Lesson 2 | Phonological Awareness & Oral Language Play

PHONOLOGICAL AWARENESS
Highlight the
linguistic unit
Word Rationale:
Syllable Langston demonstrates a good understanding of rhyme and beginning sounds. He blends and
Onset-Rime segments two phoneme words (4 out of 5 on fall PALS) but is using and confusing 3 phoneme words
Phoneme (3 out of 5 on fall PALS) and does not understand 4 phoneme words (0 out of 10 on fall PALS).

During the first lesson, Langston demonstrated a good understanding of blending and segmenting 3
phoneme words (4 out of 5). By the end of the lesson, he was better able to identify the number of
phonemes and the sound of those phonemes up to 3 phonemes in a word with one 4 phoneme word
as a challenge (7 out of 7) but could still be using and confusing this concept with 4 phoneme words
(especially sounds vs. letters). For these reasons, I will:

● Explicitly teach identification of sounds in words up to four phonemes (“How many sounds do you
hear…”)
● Segmenting and blending words with four phonemes (“/f/ /r/ /o/ /g/….what word do you hear when you put
these sounds together?” and “black”....what sounds do you hear in this word?”)

If I need to bump up the challenge level, I may move on to:

● Deletion of the beginning sound in 4 phoneme words (“What is drain without /d/?”)

What manipulatives and/or other scaffolds do you anticipate using?

● Picture cards (digital)
● Elkonin boxes/sound boxes (digital)
● Colored chips (digital)

Langston struggled to identify the number of phonemes in a word and the sounds of those phonemes.
4 phoneme words with blends were consistently difficult for him. He was hesitant to use his fingers to
count phonemes independently, but he would use his fingers when told to count the phonemes after
me. I would recommend that Langston receive more practice in determining the number of phonemes
 in a word and identifying those sounds, especially with consonant blends and 4 phoneme words. He
may benefit from starting with words like fly or try where he needs to identify the consonant blend
sounds in a three phoneme word before adding on an additional phoneme. Also, phonics instruction of
consonant blends would add further insight into his understanding.

Due to time, Langston’s lack of focus, and the difficulty he had with identifying phonemes we were not
able to get to the blending, segmenting, and deletion of beginning sounds. I think Langston needs
practice with blending and segmenting before moving onto deletion of sounds.

Elkonin boxes and colored chips that Langston can manipulate may hold him more accountable to
using a strategy to help him. I recommend that the student be shown the same number of boxes and
chips no matter how many phonemes are in the word so that he does not lean on counting those to
say the number of phonemes.

Planning for Phonological Awareness:

Time: Materials Linguistic Target: 1. Define PHONEME in student friendly terms.

10-15 min Needed: Phonemes a. A phoneme is a sound in a word. All words
are made of these sounds. The word “I” is
Picture cards Langston was more successful made with 1 sound (phoneme), the word “it” is
Elkonin when using his fingers to count
made with 2 sounds (phonemes), and the
Boxes phonemes, but he was hesitant to
colored chips use this strategy. word “cat” is made with 3 sounds
Google (phonemes).
Slides Langston is struggling to b. Sometimes words have more than 3 sounds
determine sounds in consonant (phonemes) like clip: /f/ /a/ /s/ /t/. We are
blends. going to listen very carefully to some words
today to see if we can hear how many sounds
(phonemes) are in each word.
c. The number of sounds in a word can be
different from the number of letters in a word.
“fast” has four sounds and four letters, but
“black” has four sounds and five letters.
d. We make different sounds with our mouth and
 all parts of it. You have already been learning
about the sounds in words. We are going to
practice listening carefully for the sounds we
hear in each word.

I DO (Direct Instruction):
Let me show you what I mean. Say “sleep” slowly (stretch it,
continuous except /p/ which is a stop sound) and ask
Langston to watch how many fingers I hold up to count the
sounds. Then, follow that up with the use of Elkonin boxes
and colored chips to show four sounds - /s/ /l/ long /e/ /p/.

How many sounds did the word “sleep” have? Did you see
my fingers go up each time I said a sound by stretching it?
What were the 4 sounds in the word “sleep”?

Let’s try another one. Say “soft” and ask Langston to watch
how many fingers I hold up to count the sounds. The /t/
can’t be stretched out because it is a stop sound unlike we
can with /s/ /o/ /f/. Then, follow that up with the use of
Elkonin boxes and colored chips to show four sounds - /s/
/o/ /f/ /t/.

How many sounds did the word “soft” have? Did you see my
fingers go up each time I said a sound? What were the 4
sounds in the word “soft”?

Nice job paying attention to the sounds in those words!

Let’s try some more words.

● Words by phoneme count (mixed up in presentation
Bee - corrected with a reminder to
count using his fingers
Snake - missing /n/ sound
Shoe - Was able to determine the
number of sounds when reminded
to use his fingers.
Cat - correct
Frog - missing the /r/ sound
Chip - correct
Tie - Forgot the word which led to
confusion
Sack - Needed a reminder to
count the sounds using his
fingers.
Lamp - missing the /m/ sound
Toast - Correct
Flag - inconsistently missed /l/
The two and three phonemes
words were left out due to time
and Langston showing better
understanding of these.
to Langston)
2 - bee, shoe
3 - cat, chip
4 - frog, snake
You were able to figure out all of the sounds in those words.
WE DO (Guided Practice):
Part 1.
Let’s practice listening for the sounds in words and
counting those sounds together using our fingers, the
boxes, and colored chips.
Teacher says “dogs” while showing the picture.
“How many sounds? What are the sounds?”
Provide corrective feedback after each word.
Repeat for remaining items.
2 - tie
3 - sack
4 - lamp
Part 2. Ask Langston to repeat several words (of varying
phoneme count) after me--one at a time using his fingers to
count the phonemes and identify the phonemes.
“Say toast.”
“How many sounds? What are the sounds?”
Provide corrective feedback after each word.
Repeat for remaining items.
2 - eat
3 - bat
4 - flag
 *If Langston catches on quickly and this is too easy, consider removing
the visual of Elkonin boxes and only using fingers.

2/10 correct YOU DO (Independent Practice):

Correct: eat, cat
He got some words wrong where
he had previously counted the
phonemes correctly.
To scaffold Langston towards independence, provide a set
of picture cards (using words above). Have buckets with the
numbers 1-2-3-4 on them.

Langston was guessing and Now we are going to let you try some all by yourself. What
losing attention most of the time picture is on this first card? How many phonemes do you
during the “You Do” portion of the hear? What are the phonemes you heard? Can you find the
lesson. He went to the bathroom bucket for that number of phonemes? Great--put the card in
for almost ten minutes in the
that bucket.
middle of the activity. I wondered
if he needed a break. His teacher
in the room also mentioned when Continue until all cards are sorted. Provide appropriate
he was gone that he may need a corrective feedback as needed.
break. While he was gone, I
removed some of the pictures CLOSING STATEMENT: Ask “Langston, can you tell me now
from the sort due to time. what a phoneme is?” Provide corrective feedback.
Once he came back from the
bathroom break, he was very
distracted with items and moving
around in his chair. His
ChromeBook also froze on him a
couple times.

He realized with guidance he was

saying the /b/ sound as buh as if it
had two phonemes.

At times, he went back to counting

the letters rather than the
 phonemes.

I reminded him to keep using his

fingers to count phonemes. I
think he would benefit from
Elkonin boxes and colored chips
that he can manipulate.

It would also be interesting to see

if Langston is capable of correctly
completing more than he did
when he is more focused on
learning. It also may be helpful
for him to start with a sort of 3 vs
4 phonemes before moving onto a
sort of 2 vs 3 vs 4 phonemes. He
did not meet the objective of this
lesson.

If needed: Blending Work: I DO:

Words with four phonemes “I’m going to say the sounds of words (phonemes), and then push
Elkonin those sounds together, or blend them, into a word.”
boxes and I DO - WE DO - YOU DO.
colored chips Say the sounds one at a time, and blend the sounds to make a
Google word
/l/ /a/ /s/ /t/
Slides
/l/ /e/ /f/ /t/ “/l/ /a/ /s/ /t/ together makes…”
Repeat for each word.
/r/ /e/ /s/ /t/
WE DO:
/s/ /t/ /i/ /k/ “I’m going to say the sounds of a word to you, and after I say all
the sounds I’m going to ask you to tell me what each new word is
 when you blend the sounds together. /r/ /e/ /s/ /t/ says rest.”
/b/ /e/ /n/ /ch/
Student repeats after me.
/f/ /r/ /e/ /sh/
Repeat for each word. Provide corrective feedback as needed.
/k/ /i/ /n/ /d/
**Elkonin Boxes and colored chips can be used to support the student if
/s/ /p/ /i/ /n/ needed.

/s/ /p/ /e/ /d/ YOU DO:

(long e) Gradually only give Langston the sounds, and he blends the
words.

We did not get to this portion of

the lesson due to time constraints
and Langston’s lack of focus. In
the future, I would continue to
work with him on blending words
with 4 phonemes.

If needed: Segmenting Work: I DO:

Words with four phonemes “I’m going to say a word, and then separate the sounds
Elkonin (phonemes) of that word.”
boxes and I DO - WE DO - YOU DO.
colored chips Say the word one at a time, and segment the sounds of that
Google word.
rats
Slides
step “rats separated into sounds is…”
Repeat for each word.
pots
WE DO:
just “I’m going to say a word to you, and after I say the word I’m going
to ask you to tell me the sounds you hear in the word. Pots
jump sounds /p/ /o/ /t/ /s/” Student repeats after me.

slid Repeat for each word. Provide corrective feedback as needed.

 **Elkonin Boxes and colored chips can be used to support the student if
help needed.

pinch YOU DO:

Gradually only give Langston the words, and he segments the
last words into sounds.

We did not get to this portion of

the lesson due to time constraints.
Langston’s lack of focus. In the
future, I would continue to work
with him on segmenting words
with 4 phonemes.

If needed: Stretch Work: I DO:

Deletion of beginning “I’m going to say a word, and I am going to delete or take away a
Elkonin sound with words with 4 sound to make a new word.”
boxes and phonemes
colored chips Say the word one at a time, and delete the beginning sound to
Google I DO - WE DO - YOU DO. make a new word.
Slides
“grows without the /s/ is rose”
Grows without /s/
Repeat for each word.
Twig without /t/
WE DO:
Slip without /s/ “I’m going to say a word to you, and after I say the word I’m going
to tell you to take away or delete one of the sounds to tell me a
Groom without /g/ new word. Say slip. Say slip without the /s/ sound…lip” Student
repeats after me.
Spill without /s/
Repeat for each word. Provide corrective feedback as needed.
Brush without /b/
**Elkonin Boxes and colored chips can be used to support the student if
Clog without /k/ needed.

Pant without /p/ YOU DO:

 Gradually only give Langston the word and beginning sound to
Train without /t/
delete, and he says the original word and the new word.

We did not get to this portion of

the lesson due to time constraints.
Langston’s lack of focus. In the
future, I would continue to work
with him on deletion of sound with
4 phoneme words.

ORAL LANGUAGE DEVELOPMENT

Title of Highlight the Rationale:

Book: Type: Do You Know About Mammals? aligns with Science SOL 1.5: Animals will be classified based on a
Shared Rdg variety of characteristics. The level of the book is 2.6 according to Epic School. This online book will
Read Aloud be easily displayed to Langston during the tutoring session. In lesson 2, the focus will be on one
Concept aspect of classifying animals as mammals: Baby mammals drink their mother’s milk. Through this
Repetitive the student will learn that adult mammals (mother) and baby mammals have different names such as
Alphabet kangaroo and joey. Vocabulary will focus on these baby mammal names from the book as well as
high utility words and repeated words in the text that have real world application and will help with
further animal classification.

Time: Materials: What manipulatives and/or other scaffolds do you anticipate using?
● Concept Sort Cards - Google slide Presentation

15-20 min Do You Know Writing the Instructional Plan:

About 1. Expose and explain
Mammals? Google Slide: Student friendly definition, pictures (in various context if applicable)
Section: Baby 2. Recognize and identify
Mammals - Pg. Identify vocabulary in the text (words and illustration), discuss vocabulary while completing
12-17 the concept sort
3. Produce or apply
Google Slides a. The key vocabulary from the text are:
When ● Mammal (review from lesson 1)
introducing the ● Pup (p12)
vocabulary, I ● Piglet (p14)
chose to focus ● Pouch/pouches (p15/16)
on word ● Joey (p15)
features such ● Hatch (p17)
as the /p/ in
pup, piglet, Then fill in the COMPREHENSION section next.
and pouch. 1. Preview
There was not Google Slide: Student friendly definition, pictures (in various context if applicable)
enough time to 2. Introduce the Words
focus on each Google Slide: Student friendly definition, pictures (in various context if applicable)
of the vowel 3. Anchor the Words in Memory
sounds, and Point to the word while saying it slowly, highlight vowel sounds in each word.
the student 4. Read Aloud
was having a Stop at the vocabulary word, briefly review the meaning and letter-sound properties
difficult time 5. Review Immediately
focusing. The student will say the word, the definition, apply it (What is a baby wolf called? What is a
baby pig called? What is a baby kangaroo and koala called? Where does the mother
One of the kangaroo and koala keep its baby? When have you used a pouch before or how do people
reasons the use pouches? What does a baby platypus hatch from?
student was 6. Review Over Time
having a hard Review lesson 1: mammal (has fur) and a calf is a baby giraffe (p4)
time focusing
was because
his peers were
finishing their
lesson, but he
was not. This
also affected
the sort
activity. Due
to the lack of
time, I chose
mostly pictures
for Langston
 to sort that
were part of
the vocabulary
lesson so that
we could
discuss that at
the same time.
A review of
these words
should be
done in the
future.

Concept Development Activity

Time: Materials: The student will sort mother vs baby mammal pictures. This sort and discussion will help the student
to classify the mammals while reviewing: baby mammals drink their mother’s milk and vocabulary
words.

10 mi Google Slides After sharing the book: (write in what you will do for the concept sort according to the steps provided)
1. Invite student to sort.
Langston was Mother vs baby mammal
able to tell me 2. Check, reflect, and re-sort (if necessary)
that baby 3. Paste & label - Digital Sort
mammals Discuss the names of the mother and baby mammals and that all the babies drink their
drink their mother’s milk
mother’s milk, 4. Extend…a great extension is writing!
but there was Baby mammals drink their mother’s ____________.
not enough
time for him to
write it. He
understood
this
characteristic
of mammals.