Phonemic Awareness Pre-K/K Lesson       M/W Singl   Lesson Topic:  Phonemic Awareness Grade / Subject:  1st Grade Language Arts Rationale:    Florida Sunshine State Standards Strand D: Language Standard 1:  The student understands the nature of language             (LA.D.1.1.1)  The student recognizes basic patterns in and functions of language (patterns such as characteristic sounds and rhythms and those found in written forms; functions such as asking questions, expressing oneself, describing objects or experience, writing or explaining)   Real Life Application:  Children must understand that phonemes, the smallest units of sound, are represented by graphemes (written letters), which make up words. They first have to be able to recognize the phoneme ( or sound ) and the way our mouths form the sounds, in order to be able to recognize and use them in oral and written language. Objective:  For the kindergarten student to be able to recognize and pronounce the short vowel /i/ sound, and recognize the “hidden” vowel /i/ in various words, so that when given oral recitations, and later pencil and paper, they will be able to correctly form the sound orally, and write small words with the “hidden” /i/ in the middle (ie: fix, hid, Tim, Jim, hit, sit, fit, did, lid) Content:  §         Recite the short vowel sounds together a-e-i-o-u §         Sing the short song together “ah, eh, ee, oh, oooh, I can see no shoes” §         Point out detective picture on the board and pass out writing paper and pencils, and drawing paper Sources: §         http://www.firn.edu/doe/curric/prek12/pdf/langglek.pdf §         http://www.auburn.edu/%7Emurraba/constr/bierel.html     “Vocabulary” (Word Wall) Words:             fix, hid, Tim, Jim, hit, sit,    Material: §         Manuscript paper §         Pencils §         Plain drawing paper §         Crayons §         Writing chart §         Picture page with “Jim”, “Tim” hiding, baseball player hitting ball, child sitting, and man fixing table with hammer §         Vis-à-vis marker for writing chart, and eraser Procedure: Hook:  Draw the children’s attention to the picture of the “hidden vowel detective” that is hanging on the white board.  I will then ask the children if they would like to be detectives today, and help the Sleuth and myself solve a mystery, and find some letters that have been hidden! Prior Knowledge:  Review the standard we have been working on “finding patterns in our language” and how we use our vowels to speak and to write. Low-End Questions about Prior Knowledge: What are the letters a, e, i, o, and u called again? And what letter are we working on this week?         High End Questions:  Can you think of any words that have the letter I in them? Who can tell me what a “loooong” I sounds like? Who can tell me what a short I sounds like? Which one are we talking about today? Lesson: 1.      I will introduce the lesson by explaining that how we write spoken words is by using a secret code. I will explain that sometimes the code can be tricky but it is important that we learn the way our mouth moves when we say certain sounds. If we can figure out the way our mouth moves, the code should be pretty easy for us to break.   2.      Today we are going to work on breaking the code for /i/. We are going to see the way our mouth moves when we say /i/. At first it may seem like the /i/ is hiding in words, but soon we will be able to find /i/ in all kinds of words.   3.      Next, I will ask the students who likes to eat ice cream cones??? I will agree that I like ice cream cones too, but don’t like when the ice cream slides down and gets my hands sticky.  Let’s all pretend we are eating our ice cream cones, (I will gesture as if holding an ice cream cone and licking it). What are we doing to the ice cream? (Children will answer “licking it!” Oh, now it is getting on our fingers, yuk! It’s all sticky!  Let’s ALL shake the icky sticky ice cream off our fingers and say YUK-icky sticky ice cream! Six or seven times we will repeat, “Yuk, icky sticky ice cream!”   4.      Good, we got our icky sticky fingers clean.  Now let’s look at some of the words we were just saying, and see if we can help the Sleuth find the hidden “I’s, ok?   5.      I will use my large writing chart and write the words “lick”, “icky”, “sticky”, “ice”, “cream”, and “cone” on the chart.   6.      With a pointer I will point to each word, asking the children to say them with me 5 or 6 times.   7.      Hmmm, where are the “I’s” in these words?   8.      I will choose 6 children to come up one at a time and point with the pointer to the “I” in each of the 6 words (they should recognize that “cream” and “cone” do not have I’s)   9.      Great!  Do you notice anything about “lick”, and “sticky” that is different than the others?   10.  I will explain that in “icky” and “ice” have their I’s right at the beginning, but the other 2 have “hidden” I’s in the middle of the word, and I’s hidden in the middle are almost always short-sounding I’s like the “i” in “sticky.”   11.  Next I will ask the children to get their pencils and manuscript paper so that we can practice writing our I’s across the first line of the paper.  I will remind them to start at the dashed line, and draw straight down to the next line, and then put a “cap” on the I by dotting it.   12.  I will circulate the room, providing praise and feedback as they are writing.   13.  While they are finishing, I will clip my picture pages over my writing chart.   14.  Next, I will ask them to put their pencils down and let’s look at these great pictures up here!   15.  I will tell them that the boy in the first picture is Jim. Then I will tell them the boy in the next picture’s name is Tim and ask them what he looks like he is doing? (hiding); then I will ask what the baseball player is doing to the ball (hitting), what the child in the picture is doing (sitting) and what the man with the hammer is doing to the table (fixing).   16.  Then I will ask the children to say the following words after me: Jim, Tim, hide, hit, sit, and fix   17.  We will repeat them 5 or 6 times.  I will point out that there is something different about hide than the other words, because the “i” in hide makes the LONG “i” sound, and also, even though it is kind of “hidden” in the word, it is still a long “i”.   18.  But let’s concentrate on Jim, Tim, hit, sit and fix.   19.  Can you find the hidden “i” in those words?   20.  Take your manuscript paper and pencils and let’s write the words on your paper.  When you find the hidden “i”, circle it, please.   21.  When they are finished we will give ourselves “fireworks” for helping the sleuth find the hidden “i’s” he was looking for!   22.  For the final activity, the children will come to the carpet and I will read aloud the “long I, short I” story and ask the children to raise their hand whenever they hear a short “i” sound in the story.   Closure/ Review:  Before the children return to their desks and we close our lesson, I will review one more time what we just learned: First, we ate our imaginary ice cream and had to shake off our icky, sticky, fingers.  What kind of sound does the “i” make in “icky” and “sticky”? (Children should either annunciate the short “i” or say “short.” Next, we wrote some letter “i”s on our paper, didn’t we? Next we saw what was happening in our special pictures, and found some special “hidden” I’s, didn’t we? Then we wrote some “hidden i” words on our papers, and solved the case of the hidden “I”. Modifications:  Remediation:  Three of the children were not able to write their letter “i” legibly on their manuscript paper, nor their 6 words.  I will send practice sheets home with them to work on with their parents, to practice writing the letter “i” and the hidden “i” words we did in class today. Enrichment:  Five of the children in this kindergarten class are very advanced for their age.  They will be able to write the 6 words very quickly and correctly, while the others are still struggling to get through it.  I will ask each of them to think of some “hidden i” words of their own and write them on their paper. Accommodations:  Three of the students in this class are having problems with writing dexterity, and are not yet advanced enough to write their letters on manuscript paper.  Those three children will be told quietly and individually, as I am walking around during the writing, that they may draw their letter on the plain paper with a crayon.  For the section where they are to write whole words, they will be asked to try and write the word like it looks on the chart, or draw a picture of what the word says. ESOL Accomodations:  Pedro is a new boy in our class, who has just moved here from Mexico.  He is non-verbal and does not really understand English yet.  Pedro will be ok with the initial pre-lesson of saying the vowel sounds, but I will also point to those letters on the alphabet chart with the pointer, since he has no prior knowledge of our language.  Also, the picture cards will be helpful for him, as well as the gestures used in the “icky sticky ice cream cone” exercise.  When I am asking about “lick” and “sticky”, etc. I will emphasize the gestures as well as the words while making eye contact with Pedro.  When the writing exercise is given, I will help Pedro individually in writing “i” and I will also explain, “en espanol, esta (pointing to the letter “i” es “ee”.  En ingles, esta es “i” (making the short “i” sound for him), o “I” (making the long “I” sound for him).  Assessment:  I will distribute a sheet with some pictures of objects, some of which have the short “i” sound in them.  They will be asked to color those that they hear the short “i” sound in when they say them.  Their ability to choose and color the correct pictures with 80% accuracy will demonstrate their understanding of the phonemic sound of the short vowel sound “i”.

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