I. TITLE OF LESSON – Beginning Sounds
II. CONTEXT OF LESSON
The purpose of this lesson plan is to enhance the students understanding of beginning sounds. Beginning Sounds are important with assisting student’s development and understanding of phonics and phonemic awareness. With grasping the concept of beginning sounds, they are able to improve their reading and writing skills, also expanding their vocabulary. For this lesson, I will play beginning sound bingo to help students with their beginning sounds in an interesting and engaging way. The following lesson plan is referenced towards Phonological Awareness Literacy Screening (PALS), I got the bingo boards and picture cards from PALS (https://pals.virginia.edu/pdfs/activities/beginning-sounds/initial_sound_bingo.pdf) and I will use them to implement this lesson plan.
III. LEARNING OBJECTIVES
Understand: The students will understand beginning sounds by playing bingo. They will have to place their chip on the letter according to the picture called to them. For example: If I call out the picture card apple, then they will hear the beginning sound and if they have an A on their bingo board, then they will place their chip on top of it.
Know: The students will know that the picture cards called to them have the beginning letter on their bingo boards. They will know to listen carefully and pay attention to what picture card is being called out to them.
Do: They will place their chips on the letter of the beginning sound of the picture card and will try to fill up their placement card completely, to win the game.
IV. COLLECTION OF ASSESSMENT DATA
While the students are playing the game I will have a note pad and pencil with me and I will assess the students on their ability to listen carefully and place the chip on the correct card. If they place the chip on the right card, then they will get a check beside their name, if they have the letter of the picture card and do not place a chip down, then they will get an x beside their name. After the students have finished the game, I will go over each card with them and we will have a discussion on beginning sounds and which place card goes to which letter on their bingo board.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1)
Oral Language
K.2 The student will expand understanding and use of word meanings.
a.) Increase listening and speaking vocabularies.
K.4 The student will identify, say, segment, and blend various units of speech sounds.
a.) Begin to discriminate between spoken sentences, words, and syllables.
d.) Segment one-syllable words into speech sound units including beginning phoneme(s) (onset) and ending (rimes). e) Identify words according to shared beginning and/or ending sounds.
Reading
K.6 The students will demonstrate an understanding that print conveys meaning.
a.) Identify common signs and logos.
b.) Explain that printed materials provide information
K.7 The student will develop an understanding of basic phonetic principles.
a.) Identify and name the uppercase and lowercase letters of the alphabet.
b.) Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
d.) Identify beginning consonant sounds in single-syllable words.
VI. MATERIALS NEEDED
- Note pad
- Assessment paper
- Pencil
- Bingo boards
- Bingo chips
- Bingo picture cards
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will begin the lesson explaining the game to the students. They have played alphabet bingo before from PALS, so they will be able to grasp the instructions given to them. For this game of bingo, I will have the students fill up the entire bingo board in order to win the game. This will be done in small literacy groups.
I will have all necessary materials laid out on their desks and have them place their hands in their laps until I have finished giving instructions.
B. INTRODUCTION AND ORGANIZATION
I will begin the lesson by letting the students know what we will be doing during the lesson and how to win the game.
- I will give directions.
- I will give them an example before playing the game to know that they understand the game.
- I will then begin the game by picking a picture card and slowly pronouncing what is on the card. I will then assess their movement of the chips.
After I call out the picture card, I will watch each student and see where they place their chip or if they do not place a chip at all, even if the letter is on their board. I will jot down notes if needed and put a check beside the letters that they get correct and an x on the once that were placed incorrectly or not at all.
The students who are purple, are the first literacy group, the students who are red, are the second literacy group, and the students who are green, are the third literacy group.
C. IMPLEMENTATION
After playing the game, we will discuss what they learned and we will go over each picture card and allow them to tell me (as a group) which beginning letter goes with the picture.
If students are having trouble telling me what the letter is for the picture card, then I will explain to them what the correct answer is and how to correctly pronounce it.
D. CLOSURE
If we have finished before the literacy stations are over, then we will play again. If the students do not want to play again, I will allow them to color their bingo cards.
E. CLEAN-UP
The students will need to put away their coloring utensils and clean up their tables. If they marked on their desks, then they will need to use a wipe to clean it up. I will have the students put their bingo chips into the bag and hand me their bingo cards. I will go around the table and make sure that everything has been put up, if it hasn’t, then I will be sure to pick the materials and put them in my bag.
VIII. DIFFERENTIATION
- When it comes to differentiation in the class, I have to consider my case study child, who is considered to be permanently blind. I will be sure to assist him by him telling me where to put the chip and I will help him place the chip, if he needs the assistance.
- I also have students who struggle with beginning sounds more than others, I will accommodate this by giving him an easier but challenging bingo card.
- I also have a student who does not speak English very well but I will not assist him during the game because I want to see how much he knows. After the end of the game, I will look at my assessment sheet and see what he needs to work on.
Opening of the Lesson:
The students may not listen to my instructions when I ask them to place their hands in their lap until I have finished explaining the game. They may play with the bingo chips that are in front of them or their bingo boards. If they do, then I will take them away until I have finished the directions.
Lesson:
Student may not understand the game. If they don’t, then I will retell the directions.
Students may not understand the picture card that I selected. If they don’t, then I will show them the picture and pronounce the picture card once more.
Closing of the Lesson:
Students may need help cleaning up. I will be sure to be available for them in any way that they need help.
During the discussion, students may not answer each card correctly when we go over it as a group, I will then ask for their peers help and correct them.
Behavior:
This is an important factor. If the students are misbehaving and not listening to my instruction’s then I will make them aware of the rules and how it is important to listen to the instructions so that they can learn and enjoy the game. Student’s need to raise their hands if they have questions and use their inside voices during literacy stations.
X. REFLECTION
I really enjoyed playing the bingo game with the students. They did a wonderful job following instructions and wanting to play. After we finished playing the game and having our discussion, the students wanted to play again. I was able to have more than one level of bingo card, thanks to the PAL’s website. When they finished playing with one of the level bingo cards, I gave them a more challenging one and they played again. I had the students fill up the entire card instead of having them have four in a row because I wanted to challenge them more and not run out of time during the stations. This assignment reflects the course content because during our literacy assessment we were able to make our own lesson plan, based on the assessment. We have discussed beginning sounds and phonics in class and how it helps the student’s ability to read and write, and it also expands their vocabulary. This is a fun and engaging way of learning for the students. I actually ended up playing with them again the next practicum day because of how much they enjoyed it, as well as my cooperating teacher.
During the game, I would take notes and mark an “X” or give them a check depending on the letters that they placed their chips on or if they did not get it right at all. After assessing them I was able to see who needed help and who was succeeding in beginning sounds. I was able to go over the sheet with my cooperating teacher and she was very impressed on how much the students new, compared to when they were learning about beginning sounds in the beginning of the semester. Overall, the students did better than worse. They were able to listen to instructions and ask me if they did needed to see the picture card. During the final discussion, all the students were able to tell me what the beginning letter was for each picture card. This game was a lot of fun for the students and a great way to teach beginning sounds.
We ended up playing the game again my last day of practicum and I ended up playing the exact same way we played before but without assessing them. Everything went smoothly and they were very thrilled to play again. My cooperating teacher enjoyed the game and ended up keeping the cards so they could play again. I believe that it is nice to have something quiet and engaging for the students to play with during literacy stations and this was a great way to do so. This game could also be played with the student by themselves. They can have a leader to call out the cards and play among their peers, during morning play or indoor recess. Overall, this game was exciting and a wonderful experience in teaching through games.
XI. REFERENCE
Initial Sound Bingo. Phonological Awareness Literacy Screening, PALS.
Retrieved from https://pals.virginia.edu/pdfs/activities/beginning-sounds/initial_sound_bingo.pdf