, and ending sounds, and possess an understanding of short vowel sounds.

Language Supports:  The teacher will support student knowledge of these areas by checking for comprehension through assessment in previous lessons and providing a review during bell work times before the lesson. For example, students may use the following site through Education.com to practice short vowel sounds during morning stations, after completing an assignment, or during designated review times. https://www.education.com/workbook/sound-sorting-workbook/?source=related_materials&order=1

Essential Vocabulary:  Students must be able to comprehend instructions given that will include words such as spell, decode, vowel, consonant, and letters.
INSTRUCTION
Direct Instruction/Modeling:  Hook: The teacher will begin the lesson by introducing students to the concept of word segmentation and decoding being used for the purpose of assigning meanings to sounds. The teacher will introduce class to the game “Round Robin” (PALS). In Round Robin, the teacher will take students on an imaginary trip in which we will pack items that have the same beginning or ending letter. The teacher will then read the story “The Cat in the Hat” by Dr. Seuss and utilize the think-aloud technique throughout reading to emphasize spelling and word decoding.
Guided Practice:  The teacher will utilize music techniques “Sing a Song of Sounds” (PALS) to the tune of “if You’re Happy and You Know it” to practice identifying the beginning, middle, or ending letters for single-syllable words. For example, the teacher may pass out flash cards depicting a single syllable word such as “dog”. The teacher would sing, “If you’re card starts with /d/ stand up; if you’re card ends with /g/ clap your hands, etc.”. The teacher will demonstrate for the whole class using three fingers to represent each letter in a word. For example, the students would imitate the teacher holding up three letters to spell the word “mat” and putting down one finger for each letter correctly identified. The teacher will assign students to literacy centers in which they will participate in various learning activities. The groups will either be teacher led, teacher aid/title 1 assisted, partner driven, or independent working time. Center activities are as follows: “Go Fish” (PALS), Magnetic Letters, online game “Blending Sounds Spelling” (Education.com; https://www.education.com/game/blending-sounds-spelling/), and formative assessment with the teacher. “Go Fish involves crafts to create the fishing pole and word cards. Once the materials are prepared, students will work together to create words by attaching the appropriate letter to their pole. Students may instruct peers to spell specific words. Magnetic Letters entails students creating words on a baking sheet by moving around magnetic letters. Students may work collaboratively with partners for support and further challenge.
Independent Practice:  As the teacher is completing formative assessments with certain groups, the rest of the class will return to their seats and work independently on activities in the day’s “choice box”. The choices given will include review such as short vowel sounds (circle the matching vowel sound from a group of similar words), online review games (phonemic awareness, decoding, blending), silent reading time of step 1 books, or worksheets (students write the appropriate letter to correspond with the picture, then they cut and paste out of the given pictures matching beginning, ending, or middle letters based on the instructions).
Closure:  The teacher will lead class discussion regarding review of new concepts and main ideas. Next, the teacher will initiate a continuation of “Sing a Song of Sounds” (PALS) that will be student led. Once the students exhibit the ability to successfully continue the game, the teacher will conduct individual reading conferences with each student to reveal the results between pre and formative assessment scores per the running record. The teacher will collaborate with each student to identify any lack of understanding and plan for improving comprehension.
DIFFERENTIATION
Supporting Students with Special Needs:

To support the two ELL students with the teacher will provide read aloud instruction and additional time when needed for applicable games and activities.

To support the three students with ADHD, the teacher will limit use of worksheets and incorporate games, songs, and group activity. Flexible seating and periodic breaks will be available if needed.

To support the student with Down Syndrome, the teacher’s aid will provide one-on-one instruction and guidance during centers.

Challenging Above-Average Students:  Above-average students will have access to project time in the event of early completion of center or group activities. Project time will be correlated to the lesson at hand and serve as an extra credit opportunity.

Facilitating a Classroom Environment that Supports Student Learning:  The teacher will carefully consider all special learning needs when choosing groups for centers and pace of activities. The classroom will consist of a structured behavioral plan in which all students are familiar with to ensure all students are comfortable and feel safe.

Extension:  Students will have flashcards to be cut into 3 pieces (per letter) and can piece together to practice spelling and formation of single-syllable words. https://www.amazon.com/School-Zone-Three-Letter-Recognition-Spelling/dp/0887432778
ASSESSMENT
Diagnostic/Pre-Assessment:  The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).

Formative Assessment:  To assess progress during the lesson, the teacher will assign and observe a center for “spelling card game” that will enable students to spell words using flashcards created to form single-syllable words. The teacher will initially provide the student with two of the following beginning, middle, or ending sounds, and the student will be asked to fill in the missing space to create a word before instructing the student to generate all three letters independently.                                                                                                                                                                                                  Retrieved from: https://www.amazon.com/Learning-Journey-Self-Correcting-Spelling-Matching/dp/B01CILGA7K/ref=pd_lpo_vtph_21_bs_img_1?_encoding=UTF8&psc=1&refRID=GSETXYPR6ZE2G6YN02TK

Summative Assessment:  The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).