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Lesson Plan Template

  • Grade

  • Subject

  • Section

First

ELA

Phonological Awareness

  • Competency

Blending and segmenting

  • Aligned Standards

Reading: Foundational Skills

  • Strand

RF.1.2.c

  • Vocabulary

  • Sound: A noise made by letters or combinations of letters.
  • Initial sound: The first sound in a word.
  • Medial sound: The middle sound in a word.
  • Final sound: The last sound in a word.

Sound Detective

Determine Each Sound in a Word

Prerequisite Skill

Determine the first, second, and Last Sounds in a Word

Materials and Preparation

  • Audio clips of words with clear enunciation of each sound
  • Flashcards with pictures and corresponding words
  • TeachTastic Worksheet Pack for Identifying Sounds
  • Whiteboard and markers
  • Interactive sound identification app or tool (optional)

Learning Objectives

  • Students will be able to identify the first sound in a word.
  • Students will be able to identify the middle sound in a word.
  • Students will be able to identify the last sound in a word.

Introduction

Introduce the concept of sounds in words. Explain that words are made up of different sounds that come together to form the word. Show an example using the word "cat." Identify and say each sound: /c/, /a/, /t/.

Explicit Instruction/Teacher modeling

Use the provided images and audio clips to teach students how to identify the initial, medial, and final sounds in words. For example, show a picture of a cap and play the audio clip. Emphasize the initial sound /c/ and have students repeat it. Do the same for medial and final sounds with other words like "pig" (/p/, /i/, /g/) and "fan" (/f/, /a/, /n/).

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Guided Practice

Hand out the TeachTastic Worksheet Pack for Identifying Sounds. Work through the first few problems together as a class. For example, if the worksheet shows the word "bat," ask students to identify the initial, medial, and final sounds. Use flashcards and audio clips to support the practice.

Independent Practice

Have students complete the remaining problems in the TeachTastic Worksheet Pack independently. Encourage them to say each word out loud and identify the initial, medial, and final sounds.

Differentiation

Support

  • Use visual aids like flashcards to help students who struggle with auditory processing.
  • Provide one-on-one support for students who need extra help identifying sounds.

Extension

  • Challenge advanced students with longer words to identify sounds in, such as "plant" or "stamp."
  • Incorporate a fun activity where students create their own flashcards with words and corresponding sounds.

Assessment

Use the specific Assessment worksheets from the TeachTastic Worksheet Pack to evaluate students' ability to identify sounds in words. Observe their ability to independently identify and isolate sounds.

Review and closing

Summarize the key points of the lesson. Remind students that identifying sounds in words helps us read and write. Address any common misconceptions, such as confusing initial and final sounds. Allow students to ask questions and share what they learned.

Misconceptions

  • Confusing initial and final sounds: Ensure students understand the difference between the beginning and ending sounds.
  • Skipping sounds: Emphasize the importance of identifying every sound in the word.
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