Phonemic Awareness Lesson Plan
Teaching the Common Sounds in Different Words
Both of those approaches, as well as many others, including drill and practice on letter-sound relationships, memorizing sight words, developing oral language, and use of basal readers all have their place in teaching children to read fluently. Emphasis recently has been on teaching the sounds of the smallest units of spoken language. Phonemic awareness is introduced and assessed before letter recognition is emphasized.
Common Phonemes
One of six tasks identified in a report by the National Reading Panel (NRP) is recognizing the common sound in different words.This lesson will focus on identifying phonemes that are the same in different words. Have students take turns saying the first, middle, and last sounds in words. Ask them to say the sound that is alike in each group. Use these words or some of the teacher's own:
- hot hop hat /h/
- fun sun run /u/
- bite back better /b/
- late light lamp /l/
- red head sad /d/
- wash wait walk /w/
Give other examples. Ask children to clap if the beginning, middle, or ending sounds are the same in each word.
Matching Sound Units
Collect magazines with pictures. Write the word Beginning at the top of a large sheet of newsprint. Ask children to find pictures that sound the same at the beginning. Tell them to cut their pictures out and paste them together on the newsprint. Check to see that they are placed in groups with the same beginning sound.
Have children complete the same activity with pictures that sound alike in the end, and again with words that sound alike in the middle. Display the newsprint work around the classroom. Have children review the sounds by pointing to the pictures, naming them, and saying the sounds that are alike.
Listening for Rhyming Words
Gather children together to listen to a story with rhyming words. Tell them that words that rhyme sound alike at the end. Say the words hay and play. Ask students to name more words that sound alike at the end. Tell them to listen for words that rhyme in the story that will be read. Read “I Can't”, Said the Ant by Polly Cameron [Scholastic Books, 2003], a classroom book, or one of the books on a list prepared by Jill B. Slack. Read the book again at a different time. Tell children to touch their nose if they hear two words that rhyme. Ask them to predict which word will rhyme with one that was just read.
Phoneme Extension
Make sets of index cards. Some sets will have words that have the same beginning sound, other sets will have words that sound alike at the end, and the some sets will have words that sound alike in the middle. Each set should also have pictures that have different sounds. Place each set of cards in a bag that closes. Have children work together in groups to sort the cards into pairs of words that sound alike at the end, in the middle, or at the beginning.
Sounds in Spoken Words
Young children who have many opportunities to listen for and recognize sounds in words early will find it much easier to discover the relationships between sounds and letters later. Learning to recognize the common sounds, e.g., as in the sound that is heard in both dust and deck is one of the first steps to learning to read well. Teachers should assess individual progress in recognizing sounds by observing students and having children complete paper and pencil activities in which they match pictures with similar sounds, and providing extra help when a child is not showing adequate progress.
Listen to the Sounds
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