August 16, 2018
|
By Jasmine Gibson

EL Support Lesson

Phonological Awareness

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This lesson can be used as a pre-lesson for the Colour It OutLesson plan.
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This lesson can be used as a pre-lesson for the Colour It OutLesson plan.
Academic

Students will be able to isolate and pronounce initial, medial, and final sounds by using a method of stretching out words.

Language

Students will be able to isolate the initial and final sounds with grade level words using written and visual supports.

(2 minutes)
  • Point to the class alphabet chart.
  • Ask students to sing the alphabet song with you.
  • Explain to the class that today you will be practising listening for the different sounds of the letters in the alphabet to spell some new words.
(5 minutes)
  • Display two of the images containing CVC words that begin with different letters.
  • Say the name of one of the pictures, "The first sound in cat, /ccc/. Cat begins with /ccc/. Everyone, say the first sound in cat with me, /ccc/."
  • Repeat with the second image.
  • Go over the new vocabulary words using the glossary and visual vocabulary cards for reference and to provide student-friendly definitions.
(5 minutes)
  • Point to two images of CVC words (e.g., cat and sun) and model how to isolate the ending sound of each word. "The beginning sound in cat is /ccc/, and when I say the word I can hear the ending sound is /ttt/. Can you repeat the ending sound with me?"
  • Repeat with the second image.
  • Display a third image and say the word aloud. Ask students to turn and talk to a partner to share the beginning sound they hear.
  • Say the beginning sound aloud and have the students repeat after you (e.g., /sss/). Repeat this process with the ending sound.
(10 minutes)
  • Model using the animal alphabet chart to help you identify the letter that makes the beginning and ending sounds.
  • Pass out alphabet charts to each student along with a copy of the Create Words with Letters worksheet to complete independently.

Beginning

  • Practise identifying the beginning and ending sounds in additional words with a small group of students using visual supports (e.g., pictures or objects).
  • Work with students to utilize the classroom alphabet chart to match the beginning and ending sounds with a letter.

Advanced

  • For additional practise, have students complete the Building Sight Words worksheet.
(5 minutes)
  • Observe students during the whole group portion of the lesson to assess if they are able to listen for, and repeat the beginning and ending sounds in words.
  • Collect student work samples to see if students accurately matched the beginning and ending sounds in each word.
(3 minutes)
  • Display additional images and have students turn and talk to a partner to practise identifying and pronouncing the beginning and ending sounds in each word.
  • If time allows, have students individually identify the beginning, middle, and ending sound in a word as their exit ticket.

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