Title:   Phonics Fun – Let’s Make New Words!

 

Grade Level:   Kindergarten  -  First Grade

 

Content Knowledge:    Skill:  The students will be able to add or substitute                                                      individual phonemes to a given word in order to create a                                            new one.

                                   

                                     Content:  The students will know that phonemes can be                                               added or substituted from words in order to create new                                               ones. The students will also know that words are made up of                                       sounds (phonemes).

 

 

Rationale:    

Understanding the importance that phonemes play within language is crucial. Having a thorough understanding of language enables one to be an effective communicator. Additionally, it gives one the power to express his or her self. Ultimately, learning how to construct new words with the addition and substitution of phonemes will help the students gain a stronger understanding of their language system.

 

 

Standards: These are put out by the various disciplines.

            PA Standards
            Common Core

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CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

 

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Goal: By the end of the unit, what students should understand/be working towards understanding. Big idea included.

      

By the end of this lesson, the students will be able to add or substitute phonemes within given words to create new ones.

 

Big Ideas:

-Phonemes (Sounds)

-Creating New Words from Given Ones

-Adding and Substituting Phonemes

-One-Syllable Words

-Building Vocabulary (through an exploration of new words)

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Essential Questions:

Why are words powerful?

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Objectives:

1.  Objectives will include 4 distinct components:

Audience, Behavior, Condition and Degree.

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Given Think-Alouds performed by the teacher, many examples, practice with a partner, and individual practice, the students will be able to add and substitute phonemes to words in order to create new words, with 90% accuracy.

 

 

Vocabulary:

Include any vocabulary that may be new to students, need pre-taught, or taught during lesson, etc.

 

Phoneme – the smallest unit of sound

 

Plural – denoting more than one

 

Recognizable – able to be identified from previous instances, familiar

 

Substitute -  used in the place of something of else

 

Syllable – a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or

                or part of a word.

 

Tick -  a regular short, sharp sound, especially that made by a clock or watch (This is onene of the five words provided by the teacher from the student involvement portion of the lesson).

 

Unrecognizable – not able to identified, unfamiliar, out of the ordinary

 

 

Formative Assessment: 

1. These should explain how you are measuring the objectives and should MATCH the objectives specifically. Do not merely repeat what the objective is. Mix these within the lesson.

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Throughout the lesson, the teacher will circulate and monitor the students. The teacher will check to see if each student is able to add or substitute the phoneme in a one-syllable word to create a new, recognizable word. If the students are struggling to do this, the teacher will guide and assist them as needed. The teacher will also provide many examples for the students.

 

The teacher will ask the students to display either a thumb up or a thumb down that is representative of their understanding of the material. If the teacher sees students displaying a thumb down, she will offer one-on-one assistance, answer questions, rephrase the material in a new way, and slow down as needed. If the teacher sees the students displaying a thumb up, she will know that the students are ready to move on.

 

 

Procedures/Events of Instruction:

1. Attention Getter & Advanced Organizer (_5_ minutes)

   1. This could be showing a model, asking a question, having a problem on the board, reading an interesting newspaper article, etc.  Needs to be detailed. How will you get students to care?!

   2. Inform students of objectives

 

 

To ensure the students are in a ready position, the teacher will use the cue: “Macaroni and Cheese – Everybody Freeze!”.

 

Anticipatory Set: The teacher will say, “Think about how to spell your first name. Now, think about one of the sounds in your first name”. The teacher will demonstrate different letter sounds such as, /a/, /l/, /t/, /n/, etc. “Think about how silly your name would sound if one of the sounds in your name was changed to a sound that is not in your name. For example, what if the /n/ sound in Nicola’s name [student’s name] was changed to the /v/ sound. Her name would be: Vicola.”. The teacher will demonstrate this with some of the students’ names in the class.

 

Student Objective: Then, the teacher will say, “Today, we are going to be doing this with words. We are going to be changing the sound in one word to create an entirely new word! Unlike the silly names we created, we will be creating recognizable words! These are words that we are familiar with”.

 

 

1. Stimulate recall of prior knowledge (_5_ minutes). If you’re asking questions, list the questions. If you’re reviewing, state what you will say/show/share. Do NOT just say “review from yesterday.”

 

The teacher will say, “Yesterday, we learned what one-syllable words are. Can anyone give me an example of a one-syllable word?”. After calling on students, the teacher will explain, “Yes, a one-syllable word, like the word: cat, dip, or cake is a word that can be said in one breath. When we clap out the syllables, we will only clap once for the one syllable”. The teacher will instruct the students to clap out the above one-syllable words for practice.

 

 The teacher will say, “Today, we are going to be focusing on only one-syllable words. I am going to say five words aloud. After I say each word, we will repeat each one together and clap out the syllables. It is going to be your goal to tell me how many syllables are in each word.” The teacher will say the words: boat, toothpick, sleep, sunset, and spaghetti.

 

Building Background: The teacher will provide the students with examples of phonemes. For instance, the teacher will say, “Let’s think of the word: nut. What sounds do you hear?” /n/ /u/ /t/. Then, the teacher will say, “Now, let’s think of the word: tap. What sounds do you hear?” /t/ /a/ /p/. “Sounds like the ones you just heard are what we are going to be adding and substituting today”.

 

 

1. Presentation of Content (_8_ minutes)

   1.  This is how the content is being presented.

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I Do: The teacher will perform a Think-Aloud for the students. The teacher will begin with the word: boy. The teacher will write this word on the board and display an image of a boy for the students to view. Then, the teacher will say, “I know I have to change one of the sounds in this word to create a new word. I am going to focus on the /b/ sound. This means I am going to be changing the letter b”. The teacher will then erase the letter b. Next, the teacher will explain, “I am trying to think of a sound to put in place of the /b/ sound. The sound /p/ would make the word: poy, but I do not recognize that word. The sound /d/ would make the word: doy, but I do not recognize that word either. I know, how about the sound /t/? That makes the word: toy, and that is a word I recognize!”. The teacher will then add the letter t to create the word: toy. Finally, the teacher will display a visual of a toy for the students to view. To summarize, the teacher will say, “Remember, we started with the word: boy. Then, we changed the /b/ sound to the /t/ sound to create the word: toy”.

 

The teacher will follow this same procedure with another example. The teacher will change the word: car to cat, and again perform a Think-Aloud for the students. The teacher will emphasize that any sound within the word can be changed, it does not have to be the first or the last. It can even be the middle. To demonstrate this, the teacher will change the word: did into dad.

 

The teacher will also point out that in a word such as: dog adding the single phoneme /s/ to the end also creates a new word. This creates the word: dogs, meaning more than one dog (plural). As a result, adding phonemes to a word, rather than subsitiuting phonemes, can also result in new words.

 

 

 

1. Student involvement (_5_ minutes)

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We Do: The teacher will instruct the students to work in pairs. Then, the teacher will distribute white boards to each pair. The teacher will say a word aloud. Then, it will be students’ goal to change one of the phonemes within the word in order to create a new word. The teacher will say the words: mop (*top, map, mops, etc.), bed (*red, bad, etc.), tick (*tock, pick, etc.), had (*hid, mad, etc.) and book (*look, took, etc.).

 

 

 

1. Practice & Feedback (_5_ minutes)

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You Do: The students will now have the chance to work individually. They will brainstorm five one –syllable words of their choice to change into new words with the addition or substitution of phonemes. During this time, the teacher will circulate and monitor the students. Also, the teacher will prompt and encourage the students as needed.

 

 

 

1. Review/Closure(_1_ minutes)

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The teacher will say, “Today, we learned that adding or substituting a sound in one word can create a new word!”.

 

 

1. Preview of Next Lesson(_1_ minutes)

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The teacher will say, “Tomorrow, we will focus on changing only the vowels in certain words to create new words!”.

 

 

*Note: Presentation, involvement, and practice/feedback can all be combined, but all three components ought to be visible in your lesson plans.

 

Materials and Aids:  All the materials, books, worksheets, etc. that you will need to make this lesson work. Be specific.

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Visuals of a boy, toy, car, and cat are needed.

A white board and dry erase markers are needed for the teacher.

Individual white boards and dry erase markers are needed for each student.

Many examples of one-syllable words in which one phoneme is changed in order to create a new word are essential.

 

 

Adaptations: 

The teacher will keep class rules and activities simple and clear.

The teacher will reward positive behaviors and allow for brief breaks.

The teacher will make sure to use large, bold print when writing.

The teacher will provide students with physical copies of the visuals that are utilized throughout the lesson.

The teacher will permit the students to use flexible seating throughout the lesson.

The teacher will provide one-to-one instruction and modeling.

The teacher will supply frequent, positive, and specific feedback and praise.

The teacher will provide opportunities for movement.

The teacher will use multi-sensory strategies.

The teacher will allow for adequate response time.

Students may work in a small group rather than with a single partner, if helpful.

Students may have additional time to complete activities.

Students will be permitted to use slant boards.

Students can provide oral answers rather than written ones, if helpful.

Students may use assistive technology.

Students may work with a peer tutor.

Students will receive a checklist.

Students will be encouraged to use self-talk.

Students will receive verbal prompts and cues.

Students will engage in repeated practice, color coding, and highlighting.

Students may have a dual set of materials for both at school and at home.

Students may use graphic organizers.

 

 

 

Enrichments:

Students will be asked to think of instances in which changing a phoneme in a word creates a word that is not recognized within the English language. For example, changing the word: taste to yaste is not recognizable. However, changing it to: waste or paste works.

Students will have the opportunity to create new words by changing more than one phoneme. For example, the students may change the word pink into stink by adding two new phonemes.

Students will be asked to think about why the process of changing phonemes in words to create new ones becomes more complicated when more than one syllable is present. 

Students will also be exposed to the word: phoneme and its definition. A phoneme is the smallest unit of sound.