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Phonemic awareness: Let's learn long and short vowels!
Concept/topic They will also be asked to differentiate words that have the same vowels when written on the page but different sounds when spoken aloud such as apple and hay or store and open.
Building phonemic awareness requires recognizing the similarities and the differences between the sounds of different words, both in isolation and in context.
Lesson goals/objectives
To enable students to recognize the different sounds of the same letters.
Standards
"AZ R01-S1C2-05- Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite)" ("English in a Flash," 2015).
Required materials
A white board with markers and an eraser
A relatively simple picture book with which the children are familiar such as Clifford the Big Red Dog
Old magazines to cut out and paste
Paste
Crayons and other writing implements
Introduction / anticipatory set
Students will be asked to identify what words have long and short vowel sounds based upon their innate sense of how these words sound aloud, versus how they appear on the page. They will be asked to break down a story with which they are familiar into different sounds, allowing them to use their previous knowledge of and familiarity with the story to identify this point of phonetic awareness.
Step-by-step procedures
The teacher will create lists for all of the long and the short vowel sounds of different words. After students begin to differentiate between the long and short sounds of the vowels a, e, i, o, u (and sometimes y), the teacher will then read a story aloud to the class, pausing between sentences. The students will be asked to identify if the critical words in the story are long or short vowel sounds.
After the story is read aloud, students will be given an individual assignment. Each student will be able to select a piece of construction paper in his or her desired color. The paper will be divided into ten sections, one labeled long a, the next labeled short a, followed by long and short e, etcetera. Students will be able to select pictures based upon personal preference from a box of old magazines and be asked to find a series of images (their choice) which have the different letter sounds. They will use safety…
References
English in a flash. (2015). Arizona State Standards Alliance. Retrieved from:
http://doc.renlearn.com/KMNet/R004016305GG79F1.pdf
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Green Eggs and Ham by Dr. Seuss is a terrific book for helping young learners develop phonemic awareness and for the teacher to help them decoding and encoding strategies. At the same time, it may be used in conformity with Common Core Standards so that students meet guidelines provided by the State. As Ouellette and Haley point out, alphabetic knowledge and vocabulary can have a positive impact on phonemic awareness (29).
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employed in case of a phonemic lesson plan, are discussed. Each assessment's suitability, pros as well as cons are discussed. Charting and data capture are also dealt with. Assessment of lesson plan Phonemic Awareness Assessment (Professional Development-Phonemic Awareness Assessment) Stage of Literacy Development Characteristics of This Stage Phonological Focus Areas Emergent Reader Has partial knowledge of the alphabet Inability to match voice with print (word concept) No connection between sound and symbol in spelling (later in this step, may