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Phonemic Awareness Please read all directions before using the following lesson.

Phonemic Awareness Please read all directions before using the following lesson. Some phonemic awareness lessons do not have a handout or worksheet for students because students are being taught how to listen for specific sounds and/or respond to questions orally.

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Phonemic Awareness Please read all directions before using the following lesson.

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  1. Phonemic Awareness • Please read all directions before using • the following lesson. • Some phonemic awareness lessons do not have a handout or worksheet for students because students are being taught how to listen for specific sounds and/or respond to questions orally. • Unlike most EDI lessons, these phonemic awareness lessons do not have Independent Practice and Periodic Review for the students to perform individually. The repetition included in this lesson must be guided throughout, therefore we have titled the pages Guided Practice 1, Guided Practice 2… • Students may be shown the Learning Objective, Activating Prior Knowledge, Concept Development, and Importance pages. They may also be shown the Concept Definition and the steps listed at the top of the Skill Development/Guided Practice pages. However, students must not be shown any of the problems, words, or phrases that they are expected to listen for. The reason for this is students are expected to learn how to listen for specific sounds or words as opposed to identifying spelling patterns or word families in text. • These lessons are intended to be used in a group setting following the “Directions for Teacher” listed in the Skill Development/Guided Practice Page. For most lessons, the teacher will use the following steps: • For Skill Development/Guided Practice: • a. Read the problem or say the names of the pictures aloud. • b. Ask students to pair-share the answer with a partner. • c. Call on 4-5 non-volunteers to give their answer. • d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving • the student two choices. • e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well. • For Guided Practice 1-4: • a. Read the problem or say the names of the pictures aloud. • b. Ask students to come up with an answer on their own. • c. Call on 4-5 non-volunteers to give their answer. • d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving • the student two choices. • e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.

  2. Learning Objective Today, we will identify1 beginning sounds. 1 look for CFU What are we going to do today? What does identify mean? Identify means__________. Activate (or provide) Prior Knowledge Listen carefully to these words. Can you hear any sounds that are the same? CFU Students, you can hear that each word begins with the /b/ sound. Today, we will identify the beginning, or first, sound of words.

  3. Concept Development Thebeginning soundis the first soundin a word. Beginning Sound /b/ Does Not have a Beginning Sound /b/ CFU Why does craband webnot have a beginning sound /b/? Which word has the beginning sound /b/? How do you know? 1. 2. In your own words, what is the beginning sound? The beginning sound is________________. (ball) (tub)

  4. Skill Development/Guided Practice Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /m/ CFU (#4)How did I/you identify the beginning sound?

  5. Skill Development/Guided Practice Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /s/ CFU (#4)How did I/you identify the beginning sound?

  6. Skill Development/Guided Practice Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /r/ CFU (#4)How did I/you identify the beginning sound?

  7. Skill Development/Guided Practice (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /t/ CFU (#4)How did I/you identify the beginning sound?

  8. Skill Development/Guided Practice (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /b/ CFU (#4)How did I/you identify the beginning sound?

  9. Skill Development/Guided Practice (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /n/ CFU (#4)How did I/you identify the beginning sound?

  10. Relevance Thebeginning soundis the first soundin a word. 1. Identifying beginning sounds will help you read and spell words. /m/ /e/ /t/ met /m/ /o/ /m/ mom CFU Does anyone else have another reason why it is relevant to identify the beginning sounds of words? (pair-share) Why is it relevant to identify the beginning sounds of words? You may give me one of my reasons or one of your own. Which reason is more relevant to you? Why?

  11. Thebeginning soundis the first soundin a word. Skill Closure Identify the beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) Beginning Sound: /m/ Beginning Sound: /s/ Concept Closure What is the beginning sound? The beginning sound is __________________. Summary Closure What did you learn today about identifying beginning sounds? (pair-share)

  12. Guided Practice 1 Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle)

  13. Guided Practice 1 (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle)

  14. Guided Practice 2 Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle)

  15. Guided Practice 2 (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) (fan)

  16. Guided Practice 3 Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) (drum) (chair) (ring)

  17. Guided Practice 3 (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) (bed) (wagon)

  18. Guided Practice 4 Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) (match) (comb) (moon) (soup) (bus) (swim) (run) (ear)

  19. Guided Practice 4 (continued) Thebeginning soundis the first soundin a word. Identify beginning sounds. Step #1: Listen to the letter sound. Step #2: Say the letter sound. Step #3: Say the name of each picture. Hint: Listen for the beginning sound. Step #4: Identify the picture that has the beginning sound. (circle) (crib) (nest) (ant)

  20. EDI – Cognitive, Teaching and English Learners Strategies

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