phonemic awareness
TRANSCRIPT
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Phonemic Awareness
Lauren MunozELED 3040Fall 2013
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Lesson Overview
▪ Subject: Phonemic Awareness
▪ Grade: 1
▪ Teacher Objective: The teacher will add sounds (phonemes) to create new words (ELA-1-E1)
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Review
▪ TLW review beginning sounds by stating the beginning sound after the teacher says a word.
▪ Questions:– What is the beginning sound in car? – What is the beginning sound in dog?– What is the beginning sound in log?
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Overview
▪ Purpose/Importance: To prepare students for phonics, reading, and writing with the hope of creating life-long readers and writers.
▪ Objective: The learner will be able to demonstrate understanding of phonemic awareness by adding sounds to create new words.
▪ Last week we learned to identify beginning sounds in words.
▪ Today we will learn to add new sounds to create new words.
▪ Tomorrow we will learn to delete sounds to create new words.
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Motivation
▪ TTW ask students what each of these words have in common
▪ TTW explain that all of the words pictured have the /at/ ending sound
▪ TTW tell students they will learn how to change one word into many words by adding sounds to create new words.
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Procedures
TLW demonstrate understanding of phonemic awareness by adding sounds to create new words by drawing a photo to represent the new word with 90% accuracy. (Application)
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*TTW say the word “at” a few times.
*TTW ask students what will happen if they add /b/ to the beginning of the ward “at.”
*TTW sound out /b/ /a/ /t/ and ask the students to blend the sounds to make a new word.
*TTW point out that /b/ plus “at” makes a new word bat.
*TTW say the word “at” a few times.
*TTW ask students what will happen if they add /k/ to the beginning of the ward “at.”
*TTW sound out /k/ /a/ /t/ and ask the students to blend the sounds to make a new word.
*TTW point out that /k/ plus “at” makes a new word cat.
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▪ *TTW say the word “at” a few times.
▪ *TTW ask students what will happen if they add /h/ to the beginning of the ward “at.”
▪ *TTW sound out /h/ /a/ /t/ and ask the students to blend the sounds to make a new word.
▪ *TTW point out that /h/ plus “at” makes a new word hat.
▪ *TTW say the word “at” a few times.
▪ *TTW ask students what will happen if they add /m/ to the beginning of the ward “at.”
▪ *TTW sound out /m/ /a/ /t/ and ask the students to blend the sounds to make a new word.
▪ *TTW point out that /m/ plus “at” makes a new word mat.
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▪ *TTW say the word “at” a few times.
▪ *TTW ask students what will happen if they add /r/ to the beginning of the ward “at.”
▪ *TTW sound out /r/ /a/ /t/ and ask the students to blend the sounds to make a new word.
▪ *TTW point out that /r/ plus “at” makes a new word rat.
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Group/Individual Activity
▪ TTW say the word “an” a few times.
▪ TLW be split into table groups. Each student will draw a picture that represents a word that is made by adding a sound to the word “an.” Each group will tape their pictures to a poster board.
▪ TTW display posters for the class to view. TTW demonstrate adding sounds to make new words using the pictures on the student’s posters.
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Closure
▪ TTW ask the students if they can think of any other words they can add sounds to, to make new words.
▪ TTW ask the following questions– 1. What sound can you add to /ar/ to make a new word? (bar, car)– 2. What sound can you add to /un/ to make a new word? (run,
sun)– 3. What sound can you add to /ay/ to make a new way? (day,
way)
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Homework: TSW cut out or print a picture that shows a word made by adding a sound to another word.
Early finishers will work to find more words they can make by adding a sound to “an” and draw them on paper.
▪ The student who needs extra help will work with a para-professional later in the week and repeat the poster board/drawing activity.
▪ The student needing enrichment will work alone to find longer words they can add sounds to in order to make new words.
▪ The student with a reading disability will work in a small group with the teacher or para to find words that can be made by adding sounds to other words. They will work together on each word instead of individually.
▪ The student that is an English learner will work with the teacher or para to identify words that they know that they can add a sound to, to make a new word.