Week 2

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Montgomery County Community College *

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Sociology

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Feb 20, 2024

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Nicole Boaman 01/17/24 Teaching and Learning Roadmap Lesson Title: Subject/Topic Area: Phonemic Awareness : Sound Segmentation Grade or Developmental Level: Kindergarten Context for Learning: What do students already know that is relevant to this activity, or what skills do they already have, and how do you know it? Are the students interested and ready to engage? What factors might enhance or impede learning, and how will you address them? The students are interested and ready to engage. The students already know the alphabet (A-Z). Students know some basic words such as “cat”. What might enhance learning is for students to understand each sound that makes up a complete word to be able to read a sentence. Delaware Standards: What Standard(s) will be addressed by this activity? R.F.K.2: . Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Essential Question(s): What open-ended questions will be used to stimulate student interest and thinking? Are we able to listen for each sound that makes up a complete word? Activity Objectives/Goals: Students will be able to… in order to.. Describe the activity’s objectives and desired outcomes in terms of what the students will know and be able to do at the conclusion of the activity. Students will be able to identify individual phonemes and order them so that together the phonemes create the word for the object provided. Measuring Success: Assessment Describe how you determined levels of relevant learner knowledge and skill before the activity, and how you will measure learning during and after the activity. (Pre-Assessment, Formative Assessment, Summative Assessment)  Students should be able to segment the phonemes independently.  The teacher will be monitoring throughout the lesson. Activity Structure: Describe how the activity will unfold from beginning to end, its timing and pacing, and how the activity will provide opportunities for deeper, higher-level thinking and learning (the top of Bloom’s taxonomy). 5 min: The teacher will first show the class a picture of an object. Once the class has determined together the word that represents what the object is, the teacher will use the whiteboard to demonstrate each sound within the word. 15 min: The teacher will draw a box on the board

and put five circle magnets inside the box. Then the teacher will draw a line with an arrow pointing to the right underneath the box. The box, magnets and arrow will represent features on the worksheet the students will be getting. The teacher will say the word representing the object and slowly emphasize the sounds that create that word. As the teacher is saying each sound or phoneme, he/she will move a magnet from the box to the line of the arrow to represent the phoneme. 10 min: Students will practice saying the phonemes with the teacher as he/she says the sound. After all the phonemes in that word are represented on the arrow, the teacher will say that word altogether. 15 min: Students will use their worksheets which look exactly like what the teacher drew on the board and counters which represent the magnets the teacher used while modeling to practice segmenting more words with the teacher’s guidance. Together the teacher and the students will look at pictures, determine the word that represents the picture, and break up the word into phonemes. As they break up the sounds, the students will move their counters down to the arrow line just as the teacher will be on the board. The teacher will walk around and monitor to be sure the students have represented the correct number of counters compared to phonemes in the word. 15 min: Students will receive a small bag with pictures of objects. The students will then practice on their own segmenting the sounds on the worksheet like they did before with the teacher’s guidance. Again, the teacher will monitor the students to make sure they understand. 5min: Group activity: The students will work in groups of two. Student 1 will turn to a peer (student 2) and say the word and then break it up into the phonemes that we just segmented. They will switch and student 2 will do the same thing back to student 1. The teacher will go around to the different groups to monitor their knowledge or skills learned. 5min: Closure video: https://www.youtube.com/watch?v=LiF3AgKSUBc

Instructional Strategies: Describe the research-based best practices that will be employed (or relevant learning theories) and why they were selected. How will you differentiate learning activities to accommodate (1) individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio- economic background (InTASC Model Core Teaching Standards.) - During this lesson plan, demonstrating, active learning, and differentiated instruction will be employed. Demonstrating is the teacher using the whiteboard to break down the word. Active learning is engaging the students in a hands-on activity such as the bag of objects. Differentiated instruction will be employed with diverse learning styles in the classroom. The teacher will accommodate individual differences and group differences by adjusting the method of teaching if need be. For the group activity, the teacher will group students effectively. Application: Describe the opportunities that will be provided for the students to apply the knowledge and/or practice the skills learned. - The students will work in groups of two. Student 1 will turn to a peer (student 2) and say the word and then break it up into the phonemes that we just segmented. They will switch and student 2 will do the same thing back to student 1. The teacher will go around to the different groups to monitor their knowledge or skills learned. Accommodations/Adaptations/Technology: Describe the instructional and/or technology/assistive technology that will be incorporated into the activity No technology will be used except the students watching the video at the end. If students need more practice, they will be able to use the

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