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    Ted 508 - Lesson Plan

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    This lesson plan outlines a kindergarten phonics lesson on phonemic awareness and blending onset and rimes. The 48-minute lesson involves reading Hop on Pop by Dr. Seuss to introduce onsets and rimes, giving students letters and a worksheet with the "/at/" rime to cut and paste words, partner sharing of words, and a group share. The purpose is to help students recognize word patterns and identify more sight words. Students will be assessed by making words with different onsets and the "/at/" rime.

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    Ted 508 - Lesson Plan

    Uploaded by

    api-508575140
    97 views2 pages
    This lesson plan outlines a kindergarten phonics lesson on phonemic awareness and blending onset and rimes. The 48-minute lesson involves reading Hop on Pop by Dr. Seuss to introduce onsets and rimes, giving students letters and a worksheet with the "/at/" rime to cut and paste words, partner sharing of words, and a group share. The purpose is to help students recognize word patterns and identify more sight words. Students will be assessed by making words with different onsets and the "/at/" rime.

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    ted 508 - lesson plan

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    This lesson plan outlines a kindergarten phonics lesson on phonemic awareness and blending onset and rimes. The 48-minute lesson involves reading Hop on Pop by Dr. Seuss to introduce onsets and rimes, giving students letters and a worksheet with the "/at/" rime to cut and paste words, partner sharing of words, and a group share. The purpose is to help students recognize word patterns and identify more sight words. Students will be assessed by making words with different onsets and the "/at/" rime.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    97 views2 pages

    Ted 508 - Lesson Plan

    Uploaded by

    api-508575140
    This lesson plan outlines a kindergarten phonics lesson on phonemic awareness and blending onset and rimes. The 48-minute lesson involves reading Hop on Pop by Dr. Seuss to introduce onsets and rimes, giving students letters and a worksheet with the "/at/" rime to cut and paste words, partner sharing of words, and a group share. The purpose is to help students recognize word patterns and identify more sight words. Students will be assessed by making words with different onsets and the "/at/" rime.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Haley Brodnick

    Daniel Thibodeaux
    Amy Poon
    Lesson Plan
    ● Subject & Lesson: Phonemic Awareness
    ● Grade Level/# of Students: Kindergarten, 24 students
    ● Time Duration: 48 minutes
    ● Grade Level ELA Standards Being Addressed: RF.K.2 Demonstrate understanding of spoken
    words, syllables, and sounds (phonemes).
    ● ELD Standard(s) Being Addressed:
    ○ K.2.III. Using Foundational Literacy Skills. Foundational literacy skills in an alphabetic
    writing system: Phonological awareness.
    ○ K.I.A.1. Exchanging information and ideas with others through oral collaborative
    conversations on a range of social and academic topics. [Emerging] Contribute to
    conversations and express ideas.
    ● Lesson Objective: Students should be able to blend together different onset and rimes.
    ● Purpose: This will help students to recognize word patterns and identify more sight words. It will
    also give students a strategy for decoding word structures.
    ● Assessment: Students will be given a set of letters and a worksheet with a list of “__at” rimes.
    They will need to cut and glue the letters onto the worksheet and make their own set of words that
    have the /at/ rime but with different onsets.
    ● Instructional Sequence:
    ○ Intro: (20 min) Explain the meaning behind onset and rime give examples of words that
    may be seen in the book. have the class come together on the carpet and read Hop on Pop
    by Dr. Suess and discuss with the students and ask them to share what words they heard
    throughout the story that may be able to make new words. Have multiple students share
    ideas for understanding before sending them to their independent activity.
    ○ Body of Lesson: (27 minutes total) Hand out /at/ rime worksheet, onset letters, scissors
    and glue. There will be 8 onset letters (b, c, f, h, m, p, r, and s). The worksheet will have
    6 lines with a blank space and the rime “at” ending. The students will choose and glue 6
    different onset letters to make different words. Students then cut and paste the different
    onset letters to the /at/ worksheet. While students are gluing, teacher is roaming the room.
    Students will have 15 minutes for the activity. There will also be a line underneath each
    word for a place to write the word out by hand to further emphasize the onset rime pair.
    Students will then pair with a partner and share the words they made out loud. (7
    minutes) Class then comes together as a group with their papers on the carpet to share
    aloud with the whole class. (5 minutes)
    ○ Check for understanding (time included in body of lesson): Students will find a partner
    and pair share while the teacher walks around and listens in on the sharing. After, the
    class will meet on the carpet with their worksheets and the teacher will facilitate a group
    share discussion where students can volunteer words they created. This will allow for the
    teacher to also check in with students she was unable to observe.
    ● Closure: (1 minute) Today we learned how different words with similar endings sound the same.
    When you encounter a word you don’t know in the future with the /at/ ending, you can remember
    it will sound the same as words you already know. Next time, we will be doing the /op/ sound. At
    home, try to see if you can think of words that share that sound.
    ● Next Steps: Students will go home and teach their parents/siblings as many words as they are able
    to that share the same ending. We will do this lesson again with a different rime. /op/
    ● Accommodations/Language Supports: ELL students will receive pictures to go along with the
    onset and rime cards. This way, they will be able to match the words with the pictures. For
    example, /b/ and /at/ will be accompanied with a picture of a bat. Handicap students will work
    with a partner.
    ● Materials Needed: 24 glue sticks, 24 markers, 24 worksheets, 24 scissors, 6 letters per student, 1
    Hop on Pop book

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