1. Topic-
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2. Content-
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Oral Blending Syllables and Word Parts
Segmentation
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3. Goals: Aims/Outcomes-
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| 1.Students will learn to how to read and pronounce words using phonemic
awareness strategies. |
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4. Objectives-
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1.Students will learn to how to blend segmented parts of words in
order to pronounce them.
2.Students will learn how to identify syllable breaks in words through
segmentation. |
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5. Materials and Aids-
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| Phonemic Awareness prompt card. |
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6. Procedures/Methods-
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A. Introduction-
1.I will explain to students that in order to read and write words,
they must be aware of how words sound.
2.I will follow up by telling them that we will play a listening game.
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B. Development-
1.I will say the word Dinosaur breaking it into two parts.
Dino...saur
I will ask children to listen to each sound of the word. Then to blend
it together in order to form the whole word.
2.I will ask students what the word is. They should respond by saying
dinosaur.
3.Next I will tell them to continue the game with me as I give them
more sounds to blend into words. |
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C. Practice-
1.Words that will be used for the lesson will be as follows.
cinna...mon
Septem...ber
babysitt...er
air...plane
televi...sion
alpha...bet
cost...ume
air...plane
remem...ber
2. For the next part of the lesson, I will have students break words
into syllables while clapping.
I will start by using a name of one of the students.
Anabelle
I will ask students to clap on each syllable.
An(clap) a (clap)
belle (clap)
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D. Independent Practice-
1.For independent practice, I will ask students to say their names
as they clap noting the number of syllables.
2. While playing the game, I will ask them to tell me how many syllables
are in their names.
3. After a few practice rounds, I will have students pair up and clap
as they say the names of other students in the class, or names of
their friends and family. |
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E. Accommodations (Differentiated Instruction)-
1. For my special needs and ELL learners, I will keep them in a
small group to make sure they understand the lesson.
2.Keeping them in a smaller group will help them stay on task. It
will also allow me to monitor my ELL students. |
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F. Checking for understanding-
1.Periodically during the lesson, I will ask the groups of students
to show me how they break up names into syllables using the clap method.
2. If I see that they seem to be clapping too much or to little I
will reteach the clapping procedure above.
3. For Example, if I hear students clap twice for the name Tim, I
will remind them that Tim is a one syllable name. It only requires
one clap. |
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G. Closure-
1.After practicing the clapping game, I will remind students that
words have to ways to be broken down. One is by sound, the other is
by syllable.
2.I will invite them to try clapping out the words that we used at
the beginning of the lesson. For example, din (clap) o(clap) saur(clap) |
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7. Evaluation-
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1.This lesson will be done primarily as a listening exercise. I
will be continuing to monitor their progress during both games. If
I see that students seem to be grasping the concepts, I will move
on to a new lesson with a written portion during the next phonemic
awareness activity.
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8. Teacher Reflection-
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| This lesson will serve primarily as an introduction to phonemic
awareness. Once students have made progress playing the games, I will
be able test them individually to see if they have grasped the concepts
of oral blending, syllables and words parts. |
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