A Model Lesson Plan for Teaching Phonics

Developments and Practices for the Objectives

By: Dr. Ann T. Licata

E. Developments and Practices for the Objectives: Plan (Input, Modeling - what you do to fulfill the objectives) Always start with the pupil's STRONG MODALITY

Objective #1

Given a list of words containing vowel sounds and four sets of phonograms depicting the /o/, the pupil will auditorily discriminate /o/ in the initial and medial positions of paired words by saying a key word and telling whether the beginning and medial sounds in the words sound the same or different for four out of four sets.

Development for Objective #1

The teacher will display a colorful visual stimulus depicting the beginning, middle, and end of a picture. The picture could be a snake with long eyelashes, a school bus, or train. The picture could be a drawing on the chalkboard or a poster. On the picture the teacher will label a B on the beginning of the picture, M on the middle of the picture, and E on the end of the picture. The direction of the labels will go from left to right. The teacher will think aloud and model as she pronounces four pairs of words which begin randomly with either the /o/, /a/, or /e/. As she pronounces the words, the teacher will articulate the individual sounds of the words and move under the drawing in synchronization with the pronouncing of the word. For example, as the word Ohio is pronounced, the teacher will stand under the beginning of the drawing when /o/ is said, move to the middle of the drawing when /hi/ is pronounced, and then move to the end of the drawing when /o/ is pronounced. The teacher will use her body to show how the sounds match to the three parts of the picture. The teacher will model the discrimination of one set of words. She will say, "I want to know if the following words begin the same way." She will say, the words oat and aloud. She will say, "I do not think they begin the same way."

Guided Practice for Objective #1

I will verbalize pairs of words containing the /o/ and other vowel sounds in the initial and medial positions. I will tell the pupil to nod his head if the words begin the same way. I will say the pairs of words Ohio, only; Oklahoma, about; only, every; over, ever. I will repeat Ohio and Oklahoma and ask the pupil to say the sound which comes in the beginning of the words. I will ask the pupil if he can tell me the letter for the sound and a word we can remember for the sound. (eg. /o/, o - Ohio)

I will say the following lists of words and ask the pupil to tell me where he hears the /o/. If the pupil cannot do this, I will provide help. hose, nose hole, pole tone, bone, joke, coke rose, those mole, whole cone, phone smoke, spoke