<p>Phonemic Awareness - Stand, Sit and Turn Around </p><p>Lesson Overview </p><p>Title Stand, Sit and Turn Around Grade Level 1 Subject Phonemic Awareness In this game the teacher will say a sound and all students whose name beginning with the sound must stand up, sit down and then turn in a full circle and sit back down again. The teacher will repeat with sounds that end a students' Summary and Rationale name, as well as sounds that can be found in the middle of their names. This will help students recognize which letters go with what sounds and they will be invested since it is their name. </p><p>(Connections to Big Goal/Correlations) Pre-Teaching </p><p>Tasks/Planning R01-S1C2-06: Reading Process/Phonemic Standards Awareness/Generate sounds from letters and letter patterns to combine those sounds into recognizable words. SWBAT recognize the sounds in the beginning, middle and Objectives end of their name </p><p>(What will your students be able to do?) SWBAT stand, sit and turn around when the teacher says a Language Objectives sound that is at the beginning, middle or end of their name. The teacher will know who knows their letter sounds if the Evaluation/Assessment correct students stand, sit and turn around when the time is appropriate. </p><p>(How will you know whether your students have made progress toward the objective?) Materials A class full of students, a list of class names if necessary Teaching Procedures </p><p>(How will you communicate about what is to happen? </p><p>How will you communicate and connect to prior knowledge? </p><p>How will you capture student attention and engage them in learning?) The teacher will introduce the concept of initial sounds first by saying that the /m/ sound is at the beginning of her name: Miss Pugh. If any other students' name beginning with /m/, the teacher will say that they are going to stand up, sit down and turn around, so that everyone knows their Introduction to New name beginnings with an /m/. The teacher will explain that Material she is going to say a sound and for the first couple of rounds it will be the for the first sound you hear in your name. Then she will ask students to listen for the end/last sound in the name. The teacher will explain that this is a fun activity meant to help us understand what letters make what sounds so we can become good readers and writers. - each letter has a specific sound </p><p>(What 3 - 5 key points do you want to emphasize? - students' names are made up of beginning, middle and end sounds How will you ensure that students actively take in - if we are able to pick out the beginning, middle and end information?) sounds of names/words we will be more able to spell and read those words. All the students have name tags on their desk so that when ELL and Alternative they hear the sound, they can directly look on their name Instruction tag to see if the letter they think the sound makes is in their name. </p><p>(How will you modify instruction to meet the needs of all learners?) The teacher will lead an example first, by asking students with the first sound of /s/ to stand, sit and turn around. She Guided Practice will make sure all the students performed the task appropriately before moving on to the next example of sounds at the end of a name. </p><p>(How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? </p><p>How will you monitor and correct stduent performance?) The teacher will give the students the prompt that we are looking for boys and girls whose name start with (insert letter sound). The teacher will do a couple different Independent Practice examples depending the names of the boys and girls in class. Then the teacher will say she is looking for boys and girls whose name end with (insert letter sound). </p><p>(How will the students apply the new knowledge they have learned?) After all the students have gotten a chance to stand, sit and turn around and decipher where letters make sounds in their names, the teacher will ask student why it is Lesson Closure important to know where a sound is in a word? The students will respond that we must know where the sounds are in our name/in words in general so that we can become better readers and writers. </p><p>(How will students summarize what they learned? </p><p>How will studnetsbe asked to state the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective?) If the class is getting the hang of initial and final sounds in Extensions their names, change it so that they must listen for a sound that happens in the middle of their name. </p><p>(How will you provide opportunities for extension?) </p>