sevans_IncreasingPhonologicalAwarenessLessonPlan_112623

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Rasmussen College, Florida *

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2270

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English

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Jan 9, 2024

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Increasing Phonological Awareness Lesson Plan Shutara Evans Rasmussen University EC240/EEC2270: Introduction to English Language Learners Barbara Conte November 26, 2023

Lesson Plan for Emergent Literacy Skills Name: Shutara Evans Date: 11/20/23 Theme: Rhyming Lesson Title: The Mitch Match Game of Rhyming Goals: The goal is for the children to be able which words rhyme and match together. Required Materials: (If using a text, include bibliographic details in APA format. List materials for both instructor and child.) Mats with picture of the word as well as the word of what the object, animal, or place is. The mats will have spots under the pictures for the matching rhyming word. Glue. Cards that have a picture and word that rhymes with one of the pictures on the cards. Key Vocabulary Words: (List any vocabulary words that will be used in this lesson.) Rhyming, Sounds, Syllables, Repetition. Steps of the Lesson: (Plan to list steps in each category to teach print awareness skills to your selected age level that include a group of English Language Learners. Note scaffolding approach: Experiences – Teaching – Provide Support – Progress to Next Level, etc.) Step Instructions for Activities (Include approx. time for each activity ) Assessment/How to Check for Understanding Prepare children, including English Language Learners to learn I am teaching the children what rhyming is, and what rhythm is. For the children who do not or know very little English, we will have the presentation in their language. Time: 2 days, we are going to do it this long, so they understand the importance of I will check for understanding by asking to choose the two words that rhyme out of 5 words.

Step Instructions for Activities (Include approx. time for each activity ) Assessment/How to Check for Understanding rhyming and rhythm, so they are able to go home and tell their parents and show them. Steps for Direct Instruction I will read them a book on rhythm and rhyming that shows examples. I will show a video that does the same thing because children tend to like video more than book. Time: 1 hour I will check for understanding by asking questions, and seeing if the children were paying attention. Steps for Guided Practice I will lay out the materials on a table. I have the children grab the mats, the baskets of cards, and the glue. I have the children go back to their desk and ask them to set out their materials. Time: 15 minutes. I would check for understanding by seeing if they followed the directions. Independent Practice The children will look at each of the cards and decide where the cards go, based on if the words rhyme. The children will show me what they have, and I would see if they got them right, if they did, I would ask them to glue them on. If they did not, I am going to ask them to say each of the pairs out loud for me, to see if they understand where they messed up. Time: 15 minutes. I would check for understanding by seeing if they did the activity right, and if they understand where they messed up. Closure (Review? Moving to next level?) I will ask the children about Rhythm and rhyming and see if they understand what the importance is. I will have each of the children come up in front of the class and read out what their papers say, and I will ask them what sounds shows that the words rhyme. I will check for understanding by seeing if the children are able to answer the questions correctly, I will see if they are able to explain why the words rhyme.

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Reflection: List possible extension and remediation activities (Include activities for students who require an additional challenge or additional support): We would spend more time with the children who do not know English, so they are able to understand what was spoken about. The children will learn the importance of phonological awareness, so that they have an easier time when it comes to speaking English. “Phonological Awareness lets the kids recognize and work with the sounds of spoken language. In preschoolers, it means being able to pick out rhyming words and count the number of syllables in a name.” (Johnson, 2019). This is important for the children who do not speak English, because the children will learn why it is important to know about rhyming and the importance of it when speaking English. Anticipated challenges with lesson (either content or delivery): Some of the children will not understand what they are supposed to do, and these children may need extra help to understand, and I will help them, so they are able to understand the lesson and the importance. References: Johnson, K. (2019, October 16). Phonological Awareness: What You Need to Know. Retrieved November 20, 2023, from https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/reading- issues/phonological-awareness-what-it-is- and-how-it-works . Cox, K. (2019, March 31). Rhyming Match Games. Retrieved November 20, 2023, from https://www.prekinders.com/rhyming-match-games/