Mini Lesson on Phonemic Awareness
- Explain the lesson to the students and review any previous information taught (if any). “We will be learning about rhyming words,” for example. (5-10 minutes)
- Run an activity as a class. Regardless of the activity, it should be stimulating and fun for the students. Play with the sounds and words, don’t lecture to them. A game that could be played is “Odd Word Out.” Write multiple words on the board such as “hat, cat, blue, bat” and ask the students which word does not belong and why. To make this game physical, have the students come up to the board and point to or circle the odd word out. (15-20 minutes)
- Give a worksheet to complete individually to assess each students understanding. Give assistance to the students when necessary. A worksheet similar to the game on the board (but with different words) would be a great way to assess which students are having trouble and which students are ready to move on. (15-20 minutes)
- Come together as a class to discuss the worksheet and address/reteach any questions or complications they may have had. Ask students how they can connect this lesson to topics outside of the classroom. Ask students to share what they have learned. (10-15 minutes)
Student A has trouble with rhyming words. It is important for the student to be given one on one time with the teacher for direct instruction. A game to play with a child who finds rhyming difficult would be “Happy Face Sad Face.” The teacher shows the student two words such as “hat and bat.” If they rhyme, the student holds up a picture of a happy face. If they do not, the student holds up a picture of a sad face. Ask the student to repeat the words being shown, as it is important reinforce the verbal aspect of rhyming words.
Student B is having trouble with counting syllables in a word. When addressing this situation, I believe the teacher should give the student a physical motion to count the syllables. For example, take the word “pencil.” Have the student clap their hands or stomp their feet when counting and saying “pen-cil” out loud. Start with two syllable words and scaffold the student up to three and more with assistance.