Tat 2 Task 3

TAT 2 Task 3: Technology Production
PHONEMIC AWARENESS
INSTRUCTORS MANUAL
Brandy Yarbrough
Brandy Yarbrough
July 3, 2017
Student ID: 000195145
Student Mentor: Carla Lee
A Written Project Presented to the Faculty of the Teachers College of
Western Governors University

TABLE OF CONTENTS
A. Unit Overview ................................................................................................................................................ 3

Instructional Goal ............................................................................................................................................... 3
Audience ............................................................................................................................................................ 3
Time Needed ..................................................................................................................................................... 3
delivery approach ............................................................................................................................................... 3
Materials ............................................................................................................................................................ 4
2. overview and assessment ............................................................................................................................... 4
Unit Overview: ............................................................................................................................................... 4
lesson overview: ............................................................................................................................................. 4
B. Lesson delivery, creation and strategies ............................................................................................................. 6
targeted lesson delivery ..................................................................................................................................... 6
lesson creation ................................................................................................................................................... 7
lesson strategies ................................................................................................................................................ 7
C. instructional materials .................................................................................................................................... 7
Lesson 1- rhyming .............................................................................................................................................. 7
Lesson 2- Syllables ............................................................................................................................................. 7
lesson 3- beginning sounds ................................................................................................................................. 8
lesson 4-blending sounds ................................................................................................................................... 8
lesson 5-digraphs ............................................................................................................................................... 8
lesson 6- dipthongs ............................................................................................................................................ 8
D. physical resources .......................................................................................................................................... 8
lesson 1- rhyming ............................................................................................................................................... 8
lesson 2- syllables ............................................................................................................................................... 8
lesson 3- beginning sounds ................................................................................................................................. 9
lesson 4- blending sounds .................................................................................................................................. 9
lesson 5- digraphs .............................................................................................................................................. 9
lesson 6- dipthongs ............................................................................................................................................ 9
E. lesson plans .................................................................................................................................................... 9
lesson 1- rhyming ............................................................................................................................................... 9
lesson 2- syllables ............................................................................................................................................. 12
lesson 3- beginning sounds ............................................................................................................................... 15
lesson 4- blending ............................................................................................................................................ 18
lesson 5- digraphs ............................................................................................................................................ 20
lesson 6- dipthong ............................................................................................................................................ 23

appendices........................................................................................................................................................... 26
appendix a ....................................................................................................................................................... 26
appendix b ....................................................................................................................................................... 27
appendix c ........................................................................................................................................................ 29
appendix d ....................................................................................................................................................... 30
appendix e ....................................................................................................................................................... 32
appendix f .........................................................................................................................................................37
appendix g ....................................................................................................................................................... 38
appendix h ....................................................................................................................................................... 39
appendix i ........................................................................................................................................................ 40
appendix j ........................................................................................................................................................ 41
references ............................................................................................................................................................ 42
A. UNIT OVERVIEW
INSTRUCTIONAL GOAL
This unit is all about the components of phonemic awareness. After the instructional unit, students will be able to
identify rhyming words, identify syllables diagrams and diphthongs.
AUDIENCE
The target for this unit of instruction will be first grade students with prior knowledge of letters and sounds.
TIME NEEDED
Each lesson will take approximately 90 minutes to complete. There are 6 lesson in this instructional unit.
DELIVERY APPROACH
Each lesson has been created in the same format. The instructor can use the guide below to plan lesson delivery.
Pre Instructional Activities
Gaining Attention: 10 Minutes
Inform: 15 Minutes
Content Presentation
Instruction: 25 Minutes
Learner Participation
Activity: 20 Minutes
Assessment
Quiz: 20 Minutes
MATERIALS
Teacher Laptop/PC Class Set of Chromebooks w/ Whiteboard

Headphones
Whiteboard Markers Blank Notebook Paper ( each YouTube ( links provided)
student x 2)
Online Websters Dictionary (link Worksheets (Provided) Index Cards (1 PKG)
provided)
Picture Cards ( Provided) Assessments (Provided) iClickers Student Response
Instructional Product Website Epson Brightlinks Projector
2. OVERVIEW AND ASSESSMENT
UNIT OVERVIEW:
The unit of instruction will be focused on phonemic awareness. The beginning lessons of the unit will focus on the
basic skills of phonemic skills. This will allow students that did not grasp the concept a chance to obtain the skill.
As the lessons progress, they will be on grade level to bring students where they should be performing.
LESSON OVERVIEW:
Lesson 1-Rhyming
Rhyming awareness is a necessity for students to grasp the overall
concept of phonemic awareness. The lesson will reiterate prior knowledge of rhyming
taught in kindergarten. Students will be given a worksheet with 20 items on it. Using
the online Websters Dictionary students will then type in words that they think sound
like the item on the worksheet. Students may use the megaphone option to have the
words spoken to them, so they can verify the word rhymes. Students will be assessed
using a 10 question quiz administered via iClickers.
Lesson 2- Syllables
This lesson will introduce hearing syllables. Hearing and identifying
syllables is a part of comprehending phonemic awareness. Students will clap the
syllables in their own name. Students will also complete a worksheet that asks
them to identify syllables of 20 written words. Students will be assessed using a
10-question quiz administered via iClickers.
Lesson 3- Beginning Sounds
This lesson will introduce recognizing beginning sounds. Hearing and
identifying beginning sounds is a part of comprehending phonemic awareness.
Students will be asked to identify the beginning sounds of their owns names.
Students will be handed a letter card and asked to identify 5 objects around the
classroom that start with the same beginning sound. Students will be assessed
with a 10-question quiz administered via iClickers.
Lesson 4- Blending Sounds
This lesson will introduce blending sounds. Being able to blend sounds is
a part of comprehending phonemic awareness. Students will be broken into four
groups with picture cards provided to each group. Students will be asked to break
apart the words and put them back together in addition to identifying the blend to
the teacher for each card given. This group activity will serve as the assessment to
demonstrate competency for this unit.

Lesson 5- Digraphs
This lesson will introduce Digraphs. Being able to identify digraphs is a
part of comprehending phonemic awareness. Students will be asked to identify
objects around the room that contain a digraph. Once group activity has
completed, students will be asked to complete a worksheet provided. Students
will be assessed for competency using a 10-page quiz administered via iClickers.
Lesson 6- Diphthongs
This lesson will introduce diphthongs. Being able to identify diphthongs is
a part of comprehending phonemic awareness. Students will be asked to identify
the diphthongs in each word presented to them on the interactive projector. Each
student will come and circle 1 diphthong. Students will be assessed with a 10
question quiz administered via iClickers.
B. LESSON DELIVERY, CREATION AND STRATEGIES
TARGETED LESSON DELIVERY
For this age group and instructional competencies, being taught behaviorism support works well.
This age group responds well to reinforced behavior that this learning theory offers. With
students this young, reinforcement of correct responses influences confidence and motivation to
learn. Since your group of students probably lack parent support and most likely parental
encouragement, it is beneficial for instructors to provide that to improve motivation. This theory
uses instructional cues and target stimuli which also works well with smaller children. It is often
seen that modeling the behavior you would like the student to reproduce a similar response. The
lessons include repetition and multiple opportunities for students to achieve correct responses.
The lessons are also built with generalization in mind, which include defining the concepts that
are being taught.
LESSON CREATION
The design process that was used for the lesson plans was Gagnes 9 events of instruction. This
process was chosen because it contains components such as gaining attention that were felt to be
vital for students this age. The behaviorism learning theory works well with this design process
as it recalls prior learning and presents stimulus for the learners.
LESSON STRATEGIES
The lesson plans were created using the five major components of learning organized from
Gagnes events of instruction. In the lesson plans there were several learning strategies that were
put into use. Reinforcement for correct responses, as well as repetition of the concept being
introduced. During the learner participation there were multiple opportunities for students to
practice the concept after it was presented to them. Associations were applied when words were
written on the board and the instructor explain how to isolate the phonemes.
C. INSTRUCTIONAL MATERIALS
LESSON 1- RHYMING
Gaining Attention: Theres a Wocket in my Pocket YouTube Video (Schwartz, director, 2014)
Learner Participation: Rhyme Time Worksheet (Appendix A), Websters Learners Dictionary
Assessment: Rhyme Quiz (Appendix B)
LESSON 2- SYLLABLES
Gaining Attention: The Syllable Song YouTube Video (Hartmann, director, 2015)
Learner Participation: Syllable Sanctuary Worksheet (Appendix C)

Assessment: Syllable Quiz (Appendix D)
LESSON 3- BEGINNING SOUNDS
Gaining Attention: Beginning Sounds Song YouTube Video (Hartmann, director, 2015)
Learner Participation: Index Cards each labeled with a letter A-Z (exclude letters X,Y and Z), Blank sheet of paper
for each student.
Assessment: Beginning Sounds Quiz (Appendix E)
LESSON 4-BLENDING SOUNDS
Gaining Attention: Two Letters that Work Together YouTube Video (Hartmann, director, 2015)
Learner Participation: Set of Picture Cards (Appendix F)
LESSON 5-DIGRAPHS
Gaining Attention: Digraphs YouTube Video (Hartmann, director, 2015)
Learner Participation: Digraph Dance Worksheet (Appendix G)
Assessment: Digraphs Quiz (Appendix H)
LESSON 6- DIPTHONGS
Gaining Attention: Mouse and Cow YouTube Video (Futonge, director, 2013)
Learner Participation: Diphthong Electronic Worksheet (Appendix I)
Assessment: Diphthong Quiz (Appendix J)
D. PHYSICAL RESOURCES
LESSON 1- RHYMING
Gaining Attention: Teacher PC/Laptop, Interactive Projector
Content Presentation: Whiteboard, Whiteboard Markers
Learner Participation: Class set of Chromebooks, Class set of Headphones
Assessment: Teacher PC/Laptop, Interactive Projector, iClickers Student Response System
LESSON 2- SYLLABLES

Assessment: Teacher PC/Laptop, Interactive Projector , iClickers Student Response System
LESSON 4- BLENDING SOUNDS
LESSON 5- DIGRAPHS
LESSON 6- DIPTHONGS
Learner Participation: Interactive Projector, Teacher PC/Laptop
E. LESSON PLANS
LESSON 1- RHYMING
Lesson Overview
Rhyming awareness is a necessity for students to grasp the overall concept of phonemic
awareness. The lesson will reiterate prior knowledge of rhyming taught in kindergarten.
Students will be given a worksheet with 20 items on it. Using the online Websters Dictionary
students will then type in words that they think sound like the item on the worksheet. Students
may use the megaphone option to have the words spoken to them, so they can verify the word
rhymes. Students will be assessed using a 10 question quiz administered via iClickers.
Resources or Materials Needed
Instructor
Students
Instructional Product
Class set of Chromebooks w/ headphones
Interactive Projector
Online Websters Dictionary
Rhyme Time Worksheet
Teacher Laptop/PC
Theres a Wocket in my Pocket YouTube Video
WhiteBoard
WhiteBoard Markers
iClickers Student Response System
Performance Objective:
Performance Objective 1: Given a word and four answer options, the student will be able to
correctly identify 10 rhyming words
Time
90 Minutes
Step 1: Pre- Instructional Activities
Gaining Attention: Begin lesson with a rhyming video, Theres a Wocket in my Pocket by
Dr Seuss. (2:23 Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have letter sound prior knowledge and be able to read
simple words for this lesson
Inform: Talk with the students about the content you are about to present with them.
Step 2: Content Presentation
Instructor will present lesson on rhyming. Include definition of rhyming, using the previously
shown video to point out words that rhyme. Write the following words from the video on the
whiteboard. Have the students try and recall the word that was used that rhymed with this word
Wocket Pocket
Zamp-Lamp
Jertain-Curtain
Zable-Table
Bofa-Sofa
Zower-Shower
Yets-Steps
Step 3: Learner Participation

Students will be handed the Rhyme Time Worksheet with 20 words. (Appendix A) Have them
use their Chromebook to access the Online Websters Dictionary. Using the online dictionary
have them search for words that rhyme with the word on the worksheet. Instruct them to the use
the megaphone to hear the words aloud using their headphones. Instruct the students to fill in the
found rhyming word next the word it rhymes with on their worksheet.
Step 4: Assessment
Entry skills will not be tested. The instructor will only provide a posttest assessment once the
lesson has been completed. The instructor will use iClickers to provide a posttest assessment.
Using the link under the Lesson 1 Tab, present the assessment via the interactive projector. Have
the students answer the questions using the iClickers remotes. The assessment will evaluate if
the student can identify 10 rhyming words. (Performance Objective 1) ( Appendix B)
Step 5: Follow-Through Activities
This skill will be transferred when students learn phonemic segmentation. Instructor will use
rhyming words during instruction of phonemic segmentation
LESSON 2- SYLLABLES
Lesson Overview
This lesson will introduce hearing syllables. Hearing and identifying syllables is a part of
comprehending phonemic awareness. Students will clap the syllables in their own name.
Students will also complete a worksheet that asks them to identify syllables of 20 written words.
Students will be assessed using a 10-question quiz administered via iClickers.

Instructor
Students
Syllable Sanctuary Worksheet
Teacher Laptop/PC
WhiteBoard
WhiteBoard Markers
Syllable Song YouTube Video
Performance Objective
Given a word, the student will correctly identify the number of syllables 10 times
Time
90 Minutes
Gaining Attention: Begin lesson with syllable video, The Syllable Song Via Youtube (3:39
Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have prior knowledge of basic reading skills for this lesson
Instructor will present lesson on syllables. Include definition of a syllable. Instructor will write
out her name Brandy on the white board. The instructor will them clap each syllable of the
name written. The instructor will write the following words and clap the syllables aloud for the
students.
Hair
Tomato
White
Paint
Rectangle
Students will be instructed to count the syllables in their own names. The instructor will go
through each students name aloud with the class and demonstate by clapping why their answer
was correct or incorrect. Additionally, the students will be given the Syllable Sanctuary
Worksheet (Appendix C) with 20 written words. They will be asked to identify how many
syllables are in each word
Step 4: Assessment
the student can correctly identify the syllables of 10 words. (Performance Objective 2)
(Appendix D)
This skill will be transferred through ongoing lessons in relation to phonemic awareness. No
other follow activities are required.
Lesson Overview
This lesson will introduce recognizing beginning sounds. Hearing and identifying beginning
sounds is a part of comprehending phonemic awareness. Students will be asked to identify the
beginning sounds of their owns names. Students will be handed a letter card and asked to
identify 5 objects around the classroom that start with the same beginning sound. Students will
be assessed with a 10-question quiz administered via iClickers.
Instructor
Students
Index Card with the letters A-Z Written on them excluding the letter X, Y and Z
Teacher Laptop/PC
WhiteBoard
WhiteBoard Markers
Beginning Sounds Song YouTube Video
Blank sheet of paper for each student
Given 10 pictures, the student will be able identify the beginning sounds
Time
90 Minutes
Gaining Attention: Begin lesson with beginning sounds video, The Beginning Sounds Song
Via Youtube (3:02 Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have prior knowledge of letter sounds for this lesson

Instructor will present lesson on beginning sounds. Instructor will write out her name Brandy
on the white board. The instructor will ask the students what the beginning sound is. The
instructor will write the following words and ask the students to identify the beginning sounds.
Paint
Dog
Tree
Apple
Blanket
Students will be instructed to identify the beginning sounds in their own names. The instructor
will go through each students name aloud with the class and have the student say aloud the
beginning sound in their name. Students now will be given a card with a letter on it along with a
blank sheet of paper. Students are then asked to write down 5 objects around the room that have
the beginning sound of that letter.
Step 4: Assessment
the student can correctly identify the beginning sounds of 10 Objects. (Performance Objective 3)
(Appendix E )
other follow through activities are required.
LESSON 4- BLENDING
Lesson Overview
This lesson will introduce blending sounds. Being able to blend sounds is a part of
comprehending phonemic awareness. Students will be broken into four groups with picture
cards provided to each group. Students will be asked to break apart the words and put them back
together in addition to identifying the blend to the teacher for each card given. This group
activity will serve as the assessment to demonstrate competency for this unit.
Instructor
Students
Picture Cards
Teacher Laptop/PC
WhiteBoard
WhiteBoard Markers
Two Letters that Work Together YouTube Video

Given a set of picture cards, the student will be able to correctly identify blends 5 times
Time
90 Minutes
Gaining Attention: Begin lesson with beginning sounds video, Two Letters that Work
Together Via Youtube (3:02 Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have prior knowledge of onset and rime for this lesson
Instructor will present lesson on blending sounds. Instructor will write out the word flag on
the white board. The instructor will then show the students how to break up the word and put it
back together again. The instructor will identify the blend that is present in the world fl . The
instructor will write several more words and ask the students to help them break it apart, put it
back together and identify the blend present.

The instructor will break the students up into four groups. A set of picture cards will be provided
to the students (Appendix F). The students will be asked to work together to break the word
apart, put it back together and identify the blend orally to the teacher for each picture card.
Step 4: Assessment
Entry or Exit Skills will not be tested. Post Instruction competence will be based on Instructors
monitoring of group activity.
other follow through activities are required.
LESSON 5- DIGRAPHS
Lesson Overview
This lesson will introduce Digraphs. Being able to identify digraphs is a part of comprehending
phonemic awareness. Students will be asked to identify objects around the room that contain a
digraph. Once group activity has completed, students will be asked to complete the Diphthong
Worksheet. Students will be assessed for competency using a 10-page quiz administered via
iClickers.
Instructor
Students
Digraph Worksheet
Teacher Laptop/PC
WhiteBoard
WhiteBoard Markers
Digraphs YouTube Video
Given a set of words the student will be able to correctly identify digraphs 10 times.
Time
90 Minutes
Gaining Attention: Begin lesson with beginning sounds video, Digraph Via Youtube (3:38
Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have prior knowledge of letter sounds for this lesson

Instructor will present lesson on digraphs, including the definition of a digraph. Instructor will
write out the world Thin on the whiteboard and explain where the digraph is and how it
sounds. The instructor will write the following words and ask the students to identify the
digraphs and orally make the sound.
Thing
Thought
Think
Have the students identify objects around the room that contain a digraph. Explain to the class
why that word contains a digraph or why it does not. After the classroom activity has been
completed have the students complete the Digraph Dance Worksheet (Appendix G) in the lesson
5 tab in the instructional product.
Step 4: Assessment
the student can correctly identify the digraphs in the 10 word sets provided (Performance
Objective 5) (Appendix H)
other follow activities are required.
LESSON 6- DIPTHONG
Lesson Overview
This lesson will introduce diphthongs. Being able to identify diphthongs is a part of
comprehending phonemic awareness. Students will be asked to identify the diphthongs in each
word presented to them on the interactive projector. Each student will come and circle 1
diphthong. Students will be assessed with a 10 question quiz administered via iClickers.
Instructor
Students
Teacher Laptop/PC
Epson Bright Links Interactive Projector
WhiteBoard
WhiteBoard Markers
Mouse and Cow YouTube Video
Interactive Words Worksheet

Given a word set, the student should correctly identify the diphthong 10 times.
Gaining Attention: Begin lesson with beginning sounds video, Mouse and Cow Via Youtube
(2:51 Minutes) show the video using the Interactive Projector
Prior Knowledge: Students should have prior knowledge of digraphs for this lesson
Instructor will present lesson on diphthongs. Instructor will write out the word boy on the
white board.The instructor will then explain what a diphthong is, building on their prior
knowledge of digraphs. The instructor will then show the students that the diphthong in the
word presented is oy The instructor will write several more words showing students each
diphthong combination (oy, oi, oo, ou, ow, aw, au, ew)
Boo
Pew
Trout
Pout
Students will be asked to identify more words that contain diphthongs to demonstrate content
understanding. Once the classroom activity has been completed a list of words will be presented
on the interactive projector (Appendix I) Each student will come up using their finger and circle
the diphthong present in each of the words. Each student will participate once.
Step 4: Assessment
the student can correctly identify the diphthong in the 10 words sets provided (Performance
Objective 6) (Appendix J)
No follow though activities required

APPENDICES
APPENDIX A
Instructions: Use the Online Websters Dictionary to find words that rhyme with the words given.
If you are unsure, make sure and click the megaphone symbol to have the word read aloud for you!
Given Word Rhyming Word

1. Rug
2. Flag
3. Sun
4. Tree
5. Flea
6. Glass
7. Goat
8. Pine
9. Fur
10. Dog
11. All
12. Hot
13. Ring
14. Fell
15. Cub
16. Pot
17. Bed
18. Van
19. Pen
20. Man
Bonus Word: Flute
APPENDIX B
Lesson 1 Rhyming Assessment
Instructions: Select the word that Rhymes with the given

word. Use the iClickers remote to record your answer.
Ready? Lets Begin!
1. Cat
a. Flag b. Rat c. Car
2. Bug
a. Bat b. Red c. Rug
3. Red
a. Bed b. Blue C. Rat
4. Tug
a. Ray b. Sun c. Bug

5. Rag
a. Tag b. May c. Ray
6. Poke
a. Rake b. Choke c. Take
7. Fake
a. Fade b. Make c. Food
8. Made
a. Rake b. Fade c. Road
9. Fork
a. York b. Road c. Bake
10. Jest
a. Rake b. Rest c.Yuck
You have completed the Lesson 1 Quiz!

APPENDIX C
Instructions: Review the words given, write the number of syllables the word has
Given Word Number of Syllables

1. Given
2. Flag
3. Funny
4. Trapped
5. Cats
6. Goat
7. Captured
8. Student
9. Fur
10. Teacher
11. Sunny
12. Hot
13. Have
14. Potato
15. Meat
16. Feet
17. Tomato
18. Glue
19. Pen
20. Man
Bonus Word: Encyclopedia
APPENDIX D
Lesson 2 Syllable Assessment
Instructions: Review the word given. Identify how many

syllables that word has using the answer choices given.
Record your response with your iClicker Remote
Ready? Lets Begin!
1.Apple
b. 1 b. 2 c. 3
2. Red
b. 1 b. 2 c. 3
3. Book
a. 1 b. 2 C. 3
4. Teacher
a. 1 b. 2 c. 3
5. Write
a. 1 b. 2 c. 3
6. Poke
a. 1 b. 2 c. 3
7. Learn
a. 1 b. 2 c. 3
8. Teacher
a. 1 b. 2 c. 3
9. Fork
a. 1 b. 2 c. 3
10. Science
a. 1 b. 2 c.3

APPENDIX E
Lesson 3 Beginning Sounds Assessment
Instructions: Review the picture given. Identify the beginning

sounds from the answer choices given. Record your response
with your iClicker Remote
Ready? Lets Begin
1.
c. S b. R c. A
2.
c. R b. D c. T
3.
a. R b. P c. Q
4.
a. S b. T c. L
5.
a. T b. S c. M
6.
a. S b. T c. B
7.
a. C b. R c. A
8.
a. S b. F c. T
9.
a. S b. Y c. I
10.
a. H b. J c. B

APPENDIX F
APPENDIX G
Instructions: Review the Digraphs Given, Identify two words that start with the Digraph
Digraph Word #1 Word #2

1. Ch
2. Th
3. Sh
4. Wh
5. Ph
APPENDIX H
Lesson 5 Digraph Assessment
Instructions: Review the answer choices given, determine

which word contains a digraph Record your response with your
iClicker Remote
Ready? Lets Begin
1. a. Shade b. Red c. Blue

2. a. Raid b. Chair c. Toad
3. a. Thin b. Drink c. Car
4. a. Take b. Them c. Log
5. a. Cash b. Dog c. Bog
6. a. Bath b. Brick c. Take
7. a. Dip b. Rip c. Chip
8. a. Road b. Shake c. Rake
9. a. Red b. Rich c. Kiss
10. a. Sip b. Tip c. Catch

APPENDIX I
Instructions: Review the Diphthong Given, Identify two words that start with the Diphthong
Diphthong Word #1 Word #2

1. OY
2. OO
3. OU
4. AW
5. EW
APPENDIX J
Lesson 6 Diphthong Assessment
Instructions: Review the answer choices given, determine

which word contains a diphthong. Record your response with
your iClicker Remote
Ready? Lets Begin
1. a. Shade b. Cue c. Blue

2. a. Boo b. Chair c. Toad
3. a. Thin b. Spray c. Car
4. a. Take b. Them c. Few
5. a. Cash b. Fawn c. Bog
6. a. Join b. Brick c. Take
7. a. Dip b. Moist c. Chip
8. a. Pay b. Shake c. Rake
9. a. Red b. Rich c. Jaw
10. a. Sip b. Boom c. Catch

REFERENCES
Futonge, K. (Director). (2013, February 13). Mouse and Cow [Video file]. Retrieved July 3,
2017, from https://www.youtube.com/watch?v=YFLYWt97wMU&t=3s
Hartmann, J. (Director). (2016, June 20). The Syllable Song [Video file]. Retrieved July 3, 2017,
from https://www.youtube.com/watch?v=vlBc703kYMg
Hartmann, J. (Director). (2015, May 26). Two Letters that Work Together [Video file]. Retrieved
July 3, 2017, from https://www.youtube.com/watch?v=RCCFqWV8S7E&t=3s
Hartmann, J. (Director). (2015, June 29). Beginning Sounds [Video file]. Retrieved July 3, 2017,
from https://www.youtube.com/watch?v=JVYa4Vv4mYY
Hartmann, J. (Director). (2017, March 24). Digraph [Video file]. Retrieved July 3, 2017, from
https://www.youtube.com/watch?v=NK8_Tvu6bJk&t=2s
Schwartz, C. (Director). (2014, March 12). There's a Wocket in my Pocket [Video file].
Retrieved July 3, 2017, from https://www.youtube.com/watch?v=DscA9YEIXGg

Tat 2 Task 3

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Tat 2 Task 3

Загружено:

Авторское право:

Доступные форматы

TAT 2 Task 3: Technology Production

Student ID: 000195145

Student Mentor: Carla Lee

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

A. Unit Overview ................................................................................................................................................ 3

lesson 6- dipthong ............................................................................................................................................ 23

identify rhyming words, identify syllables diagrams and diphthongs.

Pre Instructional Activities

Gaining Attention: 10 Minutes

Teacher Laptop/PC Class Set of Chromebooks w/ Whiteboard

2. OVERVIEW AND ASSESSMENT

Rhyming awareness is a necessity for students to grasp the overall

using a 10 question quiz administered via iClickers.

This lesson will introduce hearing syllables. Hearing and identifying

syllables is a part of comprehending phonemic awareness. Students will clap the

them to identify syllables of 20 written words. Students will be assessed using a

10-question quiz administered via iClickers.

Lesson 3- Beginning Sounds

This lesson will introduce recognizing beginning sounds. Hearing and

identifying beginning sounds is a part of comprehending phonemic awareness.

with a 10-question quiz administered via iClickers.

Lesson 4- Blending Sounds

a part of comprehending phonemic awareness. Students will be broken into four

demonstrate competency for this unit.

This lesson will introduce Digraphs. Being able to identify digraphs is a

part of comprehending phonemic awareness. Students will be asked to identify

completed, students will be asked to complete a worksheet provided. Students

This lesson will introduce diphthongs. Being able to identify diphthongs is

a part of comprehending phonemic awareness. Students will be asked to identify

question quiz administered via iClickers.

B. LESSON DELIVERY, CREATION AND STRATEGIES

TARGETED LESSON DELIVERY

are being taught.

as it recalls prior learning and presents stimulus for the learners.

Assessment: Rhyme Quiz (Appendix B)

Learner Participation: Syllable Sanctuary Worksheet (Appendix C)

Assessment: Syllable Quiz (Appendix D)

LESSON 3- BEGINNING SOUNDS

Assessment: Beginning Sounds Quiz (Appendix E)

LESSON 4-BLENDING SOUNDS

Learner Participation: Set of Picture Cards (Appendix F)

Gaining Attention: Digraphs YouTube Video (Hartmann, director, 2015)

Learner Participation: Digraph Dance Worksheet (Appendix G)

Assessment: Digraphs Quiz (Appendix H)

Learner Participation: Diphthong Electronic Worksheet (Appendix I)

Assessment: Diphthong Quiz (Appendix J)

Gaining Attention: Teacher PC/Laptop, Interactive Projector

Content Presentation: Whiteboard, Whiteboard Markers

Learner Participation: Class set of Chromebooks, Class set of Headphones

Assessment: Teacher PC/Laptop, Interactive Projector, iClickers Student Response System

Gaining Attention: Teacher PC/Laptop, Interactive Projector

Content Presentation: Whiteboard, Whiteboard Markers

Assessment: Teacher PC/Laptop, Interactive Projector , iClickers Student Response System

LESSON 3- BEGINNING SOUNDS

Gaining Attention: Teacher PC/Laptop, Interactive Projector

Content Presentation: Whiteboard, Whiteboard Markers

Assessment: Teacher PC/Laptop, Interactive Projector, iClickers Student Response System

LESSON 4- BLENDING SOUNDS

Gaining Attention: Teacher PC/Laptop, Interactive Projector

Content Presentation: Whiteboard, Whiteboard Markers

Gaining Attention: Teacher PC/Laptop, Interactive Projector

Content Presentation: Whiteboard, Whiteboard Markers