Marisol Terrones

February 13, 2017

Phonemic Awareness Lesson Plan
Objective: Students will divide one syllable words by sound segments when given by the
teacher.
TEK: Kinder
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display
phonological awareness. Students are expected to:
(I) segment spoken one-syllable words into two to three phonemes
(e.g., dog: /d/ /o/ /g/).
Materials: Box, picture cards: mop, top, hill, tip, lip, cat, rat, pig, mat, rug; dice
Anticipatory Set: The teacher will have a box with various cards that contain a one
syllable word and a picture of the word, and each student will go up and pick a card at
random. For example, one student will go up and pick a card and give it to the teacher.
The teacher then shows the class the picture of a rat and says the word rat then the class
says /r//a//t/.
Teaching:
o Input: In todays class, we will practice saying all the sounds in a word with the
words that I say to you.
o Teacher Modeling: Are you guys ready? The word is pig. Lets figure out the
sounds, /p//i//g/. Did everyone hear the sounds? Let us continue with other
words; rat, bit, car.
Guided Practice/monitoring: Sound Freeze, the teacher will hold up a picture card and
say the word as well as the sounds. Before this, she will tell students to freeze when
hearing a specific sound. For example, the teacher holds up a picture of the word, sun,
and says freeze when you hear the sound n. The teacher proceeds with segmenting
the word, /s//u//n/ and students freeze when n is said. This game continues for a
couple more rounds.
Closure: To review the main objective, the teacher will have a spinning wheel designed
with one syllable words along with pictures. The teacher will spin and whatever word it
lands on the teacher will say the word and students will say the sounds in the word.
Independent Practice: In a small group of six students, the teacher will have a dice and
on the dice there will be pictures and one syllable words. The teacher will roll the dice
and she would ask students questions like what sound is at the beginning, middle and
 end of the word as well as identifying all the sounds in the word. The six words would
include big, bed, top, red, can, and ball.
Formative Assessment: Phonemic Awareness Subtest 4: Phoneme Segmentation (p.18)
o Model: You are going to get to be robot. I will say a word and you will say the
sounds, for example the word is pat, you would say /p//a//t/ (Cockrum &
Shanker, 2013, p.18).
o Practice: Youre going to be a robot and I am going to say a word and you will
say the sounds that are in that word (Cockrum & Shanker, 2013, p.18).
o Test Items: Now lets try some more (Cockrum & Shanker, 2013, p.18).
Ham +/-
Take +/-
Dog +/-
Sit +/-
Reference:
Cockrum, W.A. & Shanker, J.L. (2013). Developing Phonemic Awareness. In the Ramos, A.M.
(Ed.), Locating and Correcting Reading Difficulties (p. 3-19). Boston, MA: Pearson.
Texas Education Agency. (2010). Chapter 110. Texas Essential Knowledge and Skills for English
Language Arts and Reading. [Data File]. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.pdf