1. Topic-
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| Building Phonemic Awareness With Phoneme Isolation |
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2. Content-
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1.Yopp, H.K., & Yopp, R.H. (2000). Supporting phonemic awareness
development in the classroom. The Reading Teacher, 54, 130"�143.
Phonemic awareness, which is the awareness that speech consists of
a sequence of sounds, should be a priority in early reading instruction.
2.Phonemic awareness instruction should provide students with "linguistic
stimulation in the form of storytelling, word games, rhymes, and riddles."
3.Phonemic awareness instruction should move from rhyming words to
smaller units of sound, and finally to individual phonemes
4.Phonemic awareness instruction can be strictly oral or may include
some sort of concrete cue. |
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3. Goals: Aims/Outcomes-
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TN.CC.RI.2.
Reading Standards for Informational Text
Integration of Knowledge and Ideas
RI.2.7.
Explain how specific images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
TN.CC.RF.2.
Reading Standards:
Foundational Skills
RF.2.3.
Know and apply grade-level phonics and word analysis skills in decoding
words.
RF.2.3(a)
Distinguish long and short vowels when reading regularly spelled one-syllable
words. |
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4. Objectives-
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In this phonemic awareness lesson designed for a second-grade classroom,
students engage in games and chants to recognize the same sounds in
different words. Students match objects with the same beginning or
ending sound, identify whether a given sound occurs at the beginning
or ending of a word, and connect phonemes with graphemes.
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5. Materials and Aids-
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Paper bag
Select objects/object images
Chart paper
Markers
Index cards
Overhead projector (optional) |
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6. Procedures/Methods-
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A. Introduction-
1. Before teaching this lesson, gather several objects with the
same beginning or ending sound and put them in a paper bag. Some ideas
might be a car and a jar, a nail and a nest, and so on.
2. Copy the fourth and fifth pages of the School Specialty Intervention
Lesson Pack: Phonemic Awareness (they have a picture of a jeep and
an ear, respectively) onto a transparency or enlarge on a photocopier.
3. Create sets of index cards (enough for each student to have one
index card) with pictures that have the same beginning or ending sound.
Each index card should have only one picture on it. The following
pictures can be used:
can "� cat
mat "� mop nest "� nut
mat "� rat
ham "� comb bus "� mouse
sun "� bone
ball "� doll leg "� egg
bell "� bear five "� foot rock "� rabbit
When the index cards are complete, separate them into pairs that have
the same beginning sound and pairs that have the same ending sound.
4. Photocopy a class set of the first worksheet (the one with a picture
of a leg) for students to complete independently. |
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B. Development-
1. Using the bag of objects, pull one object out of the bag. Ask
students to identify the object. Ask them what sound they hear at
the end of the word. Have students make the sound (e.g., /n/ for can).
2. Begin a chant by slapping knees and clapping hands with the object.
For example, if the object was a can, the chant would go:
can "� slap knees, clap hands
can "� slap knees, clap hands
/n/ /n/ can "� snapping three times
3. Continue the chant with all objects in the bag. NOTE: be sure to
alternate the chant between beginning and ending sounds.
4. Display the transparency or enlarged worksheet from the lesson
pack (the third page with the picture of the ear).
5. Say each object aloud and ask students which sound they hear at
the end of the word. If they are able, have students identify the
correct letter for that phoneme. If not, tell the students which letter
makes that sound.
6. Have a student volunteer circle the correct letter. |
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C. Practice-
1. Have students sit in a circle and tell them that they are going
to play a sound game.
2. Give the students two signals "� one for if they hear the sound
at the beginning of the word, and one if they hear the sound at the
end of the word. For example, they could hop on one foot if the sound
is at the beginning, or two feet if the sound is at the end.
3. Give students a key phoneme to listen for (e.g., /m/, /s/) Ask
students, "Where do you hear the / /?" Then say a word aloud and have
students give the appropriate signal if the sound is at the beginning
or end of the word.
4. Continue the game several times, alternating between beginning
and ending sounds.
5. Display the transparency or enlargement of page four of the lesson
pack (the worksheet with the picture of the jeep). Point to the last
letter and ask students the sound the letter makes (/p/). Then have
students say the name of the picture aloud (jeep). Ask a student volunteer
to write the letter p at the beginning or end of the word, depending
on where they hear the key sound.
6. Complete the worksheet together in the same manner. |
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D. Independent Practice-
1. Gather students into a circle and tell them that they are going
to play another game.
2. Get the set of index cards you prepared previously. Begin with
either the beginning sound pairs or the ending sound pairs. It is
important to do one set of cards at a time so that students will not
mix up their partners or not end up with a partner.
3. Choose half of the students and give them each an index card. At
the signal, tell students that they must find their partner who has
the card with the same sound (beginning or ending depending on which
set you're using).
4. Switch off and allow the other half of the students to play.
5. Pass out the first worksheet (the one with the picture of a leg)
to students and ask them to complete it independently.
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E. Accommodations (Differentiated Instruction)-
The phonemic awareness activities should be ongoing. Have students
continue doing the games and activities with increasingly harder words.
Dictate a word aloud and have students "air write" or write on paper
the letter they hear at the beginner or end of the word.
Give students additional practice with beginning-letter sounds by
having them play the Picture Match game. They can also use the game
to practice identifying short- and long-vowel sounds.
To extend these activities and challenge students, use the last worksheet
in the lesson pack or have them play the Puzzle Me Words game. This
game has students listen to a word read aloud and then drag and drop
letters to spell it. At the beginner level, students can focus on
one short-vowel sound at a time.
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7. Evaluation-
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| Students should be assessed through observation and anecdotal notes
during the games and activities. Students can also be assessed using
the worksheet they complete individually to see if they are able to
isolate the phonemes. |
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