Lesson Plan: Phonemic Awareness or Phonics Assignment

Create a lesson plan on phonemic awareness or phonics. 

Attached you will find the instructions, grading rubric, and a sample lesson plan, and the template to do the lesson plan on. 

Don't use plagiarized sources. Get Your Custom Essay on
Lesson Plan: Phonemic Awareness or Phonics Assignment
Just from $13/Page
Order Essay

EDUC 554

Lesson Plan Template (edTPA – Student Teaching)

This is the only approved template for EDUC 554, no other template will be accepted. All sections should be clearly addressed with specific details in the instructional sections. Be clear and concise with what you are teaching. Maximum page length per lesson plan is 4 pages.

LESSON #

Subject/Topic:

Click or tap here to enter text.

Grade Level: Click or tap here to enter text.

Lesson Structure or Grouping:

Whole Class ☐ Small Group ☐

1

:1 ☐

Other (specify): Click or tap here to enter text.

Learning Segment Theme:

Click or tap here to enter text.

Resources and Materials:

Click or tap here to enter text.

Standards:

State: Click or tap here to enter text.

National: Click or tap here to enter text.

Objective:

Click or tap here to enter text.

ACADEMIC LANGUAGE DEMANDS

Language Demands: Click or tap here to enter text.

Language Supports: Click or tap here to enter text.

Essential Vocabulary: Click or tap here to enter text.

INSTRUCTION

Direct Instruction/Modeling: Click or tap here to enter text.

Guided Practice: Click or tap here to enter text.

Independent Practice: Click or tap here to enter text.

Closure: Click or tap here to enter text.

DIFFERENTIATION

Supporting Students with Special Needs: Click or tap here to enter text.

Challenging Above-Average Students: Click or tap here to enter text.

Facilitating a Classroom Environment that Supports Student Learning: Click or tap here to enter text.

Extension: Click or tap here to enter text.

ASSESSMENT

Diagnostic/Pre-Assessment: Click or tap here to enter text.

Formative Assessment: Click or tap here to enter text.

Summative Assessment: Click or tap here to enter text.

1

EDUC 554

Lesson Plan Assignment Instructions

You will create three lesson plans throughout this course. Each lesson plan will cover a skill mentioned in Putting Reading First. Use the chart below to see which subjects you can select from. Use the Lesson Plan Assignment Template to create your Lesson Plan.

Each Lesson Plan should include:

· Context for Learning

· Resources and Materials

· Content Standards

· Learning Objectives

· Academic Language Demands

· Expectations of Student Learning

· Instructional Strategies (Beginning, Middle, and End)

· Classroom Technology

· Differentiation and Extensions

· Assessments

Choose from the following Topics:

Module: Week

Lesson Plan Subject

Module 2: Week 2

Phonemic Awareness or Phonics

Module 4: Week 4

Fluency or Vocabulary

Module 6: Week 6

Reading Comprehension

EDUC 554

Lesson Plan Grading Rubric (for edTPA preparation)

0 points
Not present

0 points
Not present

0 points
Not present

0 points
Not present

0 points
Not present

0 points
Not present

0 points
Not present

Advanced

Proficient

Developing

Not present

0 points
Not present

0 points
Not present

Criteria

Levels of Achievement

Content 70%

Advanced

Proficient

Developing

Not present

Preliminary Information

5 points

All sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.

· The appropriate learning segment and structure for grouping are established.

· The context along with the diversity of the students is described.

· Resources and materials are described and appropriate.

4 points

Three of the following sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of reading.
· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.

1 to 3 points

One or 2 of the following sections are complete which include the following:

· The subject/topic is reading or language arts, and the theme is one of the building blocks of literacy.

· The appropriate learning segment and structure for grouping are established.
· The context along with the diversity of the students is described.
· Resources and materials are described and appropriate.

0 points

Not present

Content Standards

5 points

Lesson plan accurately includes standards, including state and national standards.

Standards are relevant to the grade level of the lesson and skill level based on the chart.

4 points

Lesson plan accurately includes standards, including state or national standards.

Standards are relevant to the grade level of the lesson or skill level based on the chart.

1 to 3 points

Lesson plan is missing standards; including state or national standards, but they are not relevant to the grade level of the lesson or skill level based on the chart.

Learning Objective

5 points

The objective(s) meets all of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).

· Written with a condition, performance, and criterion.

· Connects directly to the summative assessment.

· Not written in paragraph format.

4 points

The objective(s) meets 2 of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.
· Not written in paragraph format.

1 to 3 points

The objective(s) either do not meet the criteria or 1 of the following requirements:

· Concise statements of what students will know, understand, and be able to do at the end of the lesson (consider all 3 domains).
· Written with a condition, performance, and criterion.
· Connects directly to the summative assessment.

· Written in paragraph format.

Academic Language Demands

6 points

· All 3 sections are addressed with an accurate statement for each area.

· The academic language represents higher level vocabulary directly from the language of the standards.

· All sections relate to literacy and preliminary information as well as skill level for the lesson.

5 points

· Two of the 3 sections (are addressed with an accurate statement for each area.

· The academic language represents possible vocabulary but may not come directly from the language of the standards.

· Most sections relate to literacy and preliminary information as well as skill level for the lesson.

1 to 4 points

· One of the 3 sections (are addressed with an accurate statement for each area.

· The academic language does not represent higher level vocabulary or come directly from the language of the standards.

· Some sections relate to literacy and preliminary information as well as skill level for the lesson.

Expectation of Student Learning

4 points

The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

AND

There is evidence of the way the expectations are communicated to show student learning.

3 points

The lesson has clear and reasonable expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

OR

There is evidence of the way the expectations are communicated to show student learning.

1 to 2 points

The lesson has unclear expectations of what student’s learning performance will look like whether exceeding, meeting, or below expectations.

AND

There is no clear evidence of the way the expectations are communicated to show student learning.

Instructional Strategies:

Beginning, Middle, and End/

Technology

30 to 32 points

The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all of the following:

· Beginning: Provides an engaging hook to the lesson.

· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.

· Middle: EXPLICITLY models the lesson.

· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).

· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.

· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.

Technology enhances the content and helps to engage the students.

Limited use of worksheets is seen in the lesson.

26 to 29 points

The lesson includes clear explanation of the entire lesson making it possible for anyone to teach the lesson. It includes all but 2 of the following:

· Beginning: Provides an engaging hook to the lesson.
· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.
· Middle: EXPLICITLY models the lesson.
· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).
· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.
· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.
Technology enhances the content and helps to engage the students.
Limited use of worksheets is seen in the lesson.

1 to 25 points

The lesson includes explanation but at times is unclear with limited development throughout the entire lesson making it impossible for anyone to teach the lesson. It is missing many of the following:

· Beginning: Provides an engaging hook to the lesson.
· Beginning: Effectively uses guided practice (partners, small groups, stations, centers) to continue student learning as started in the direct instruction section.
· Middle: EXPLICITLY models the lesson.
· Middle: EXPLICITLY describes guided practice (partners, small groups, stations, centers).
· Middle: EXPLICITLY describes independent practice to reinforce the skill/topic and engage students in the process.
· End: Closes the lesson with review of lesson’s objective and ways to promote student learning and retention.
Technology enhances the content and helps to engage the students.

Worksheets are the main type of assessment.

Differentiation and Extensions

7 points

· Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· All differentiation and diversity sections are completed with clear strategies to improve student learning.

5 to 6 points

· Each section for this category addresses specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· Most differentiation and diversity sections are completed with strategies to improve student learning.

1 to 4 points

· Each section does not address specifically how differentiated instruction will be implemented to meet the needs of diverse populations.

· Some of the differentiation and diversity sections are incomplete with strategies to improve student learning.

Assessments

11 to 12 points

The lesson effectively implements and includes a clear explanation of the questions used for the assessments or a copy of the assessment for the following types:

Diagnostic/Pre-assessment includes the questions used for the pre-assessment and shows prior knowledge of the student and explains how the data from the assessment will be used.

Formative Assessments/Feedback to Learner is given during guided and independent instruction and is used to measure student understanding of the content and used to reteach if unclear.

Summative Assessment is given at the end of the lesson and clearly is connected to the objective. The assessment is attached.

10 points

The lesson implements an explanation of the questions used for the assessments but does not include a copy of the assessment for the following types:

Diagnostic/Pre-assessment shows prior knowledge of the student but does not explain how the data from the assessment will be used.

Formative Assessments/Feedback to Learner is given during guided and independent instruction but does not show how student understanding of the content is measured.

Summative Assessment is given at the end of the lesson and is connected to the objective. The assessment is not attached.

1 to 9 points

The lesson does not include a clear explanation of the questions used for the assessments or a copy of the assessments for the following types:

Diagnostic/Pre-assessment does not establish prior knowledge of the student or explain how the data from the assessment will be used.

Formative Assessments/Feedback to Learner does not provide measurement of student progress of the objective.

Summative Assessment is given at the end of the lesson but is not connected to the objective. The assessment is not attached.

Structure 30%

Mechanics

11 to 12 points

All sections are written in complete sentences.

All sections relate to the central reading topic for the lesson.

The sentence structure is written with correct spelling, punctuation, capitalization, and varied word choices.

The mechanics provide an example of an exemplar reading teacher.

10 points

Most sections are written in complete sentences.

Most sections relate to the central reading topic for the lesson.

The sentence structure has minimal errors in spelling, punctuation, capitalization, and varied word choices.

The mechanics most of the time provide an example of an exemplar reading teacher.

1 to 9 points

There are many incomplete sentences which at times interferes with the content.

The central reading topic for the lesson is not consistent throughout the paper.

The sentence structure has many errors in spelling, punctuation, capitalization, and varied word choices.

The mechanics do not provide an example of an exemplar reading teacher.

Formatting

11 to 12 points

The lesson is written directly into the template with the font of the same size, color, and style.

10 points

The lesson is written directly into the template, but the font is not always consistent in size, color, and style.

1 to 9 points

The lesson is written in the template, but the font is inconsistent.

Page 5 of 5

Lesson Plan Sample – Phonics

LESSON #

Subject/Topic: Language Arts/Phonics

Grade Level:

1

st Grade

Lesson Structure or Grouping:

Whole Class ☒ Small Group ☐ 1:1 ☐

Other (specify): Diversity in this class of 15 includes 13 Caucasian students and 2 Hispanic. Needs consist of 2 ELL students, 3 students with ADHD, 1 student with Down Syndrome, and 2 gifted students.

Learning Segment Theme:

Reading is fun!

Learning to read through hands-on activities.

Resources and Materials:

Access to tablets or computer for online practice games
Book: The Cat in the Hat by Dr. Seuss
Crayons and scissors
Craft sticks, yarn, and glue
Magnetic letters and baking sheets
Templates for words to be cut into individual letters by students
Visuals of correspond words for students to match with words
Puzzle flashcards from Amazon

Standards:

State: VA SOL1.6 The student will apply phonetic principles to read and spell. A) Use beginning and ending consonants to decode and spell single-syllable words.

National: CCSS.ELA-Literacy.RF.1.3.B Know and apply grade-level phonics and word analysis skills in decoding words. B. decode regularly spelled one-syllable words.

Objective:

The student will independently decode 20 single-syllable words with 95% accuracy out loud during running record.
The student will independently spell 10 single-syllable words with 90% accuracy based on corresponding images.
ONLY ONE OBJECTIVE IS NEEDED.

ACADEMIC LANGUAGE DEMANDS

Language Demands: The student must be able to recognize all 26 upper and lower-case letters from the alphabet, have a concept of letter-sound recognition, differentiate between vowel and consonant, understanding the meaning of beginning, middle, and ending sounds, and possess an understanding of short vowel sounds.

Language Supports: The teacher will support student knowledge of these areas by checking for comprehension through assessment in previous lessons and providing a review during bell work times before the lesson. For example, students may use the following site through Education.com to practice short vowel sounds during morning stations, after completing an assignment, or during designated review times.

Essential Vocabulary: Students must be able to comprehend instructions given that will include words such as spell, decode, vowel, consonant, and letters.

INSTRUCTION

Direct Instruction/Modeling: Hook: The teacher will begin the lesson by introducing students to the concept of word segmentation and decoding being used for the purpose of assigning meanings to sounds. The teacher will introduce class to the game “Round Robin” (PALS). In Round Robin, the teacher will take students on an imaginary trip in which we will pack items that have the same beginning or ending letter. The teacher will then read the story “The Cat in the Hat” by Dr. Seuss and utilize the think-aloud technique throughout reading to emphasize spelling and word decoding.

Guided Practice: The teacher will utilize music techniques “Sing a Song of Sounds” (PALS) to the tune of “if You’re Happy and You Know it” to practice identifying the beginning, middle, or ending letters for single-syllable words. For example, the teacher may pass out flash cards depicting a single syllable word such as “dog”. The teacher would sing, “If you’re card starts with /d/ stand up; if you’re card ends with /g/ clap your hands, etc.”. The teacher will demonstrate for the whole class using three fingers to represent each letter in a word. For example, the students would imitate the teacher holding up three letters to spell the word “mat” and putting down one finger for each letter correctly identified. The teacher will assign students to literacy centers in which they will participate in various learning activities. The groups will either be teacher led, teacher aid/title 1 assisted, partner driven, or independent working time. Center activities are as follows: “Go Fish” (PALS), Magnetic Letters, online game “Blending Sounds Spelling” (Education.com; https://www.education.com/game/blending-sounds-spelling/), and formative assessment with the teacher. “Go Fish involves crafts to create the fishing pole and word cards. Once the materials are prepared, students will work together to create words by attaching the appropriate letter to their pole. Students may instruct peers to spell specific words. Magnetic Letters entails students creating words on a baking sheet by moving around magnetic letters. Students may work collaboratively with partners for support and further challenge.

Independent Practice: As the teacher is completing formative assessments with certain groups, the rest of the class will return to their seats and work independently on activities in the day’s “choice box”. The choices given will include review such as short vowel sounds (circle the matching vowel sound from a group of similar words), online review games (phonemic awareness, decoding, blending), silent reading time of step 1 books, or worksheets (students write the appropriate letter to correspond with the picture, then they cut and paste out of the given pictures matching beginning, ending, or middle letters based on the instructions).

Closure: The teacher will lead class discussion regarding review of new concepts and main ideas. Next, the teacher will initiate a continuation of “Sing a Song of Sounds” (PALS) that will be student led. Once the students exhibit the ability to successfully continue the game, the teacher will conduct individual reading conferences with each student to reveal the results between pre and formative assessment scores per the running record. The teacher will collaborate with each student to identify any lack of understanding and plan for improving comprehension.

DIFFERENTIATION

Supporting Students with Special Needs:

To support the two ELL students with the teacher will provide read aloud instruction and additional time when needed for applicable games and activities.
To support the three students with ADHD, the teacher will limit use of worksheets and incorporate games, songs, and group activity. Flexible seating and periodic breaks will be available if needed.
To support the student with Down Syndrome, the teacher’s aid will provide one-on-one instruction and guidance during centers.

Challenging Above-Average Students: Above-average students will have access to project time in the event of early completion of center or group activities. Project time will be correlated to the lesson at hand and serve as an extra credit opportunity.

Facilitating a Classroom Environment that Supports Student Learning: The teacher will carefully consider all special learning needs when choosing groups for centers and pace of activities. The classroom will consist of a structured behavioral plan in which all students are familiar with to ensure all students are comfortable and feel safe.

Extension: Students will have flashcards to be cut into 3 pieces (per letter) and can piece together to practice spelling and formation of single-syllable words. https://www.amazon.com/School-Zone-Three-Letter-Recognition-Spelling/dp/0887432778

ASSESSMENT

Diagnostic/Pre-Assessment: The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).

Formative Assessment: To assess progress during the lesson, the teacher will assign and observe a center for “spelling card game” that will enable students to spell words using flashcards created to form single-syllable words. The teacher will initially provide the student with two of the following beginning, middle, or ending sounds, and the student will be asked to fill in the missing space to create a word before instructing the student to generate all three letters independently. Retrieved from: https://www.amazon.com/Learning-Journey-Self-Correcting-Spelling-Matching/dp/B01CILGA7K/ref=pd_lpo_vtph_21_bs_img_1?_encoding=UTF8&psc=1&refRID=GSETXYPR6ZE2G6YN02TK

Summative Assessment: The student will read flash cards consisting of 20 single-syllable words to assess background knowledge of decoding single-syllable words as the teacher performs a running record. To assess spelling, the student will fill in letter boxes for 10 pictures such as dog, cat, bat, etc. The teacher will compare scores between pre-test and summative assessment (Tompkins, 2017).

1

image3

image4

image5

image1

image2

What Will You Get?

We provide professional writing services to help you score straight A’s by submitting custom written assignments that mirror your guidelines.

Premium Quality

Get result-oriented writing and never worry about grades anymore. We follow the highest quality standards to make sure that you get perfect assignments.

Experienced Writers

Our writers have experience in dealing with papers of every educational level. You can surely rely on the expertise of our qualified professionals.

On-Time Delivery

Your deadline is our threshold for success and we take it very seriously. We make sure you receive your papers before your predefined time.

24/7 Customer Support

Someone from our customer support team is always here to respond to your questions. So, hit us up if you have got any ambiguity or concern.

Complete Confidentiality

Sit back and relax while we help you out with writing your papers. We have an ultimate policy for keeping your personal and order-related details a secret.

Authentic Sources

We assure you that your document will be thoroughly checked for plagiarism and grammatical errors as we use highly authentic and licit sources.

Moneyback Guarantee

Still reluctant about placing an order? Our 100% Moneyback Guarantee backs you up on rare occasions where you aren’t satisfied with the writing.

Order Tracking

You don’t have to wait for an update for hours; you can track the progress of your order any time you want. We share the status after each step.

image

Areas of Expertise

Although you can leverage our expertise for any writing task, we have a knack for creating flawless papers for the following document types.

Areas of Expertise

Although you can leverage our expertise for any writing task, we have a knack for creating flawless papers for the following document types.

image

Trusted Partner of 9650+ Students for Writing

From brainstorming your paper's outline to perfecting its grammar, we perform every step carefully to make your paper worthy of A grade.

Preferred Writer

Hire your preferred writer anytime. Simply specify if you want your preferred expert to write your paper and we’ll make that happen.

Grammar Check Report

Get an elaborate and authentic grammar check report with your work to have the grammar goodness sealed in your document.

One Page Summary

You can purchase this feature if you want our writers to sum up your paper in the form of a concise and well-articulated summary.

Plagiarism Report

You don’t have to worry about plagiarism anymore. Get a plagiarism report to certify the uniqueness of your work.

Free Features $66FREE

  • Most Qualified Writer $10FREE
  • Plagiarism Scan Report $10FREE
  • Unlimited Revisions $08FREE
  • Paper Formatting $05FREE
  • Cover Page $05FREE
  • Referencing & Bibliography $10FREE
  • Dedicated User Area $08FREE
  • 24/7 Order Tracking $05FREE
  • Periodic Email Alerts $05FREE
image

Our Services

Join us for the best experience while seeking writing assistance in your college life. A good grade is all you need to boost up your academic excellence and we are all about it.

  • On-time Delivery
  • 24/7 Order Tracking
  • Access to Authentic Sources
Academic Writing

We create perfect papers according to the guidelines.

Professional Editing

We seamlessly edit out errors from your papers.

Thorough Proofreading

We thoroughly read your final draft to identify errors.

image

Delegate Your Challenging Writing Tasks to Experienced Professionals

Work with ultimate peace of mind because we ensure that your academic work is our responsibility and your grades are a top concern for us!

Check Out Our Sample Work

Dedication. Quality. Commitment. Punctuality

Categories
All samples
Essay (any type)
Essay (any type)
The Value of a Nursing Degree
Undergrad. (yrs 3-4)
Nursing
2
View this sample

It May Not Be Much, but It’s Honest Work!

Here is what we have achieved so far. These numbers are evidence that we go the extra mile to make your college journey successful.

0+

Happy Clients

0+

Words Written This Week

0+

Ongoing Orders

0%

Customer Satisfaction Rate
image

Process as Fine as Brewed Coffee

We have the most intuitive and minimalistic process so that you can easily place an order. Just follow a few steps to unlock success.

See How We Helped 9000+ Students Achieve Success

image

We Analyze Your Problem and Offer Customized Writing

We understand your guidelines first before delivering any writing service. You can discuss your writing needs and we will have them evaluated by our dedicated team.

  • Clear elicitation of your requirements.
  • Customized writing as per your needs.

We Mirror Your Guidelines to Deliver Quality Services

We write your papers in a standardized way. We complete your work in such a way that it turns out to be a perfect description of your guidelines.

  • Proactive analysis of your writing.
  • Active communication to understand requirements.
image
image

We Handle Your Writing Tasks to Ensure Excellent Grades

We promise you excellent grades and academic excellence that you always longed for. Our writers stay in touch with you via email.

  • Thorough research and analysis for every order.
  • Deliverance of reliable writing service to improve your grades.
Place an Order Start Chat Now
image

Order your essay today and save 30% with the discount code Happy