LESSON PLAN- Phonological and Phonemic Awareness

Lesson Topic/Focus: Phonological and Phonemic Awareness Date: 12/6/2016

VCF-10 Learning Area: English Year level(s): Foundation
VCF-10 Mode: Speaking and Listening Lesson duration: 55 min
VCF-10 Strand(s): Language

VCF-10 sub-Strand(s): Phonics and Word Knowledge

-Phonological and phonemic awareness
Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words.
-Phonological and phonemic awareness
Blend and segment onset and rime in single syllable spoken words and isolate, blend and segment
phonemes in single syllable words (first consonant sound, last consonant sound, middle vowel sound).

Learning Standard(s)/Outcome(s)/Objective(s):
At the conclusion of this lesson, the students will know/understand that:
By the end of this lesson the students will understand that rhyming words end with the same sound
pattern.

At the conclusion of this lesson, the students will demonstrate the skills/strategies of:
By the end of this lesson the students will be able to sing the nursery rhyme Twinkle, Twinkle,
Little Star.
By the end of the lesson the students will be able to listen to and identify rhyming words within
Twinkle, Twinkle, Little Star.
By the end of the lesson the students will be able to generate their own rhyming words when given
examples of rhyming patterns.

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Assessment:

The students will be able to listen to pairs of words and identify if they are rhyming
words.
The students will be able to listen to examples of rhyming words and generate new
rhyming words within the same pattern.

Assessment criteria for analysis:

The students can independently identify the rhyming words within Twinkle,
Twinkle, Little Star.
The students can independently decide whether 3 different pairs of words are
rhyming or non-rhyming.
The students can independently generate at least 2 new rhyming words (real or
nonsense) when given a rhyming pattern.

Teaching focus:
A. The pre-service teacher's teaching skill for observation by Supervising Teacher;
* I will focus on ensuring that all students are giving whole body listening behaviour prior to my
commencement of the lesson.
* I will ensure that my definition of rhyming is clear and reinforced by repetition throughout the lesson.
*I will ensure that my own speech is clear and pronunciation of words accurate.

B. Teaching skills that the pre-service teacher would like to personally develop.
* I want to be inclusive of all and ensure that every child has a chance to contribute to and be included
in our class discussions and activities.
*I would like to improve on my confidence in singing Twinkle, Twinkle, Little Star in front of the
class.

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Background to the learning:
A. References for teacher background knowledge
Prior to this lesson I will make myself familiar with the you-tube clip Twinkle, Twinkle, Little Star
(Super Simple Songs- Nursery Rhymes & More, 2010). I will source and bring several nursery rhymes
or rhyming books into the classroom for the children to explore independently. I will create prompts for
word families for my own reference eg. At, cat, bat.

B. Identify students current knowledge

In the week leading up to this lesson, the students will have been exposed to a variety of books that
feature rhyming words. This exposure will be in the form of books available around our classroom that
they may have explored independently as well as books I have read aloud to them as a whole class.
Students will have heard songs with rhyming patterns, as I have played these during some transitions
between activities in previous weeks. The students will have had simple rhyming words included in
their spelling lists.

Lesson resources:
Books featuring rhyming patterns.
Interactive whiteboard.
Whiteboard marker
Access to internet/ you-tube.
5x IPads
Lists of rhyming word families.
Assessment grid.
Work sheet- see appendix 1

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Lesson content:
A. Introduction 10 mins
Class will be seated on the floor facing the interactive whiteboard.
Teacher will remind class to display whole body listening:
Eyes to look at the teacher when she/he is talking and the video when it is playing.

Ears to hear what is being said

Mouth to stay closed and quiet

Hands to stay by their side or in their laps

Feet are to be kept still on the floor

Body will be facing the teacher and later the interactive whiteboard when we watch the video.

Brain to think about what the teacher is saying and later the video clip.

Heart to care about what is happening in the classroom.

(CW Speech and Language Pathologists, Inc., 2012).

When all children are displaying whole body listening the teacher will introduce the You-tube clip
Twinkle, Twinkle, Little Star (Super Simple Songs- Nursery Rhymes & More, 2010).

The class will watch and listen to the clip once through (duration 2 minutes 33 seconds). Some students
may spontaneously join in with singing or actions. This is to be encouraged.

After the video the teacher will ask if anyone knows the actions to the song Twinkle, Twinkle, Little
Star.

If any of the students know the actions have them stand at the front of the class and demonstrate- this
may need to be teacher assisted or done by a group of students. Sing through the song again asking
whole class to copy actions of teacher and/or students who may already know the song and actions.

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B. Development 15 mins
1. The teacher will create 5 groups of 4 children (there are 20 students in the class); ensuring that
each group has at least 1 student that is confident with the song Twinkle, Twinkle, Little Star.
2. The teacher will ask the children to create a new dance to the instrumental part of the song
providing each group with an IPad so that they can play the song as they practice.
3. The teacher will explain to the students that they will have 5 minutes to work on their dances and
that when the timer sounds they must return to the mat.
4. The teacher will send each group to a different area of the room ensuring that each group has
ample space to practice.
5. The teacher will bring up Online clock countdown on interactive whiteboard and set 5 minute
timer (Online Clock Countdown., n.d.).
6. Students will work on their dances while the teacher goes between groups ensuring students
accurate comprehension of the activity and that all groups are focused and on track.
7. When the timer sounds teacher may need to remind the students to return to the floor.
8. The teacher will settle the class back onto the floor reminding students that they should be
practising whole body listening.

C. Consolidation, practice, extension 20

mins

1. The teacher will explain to the students that this time they will listen again to the clip. During the
words of the song, the students will all do the actions as practised earlier and the whole class will
sing along. Then in the instrumental part, the teacher will gesture in a standing up motion and
they may then stand up and move around the classroom gently performing the dance that they
had prepared with their group. When the instrumental part ceases they must return to the mat and
continue with the actions till the end of the song.
2. Once explained clearly to the class, the teacher will ask the whole class to explain back to
her/him what the instructions were.
3. The teacher will then play the clip, modelling the behaviour expected of students from the front
of the class where she/he sits.
4. Once the clip has finished the teacher will ask the class to form a semi-circle for a discussion:
The teacher will ask:
What can you notice about the words of this song, it goes Twinkle, twinkle, little star;

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 how I wonder what you are? (Teacher to place large emphasis on the bolded words)
hopefully a student will either say that star and are have similar sounds or are rhyming
words, if so skip the next dot point.
If none of the students have yet to picked up on the rhyming aspect continue on to ask if
they notice anything about the words when it says Up above the world so high; like a
diamond in the sky? It may be necessary at this point to further the emphasis by
repeating the lyrics, then just the relevant words we are looking at. For example Hmm,
twinkle, twinkle, little star; how I wonder what you are. Star and are. Star and are.
What is it about these words that make them so similar?
At this point the teacher will discuss rhyming with the class. The teacher will tell the
students that words rhyme when they end in the same sound. Say it with me with:
Twinkle, twinkle, little star; how I wonder what you are. Star and are. Star and are
rhyme. I can think of lots of other words that rhyme with star and are. Words like jar or
far. Can you please put your hand up if you can think of more words that rhyme with star
and are? When a student gets a word that correctly rhymes ask another student how do
we know that (insert word used) rhymes with star and are? The teacher will continually
bring it back to the idea that they rhyme because they end in the same sound. Repeat with
high and sky rhyming patterns. This may lead into a discussion about real and non-sense
words, which the teacher may add to question the class Does this word rhyme with
(insert word)? How do we know it rhymes? Is this word real or non-sense?
The teacher will introduce and explain work sheet (see appendix 1). Go through each of
the pictures and explain to draw a line linking the ones that rhyme. When they have
finished they can colour it in
Have children return to their tables to work on task.
As the students work on their sheets the teacher will go around assisting the students who
may not have fully grasped the concept of rhyming or the task set.

D. Closure
10 mins
1. The teacher will ask the students to leave their worksheets on the table and call the students back
to the floor and have them sit in a circle.
2. The whole class will sing through the song with actions one last time.
3. The teacher will ask some questions:
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 Can anyone tell me what they learned today?
What are your favourite rhyming words?
What was the most fun thing we did in this lesson?
Did you find anything we did boring?
Did you find anything we did a bit hard?

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Post-lesson review and evaluation:
Student achievement:
The students loved the song and enjoyed the part where they dance around the
classroom in the instrumental section. The repetition of the lesson seemed to really
help the to remember the words of the song. By the end most students were happily
joining in and singing along. The children enjoyed the colouring and matching
worksheets (appendix 1) and all were able to match the rhyming words (though some
required assistance. I would hope to follow this lesson up with learning the
vocabulary and working on writing skills so that the students may work towards
writing their own rhymes.

Teaching effectiveness:
Overall the lesson was a success as the children were engaged and enjoyed the
activities. Most children emerged from the lesson with a basic understanding of
rhymes. They displayed the ability to describe what a rhyming word is and the ability
to think up new rhyming words to fit within a rhyming family.
The classroom noise levels rose during the 5 minutes to work on their dances, this
was not a massive problem as I do not expect collaboration activities to be silent,
however I did need to remind a few individual students to lower their voices or they
might miss when the timer sounds.
In recognising that many of my students are from low SES backgrounds I included a
lot of repetition for the song. This is because I recognise that not all students may
have been exposed to this despite it being seemingly common.
In terms of the step 4 discussions where I decided we would be allowing for nonsense
words this did cause a bit of commotion within the classroom. Some of the children
did begin to get a bit silly with making up words to which I responded by reminding
them of our rules about respect in the classroom. In the future I will endeavour to
think up some strategies to deal with inappropriate behaviour or language that
students may present when attempting to rhyme.

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Lesson/activity transition:
5 mins
Step 1: Teacher takes out and disperses students literacy books.

Step 1: Ask students to take their worksheets and paste them into their literacy books.

Step 2: Once students have done this have them place their literacy book back into the tub

Step 3: The students may be asked to look for scraps to put in the bin around their classroom.

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 ASSESSMENT GRID
Outcome/Standard/Objective
Students will understand that rhyming words end with the same sound pattern.
(Phonics and Word Knowledge- Foundation)

Student Name Assessment Criteria

1. 2. 3.
(three focus
They were able to sing along to They were able to listen to and They were able to generate at
students for the the nursery rhyme Twinkle, identify both sets of rhyming least three of their own
Twinkle, Little Star. words within Twinkle, rhyming words when given
lesson)
Twinkle, Little Star. examples of rhyming patterns.

Aurora Aurora appeared to already
know the song and
enthusiastically joined in,
helping the others with the
actions.
Aurora listened attentively and
was quick to identify the
rhyming pairs while on the mat.
Aurora generated more than
three extra rhyming words and
seemed to enjoy sharing these
with the teacher and her
classmates.

Olivia Olivia did not sing along with
the group. She appeared shy and
embarrassed when I asked her
about this she did not give me an
answer as to why she didnt join
in.
Olivia appeared to be listening
attentively. While on the mat
she did not offer her opinion but
when I spoke to her later she
quietly told me correctly both
sets of rhyming words.
Olivia offered 2 correct
rhyming words to me in a one
to one discussion we had at her
table. The ones she offered
were taken from some
discussions we had in class but
she told me she couldnt think
of any more.

Elijah Though he did not appear to
know the song at first, by the
end of the lesson Elijah was
happily singing along to the
rhyme.
Elijah could identify both sets
of rhyming words after peer
conferencing.
Elijah seemed confused by the
concept of rhyming words. He
named one correctly though it
seemed as though he was
likely just naming seemingly
random words we had used in
class.

Purpose of Assessment

To inform future To ensure coverage of To discuss with To inform 1:1 Evidence for school
lesson & student Victorian Curriculum parent conference with report
learning standards student including
setting future learning
goals

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References:

Online Clock Countdown. (n.d.). Retrieved from http://www.online-

stopwatch.com/countdown-clock/full-screen/

Super Simple Songs- Nursery Rhymes & More. (2010, September 5). Twinkle
Twinkle Little Star [Video file]. Retrieved from
https://www.youtube.com/watch?v=yCjJyiqpAuU

CW Speech and Language Pathologists, Inc. (2012, November 9). Teaching children
the skills for whole body listening [Web log post]. Retrieved from
http://www.cwtherapy.com/teachingchildrentheskillsforwholebodylistening/

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 Appendix 1

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