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Your last written lesson plan was for phonological awareness, which is completely oral instruction, auditory-only, and does not involve any print (letters nor actual words). The same applies to this lesson plan (involving phonemic awareness) too. I did tell you to select a storybook that demonstrates your lesson plan’s skill to use as the “introduction.” It’s okay to use this print as an introduction (and also because you’re reading it aloud). Still, you will not provide guided practice or explicit teaching involving printed materials (not yet, not until we get to phonics). Read-alouds are great introductions to any literacy lesson plan. By reading aloud to students, you can use the text to not only introduce the lesson’s skill, but you’re informally building other important literacy elements (background knowledge, vocabulary, demonstrating fluency, listening comprehension, etc.). It is important to know that phonological and phonemic awareness can be done in the dark (requiring no sight, no words, no letters) because it focuses on SPEECH ONLY. You don’t want to include any flashcards or activities with actual letters or words on them. These letters and words are not introduced yet – they are introduced once we get to the Phonics module (after the child has mastered phonological and phonemic awareness first). Remember that literacy learning is systematic, and each skill within each module we cover builds upon each other.
If you remember, the “Phonological Awareness” umbrella illustration with the raindrop “skills” underneath – Phonemic Awareness was a raindrop that falls under the umbrella of Phonological Awareness. However, Phonemic Awareness also has its own raindrops of skills. Revisit my lecture notes in the Understanding Phonemic Awareness and its Purpose discussion board to see this raindrop image. You should select only one of these skills (under the phonemic awareness raindrop) to add to your lesson plan. When teaching early literacy skills, LESS IS MORE. Just because phonological or phonemic awareness has many skills that fall under their element, that doesn’t mean you should teach all of those skills in one lesson plan. That is too much and will only confuse. Keep it simple just like you should have done in your Phonological Awareness activity and select only one of these Phonemic Awareness skills: isolation, blending, segmenting, addition, deletion, and substitution.
For this assignment, you will not complete an entirely new lesson plan. Instead, you are taking your lesson plan that you started for Phonological Awareness (making sure that you revised it first using the annotated feedback that I gave you on your file in the Phonological Awareness Activity assignment page) and then adding instruction for Phonemic Awareness.
Just as before, this lesson plan is not written for your residency grade level but for the given sample student case study that was given to you in the Phonemic Awareness Assessment Reflection DAR assignment. Your lesson plan was written with Kindergarten phonological awareness standards. When you add the phonemic awareness elements into your previous lesson plan, you may use another grade level’s standard (based on whichever option you selected on the phonemic awareness assessment DAR #2 assignment). It is okay if your lesson plan contains information for multiple grades. Typically, teachers will have one grade level and a set of standards for that one grade level. However, this is not the typical lesson plan. You are just beginning to learn how to develop lesson plans, so we are varying our assignments to accommodate your learning curve in writing lesson plans and your future teaching plans (whether you intend to be ECD or EE). Basically, your lesson plan may have kindergarten, first grade, and/or second grade standards and activities – that is okay! Just leave what you have from phonological awareness and add in the new phonemic awareness ideas.
Go to the Lesson Planning page for guidance and tools to plan your reading lesson plan. You should follow the MUW Lesson Plan rubric as a guide for writing your lesson plan. This MUW Lesson Plan rubric will be used to grade your final reading lesson plan at the end of this course, not for this Phonological & Phonemic Awareness Lesson Plan of activities. Ensure that you read all of the criteria within this rubric to know how your work will be graded. Do not expect a perfect score on this rubric. You are still in the process of mastering lesson plan writing and will not likely achieve the highest points yet.
For this assignment, you are planning a Phonemic Awareness activity to add to your Phonological Awareness activity in your final reading lesson plan. See this rubric that will be used to grade these Phonological & Phonemic Awareness Activities. If you do not revise your previous Phonological Awareness activity (using the feedback I gave you), you will lose points (again) on this assignment, so REVISING IS REQUIRED.
Again, the MUW Lesson Plan rubric will not be used to grade this assignment. Instead, it will be used at the end of the course when all early literacy elements (phonological, phonemic, and phonics) are included in the final lesson plan. Remember, this is a work in progress – you’ve started building a lesson plan, and now we’re adding another activity to that same lesson plan.
You will begin this assignment by using your REVISED lesson plan submitted on the Phonological Awareness Activity assignment page. Next, you will enter vital information for the literacy element of Phonemic Awareness. Finally, you will submit this new document for this assignment.
The vital information of this lesson plan that you will include for the Phonological & Phonemic Awareness activities will be:
Subject: Language Arts/Reading
Topic: Phonological Awareness-skill (insert yours here) & Phonemic Awareness-skill (insert yours here)
Grade Level: based on the assigned sample student
Standards: You will add in a second standard now with your first one that is based on sample student’s needs; The standards you select should be for Phonological & Phonemic Awareness of the sample student’s grade level; Remember that your selected phonological & phonemic awareness skill could include one of the following – Phonological Awareness: sentence/word awareness, syllables, onset/rime, alliteration & Phonemic Awareness: isolation, blending, segmenting, addition, deletion, substitution
Objective: You will add in a second objective statement now with your first one that uses Bloom’s taxonomy for observable & measurable objectives for phonological & phonemic awareness
Assessment: You will add in more procedures that explains how you will assess both phonological and now phonemic awareness; In addition to explaining this in the plan, you must include the actual measurement tools (2 now) that you create to assess the objective(s) with your plan (as a separate file or additional pages to the plan)
Collaboration: Students will be working with the teacher definitely, and then showing their understanding independently
Time Allotment: This length of the lesson will be increased since your first plan because your adding more
Materials: list out EVERYTHING that will be used within the lesson from start to finish for both phonological & phonemic awareness activities (this includes your intro’s storybook that correlates to your skill, lists of picture cards or words, manipulatives, visuals, etc.) that is needed for every aspect of the lesson (intro, procedures, closure, remediation, and enrichment). *worksheets should NOT be used as a material
Resources: this is where you cite where your ideas and materials came from (for both activities) – these cited resources must be evidence-based (I gave you resources throughout this module, use these and do NOT use Pinterest, TeacherPayTeachers.com, or any other “cute” idea found from a Google search
Introduction: This is where you introduced the storybook, the storybook’s topic or theme, build student’s interest & background knowledge of what’s to come in this lesson’s procedures, & introduced the lesson’s skills; You can keep your same intro storybook, but you need to add the teacher’s discussion of how the phonemic awareness skill be introduced here too.
Procedures: This is where you have strategies for building your student’s phonological & phonemic awareness skills – you should have “best practices” that were given within the course modules (lecture notes and video demos); Remember to have your procedures sections divided into “I Do, We Do, You Do” sections as noted in your feedback. Now that you’re adding another standard & objective, you will have increased procedures. Ensure that your second activity follows the same “I Do, We Do, You Do” as the first activity. You can arrange these in the procedures section to make it flow, but the phonological activity should come before the phonemic activity (because of the hierarchy of learning these skills).
Closure: this is where you close the lesson (remember to restate the lesson’s purpose and what the students learned); this may also be the time that you choose to complete the assessment (if so, state that in your plans)
Differentiation/Remediation/Enrichment: this is where you tell what will be done if the students do not master this lesson’s objectives (phonological & phonemic awareness), describe what ELSE you will do (in specific details with another approach or strategy that was not already done in the lesson’s procedures); if the students show mastery of these skills, then tell what you will do to enhance and enrich their development using these skills in a different approach
Again, do not forget these important concepts:
Select a teaching technique and best practice for your selected skills (rewatch the “best practices” videos for ideas, if needed) & give EXPLICIT definitions of the skills and instructions (with demonstrations and examples) for how to conduct the lesson’s activities
Focus student’s attention on SOUNDS, not on letters for both phonological & phonemic awareness activities.
Think multisensory – engage students’ hands, eyes, bodies, and mouths whenever possible within the activity.
Show students what you want them to do (I DO), practice together (WE DO), and then let the student try independently while you supervise (YOU DO). Then, label your procedures sections with these headings for both activities.
Give immediate corrective feedback, explain the difference to the student if he/she gives an incorrect response, and elicit the correct response.
For additional resources in Phonological Awareness Activity/Lesson planning (& to save to your ED 361 Phonological Awareness Google Drive), refer to the following links:
“How to teach concepts of print & phonological awareness” discussion page
Florida Center for Reading Research Student Activities (select the appropriate grade level of the sample student then select phonological awareness to browse all of the ideas)
Syllable Skills activities
Strategies for teaching Syllable Awareness
Syllable Word List
Phonological Awareness Task Ideas
Hop the Syllables
Count the Syllables
Feed the Animals
For additional resources in Phonemic Awareness Activity/Lesson planning (& to save to your ED 361 Phonemic Awareness Google Drive), refer to the following links:
Phonological & Phonemic Awareness Glossary of terms
Phonemic Awareness Skill Cards
Phonemic Awareness Strategy Cards
Elkonin Boxes template
Sound Puppet for isolating, blending, and segmenting phonemes
Hop the Sounds for segmenting phonemes
Phonemes Rock for segmenting phonemes
Split and Say for phoneme segmenting and blending
Phoneme Swap for manipulating phonemes
Break and Make for phoneme segmenting and blending
Possible ideas for differentiated instruction for students needing remediation/enrichment (that you could include within your lesson plan) are:
using mirrors to copy mouth placement modeled by the teacher
using a sound wall
multisensory techniques using Elkonin boxes and blocks or tokens (great for representing the positions of sounds in words – initial, medial, ending)
large Legos to represent the sounds for phoneme addition/deletion/substitution)
Again, remember that your strategy, activity, teaching technique, etc., that you’re using in your lesson plan must be cited in the “Resources” section of the lesson plan template.
This assignment of writing lesson plans provides teacher candidates with opportunities to apply and extend what has been learned concerning phonological & phonemic awareness, explicit instruction, and scientifically based reading research to the practice of teaching. In addition, candidates should illustrate and clarify how this knowledge shapes classroom practice by constructing detailed lesson plans.
When planning your lesson plan, make sure that your plan shows evidence of systematic and explicit instruction focused on critical phonological & phonemic skills. Make sure the skills you select to teach follow in a logical sequence (the linguistic hierarchy) that involves small, organized, and focused steps that include appropriate pacing. Finally, make sure you show corrective feedback to the student(s) within your lesson plan.
Your lesson plan activities are for SPOKEN language only – do not include printed letters or words within this lesson plan. That will come later in phonics instruction. Phonological and phonemic awareness instruction is AUDITORY ONLY. The only print you should include is a storybook read-aloud (that provides examples of the phonological skill that you’re teaching) as the introduction to the lesson plan. Other than that storybook, that should be the only print used. Instead of print, letters or words on paper, you should use pictures or other manipulatives with Elkonin boxes to practice these skills VERBALLY.