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Phonemic Awareness Lesson
One kindergarten age student was identified and the following assessments pertaining to phoneme awareness administered. The first assessment was on phoneme isolating. During this step the student was asked to listen to the beginning of some of the words uttered and identify the first sound of the word. The words uttered to the student were mouse, teeth, bat and goat (Edwards, 1998). The student scored fifty percent. The second test involved phoneme blending assessment. During this stage, the instructor utters all the sounds included in certain words, the student was then asked to put the sounds together and identify the word. The words used during this assessment included dog, nest, man and big (Chapman, 1993). The student scored fairly well on this test. The last test administered on the student involved the Yopp-Singer test of Phonemic Segmentation. During this test, words were uttered for the student and student asked to break the each of the words apart and say the different sounds identified in each of the uttered words (Bynum, 1999).
Lesson plan
Title: Phonological Awareness
Overview/Annotation: During this lesson, the identified student is expected to expound his comprehensive and cognitive abilities pertaining to phonological awareness. This is achieved by engaging the student in activities that focus on identification of beginning of sounds, Phoneme Blending and Phonemic Segmentation.
Learning goals:
- Exhibit letter-sound association, this is in addition to identifying letters to corresponding spoken sounds and blending letter sounds into one-syllable words with the use of print material.
- Demonstrate phonemic awareness. This is through the recognition and classification of phonemes, verbally blending of phonemes into single-syllable expressions, fragmenting single-syllable expressions into phonemes, and rhyming.
- Exhibit preliminary comprehension of letter-sound relationships.
Duration of the Lesson: The lesson consists of two lessons of forty minutes each.
Equipment and Materials:
Bag of Sounds: small objects representing various words; Scavenger Hunt: small objects representing syllables of various words.
Background/Preparation:
The student should have background knowledge of the letters of the alphabet and how to utter their sounds.
Procedures/Activities:
1.) Lesson one: Bag of Sounds
During this lesson, a collection of words with similar beginning sound are collected. These words include book and ball, pencil and penny. One of the pair of the object words is placed on the tray with the other placed inside a bag. The student is then asked to pull an object from the bag and match it with an object word on the tray.
2.) Lesson two: Scavenger Hunt
During this lesson, the student is asked to guess the word uttered by the instructor when the instructor utters all the sounds included in certain words.
Fork – /f/ /or/ /k/ Juice – /j/ /oo/ /s/ Cup – /k/ /u/ /p/
Chip – /ch/ /i/ /p/ Bread – /b/ /r/ /e/ /d/ Ham – /h/ /a/ /m/
Assessment:
- Identify objects in the tray that are similar to those in the bag.
- Complete the whole words whose syllables are uttered by the instructor.
Phonics (alphabetic principle) activity
Anticipatory Set: The student is asked to recite the various letters of the alphabet.
Objective and Purpose: The lesson is designed to enhance the student’s memory ability in identifying the various upper case letters of the alphabet and match them with their lower counterparts (Lester, 1999).
Input: The student is given flashcards of both uppercase letters and lower case letters. The student is then asked to identify the upper case letters and match them with their lower case counterparts. The student is then asked to identify a word that has that sound.
Guided Practice:
The student attempts the modeled activity under the tutelage of the instructor. The instructor corrects the student when he errs during the activity.
Independent Practice
The student undertakes the modeled activity on his own.
References
Bynum, J. (1999). Altoona Baboona. New York, NY: Harcourt Brace & Co. (phoneme substitution)
Chapman, C. (1993). Pass the Fritters, Critters. New York: Scholastic, Inc. (rhyming)
Edwards, P. (1998). Some Smug Slug. Harper Trophy. (alliteration)
Lester, H. (1999). Hooway For Wodney Wat. Boston, MA: Houghton Mifflin. (phoneme substitution)
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