Lesson Plan Template
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Grade
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Subject
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Section
First
ELA
Phonological Awareness
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Competency
Blending and segmenting
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Aligned Standards
Reading: Foundational Skills
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Strand
RF.1.2.c
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Vocabulary
- Phoneme: The smallest unit of sound in a word.
- Initial Sound: The first sound in a word.
- Medial Sound: The middle sound in a word.
- Final Sound: The last sound in a word.
- Order: The sequence in which sounds occur in a word.
Sound Sequencer
Put the Sounds in Order
Prerequisite Skill
Materials and Preparation
- Students will be able to identify the first (initial), middle (medial), and last (final) sounds in a word.
- Students will be able to correctly order the sounds to form words.
- Students will develop phonemic awareness to support reading and spelling skills.
Learning Objectives
- Students will be able to identify the first (initial), middle (medial), and last (final) sounds in a word.
- Students will be able to correctly order the sounds to form words.
- Students will develop phonemic awareness to support reading and spelling skills.
Introduction
Begin the lesson by explaining that words are made up of different sounds, and today we will focus on identifying these sounds and putting them in the correct order to form words. Show the students a few simple objects or pictures (e.g., dog, net, run) and emphasize the sequence of sounds in each word. Play an audio clip of a word (e.g., "dog") and ask students to identify the sounds they hear in the correct order.
Explicit Instruction/Teacher modeling
Explain that each word can be broken down into individual sounds, and these sounds must be ordered correctly to form the word. Demonstrate with the word "dog" by saying it slowly and emphasizing each sound: /d/ - /o/ - /g/. Write the word on the whiteboard and underline each letter as you say its sound. Repeat this process with a few more examples, such as "net" (/n/ - /e/ - /t/) and "run" (/r/ - /u/ - /n/). Highlight the importance of ordering sounds correctly to form the intended word.
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Guided Practice
Provide students with flashcards that have pictures and corresponding words. Play audio clips of these words and ask students to identify and order the sounds. Use the TeachTastic Worksheet Pack for guided practice exercises where students listen to a word, identify each sound, and arrange them in the correct order to form the word.
Independent Practice
Give students a worksheet from the TeachTastic Worksheet Pack where they independently practice identifying and ordering sounds in words. This worksheet should include images of objects and space for students to write the sounds they hear in the correct sequence.
Differentiation
Support
- Provide additional practice with simpler words for students who need more support.
- Use visual aids and hand gestures to help students associate sounds with letters and their order.
- Pair struggling students with a peer for collaborative practice in identifying and ordering sounds.
Extension
- Create a sound sorting and ordering activity where students sort objects or pictures based on their initial, medial, and final sounds and then order them correctly.
- Challenge students to find objects around the classroom or at home that start, contain, or end with specific sounds and then order the sounds to form new words.
- Introduce more complex words for advanced students to practice identifying and ordering multiple sounds.
Assessment
Use an assessment worksheet from the TeachTastic Worksheet Pack to evaluate students' ability to identify and order sounds in words. This assessment should include exercises for initial, medial, and final sound identification and ordering.
Review and closing
Summarize the key points of the lesson by reviewing a few examples of words and their sounds. Address any common misconceptions and provide clarity where needed. Allow students to ask questions and share what they have learned.
Misconceptions
- Students may confuse the order of similar sounds (e.g., /b/ and /d/). Reinforce the differences with clear examples and ordering activities.
- Students may struggle to isolate and order sounds in longer words. Start with short words and gradually increase complexity.
- Students might think the name of the letter is the same as its sound and its position in the word. Emphasize the difference between letter names, sounds, and their order in words.