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Phonological Awareness Lesson Plan

Phonological Awareness Lesson Plan

The lesson plan uses the informal assessment method to evaluate students’ skills and knowledge acquired during the class activities. An informal assessment is a method where an educator evaluates and tests a student’s capacity on the learned subject without referring to grading standards. The teacher asks the students questions and observes how the students respond (Thomson et al., 2018). Throughout the phonological awareness class, the teacher incorporated this method since she illustrated what the students should do, then posted similar questions to specific activities and observed how they responded to the problems. Once the teacher detects any challenge among the students, she addresses the concern immediately before proceeding to a different activity. Are you interested in acquiring any assignment help? Contact us.

The class activities were handled more independently after the teacher’s illustration. I would recommend the teacher candidate consider other differentiated instruction and teaching methods to help reduce the gap that occurs due to using one strategy throughout the lesson. The educator can incorporate a teamwork strategy, where students interact with their peers and exchange ideas on resolving and approaching problems. Teamwork is an effective strategy that supports student engagement and collaboration (Dirks, 2019). Also, the educator can implement effective technology in the classroom to support learning and boost students’ morale and concentration on the learning concepts. For instance, using video to demonstrate blending and segmenting syllables would increase students’ understanding. Students prefer learning in an interactive and friendly environment. Hence, differentiated instructions make the class vibrant since students can learn from different methods based on their preferences.


Dirks, J. L. (2019). Effective strategies for teaching teamwork. Critical care nurse, 39(4), 40-47.

Thomson, J., Gee, M., Sage, K., & Walker, T. (2018). What does an informal assessment take? A scoping review of the informal assessment literature for aphasia. International Journal of Language & Communication Disorders, 53(4), 659-674.


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Phonological Awareness Lesson Plan

Phonological Awareness Lesson Plan

You will write this lesson in response to the sample student within the Phonological Awareness Assessment Assignment.

For this assignment, you are planning a Phonological Awareness Activity included within your developing literacy lesson plan.  To begin this assignment, you will use the MUW Lesson Plan template (with explanations). Download the MUW Lesson Plan template (with explanations) as a guide. Next, you will enter vital information for the literacy element of Phonological Awareness Activity within this MUW Lesson Plan (type in) template Download MUW Lesson Plan (type in) template. Finally, you will submit this document for this assignment.

The vital information in this lesson plan that you will include for the Phonological Awareness activity will be:

  • Subject: Language Arts/Reading
  • Topic: Phonological Awareness
  • Grade Level: based on sample student
  • Standards: based on the sample student’s needs (the standards you select should be for Phonological Awareness of the sample student’s grade level; remember that your selected phonological awareness skill could include one of the following: sentence/word awareness, syllables, onset/rime, alliteration)
  • Objective: use Bloom’s taxonomyDownload Bloom’s taxonomy for observable & measurable objectives for phonological awareness
  • Assessment: in addition to explaining this in the plan, you must include the actual measurement tool (informal or formal) that you create to assess the objective(s) with your plan (as a separate file or additional page to the plan)
  • Collaboration: students will be working with the teacher definitely, maybe whole group or small group, and maybe showing their understanding independently
  • Time Allotment: this length of the lesson will be increased at your second and third submission when we later incorporate phonemic awareness and phonics elements; for now, the phonological awareness time allotment should be short (about 5-10 minutes)
  • Materials: list out EVERYTHING that will be used within the lesson from start to finish (this includes your intro’s storybook that correlates to your skill, lists of picture cards or words, manipulatives, visuals, etc.) that is needed for every aspect of the lesson (intro, procedures, closure, remediation, and enrichment). *worksheets should NOT be used as a material
  • Resources: this is where you cite where your ideas and materials came from – these cited resources must be evidence-based (I gave you resources throughout this module; use these and do NOT use Pinterest,, or any other “cute” idea found from a Google search
  • Introduction: For this section, you may want to use a storybook that showcases or models the PA skill; if you use a storybook here, make sure you tell the students (include what the teacher says) for the storybook’s topic or theme and how it relates to the PA skill, you may also explain how this storybook builds student’s interest & background knowledge; you may also put your entire PA activity in this section because most phonics lessons (what you will add to this plan later) begin with PA as a warm-up; but make sure that if you put your PA activity in this section, that it still follows the I do – We do – You do model; also, make sure that you explain in this section the what’s to come in this lesson’s procedures (explicit instructions)
  • Procedures: IF you put your PA in this section, this is where you have strategies for building your student’s phonological awareness skill – you should have “best practices” that were given within the course module (lecture notes and video demos); if you choose to put your PA activity in the introduction section (as a warm-up), then this section will be blank, and you will fill it in later as we progress in this course
  • Closure: this is where you close the PA lesson, remind students what they learned, tell them what will come in future instruction or lessons, and why this PA lesson was important to learn or master; you may complete the assessment in this section
  • Differentiation/Remediation/Enrichment: this is where you tell what will be done if the students do not master this lesson’s objectives (phonological awareness); describe what ELSE you will do (in specific detail with another approach or strategy that was not already done in the lesson’s procedures); if the students show mastery of this skill, then tell what you will do to enhance and enrich their development

Within your MUW Lesson Plan template, you should remember all of the components covered within this module and include all of these (in detail) within your lesson plan. These are the main points, but revisit my lecture notes on how to:

  • Select a teaching technique and best practice for your selected skill (rewatch the “best practices” videos for ideas, if needed).
  • Focus students’ attention on SOUNDS, not letters, for this phonological awareness activity.
  • Think multisensory – engage students’ hands, eyes, bodies, and mouths whenever possible within the activity.
  • Show students what you want them to do (I DO), practice together (WE DO), and then let the student try independently while you supervise (YOU DO).
  • Give immediate corrective feedback, explain the difference to the student if he/she gives an incorrect response, and elicit the correct response.
  • Select a developmentally appropriate children’s storybook for the sample student that correlates with the lesson’s objective. Examples could be a read-aloud with rhyme patterns and alliteration. Let students chime in and supply the rhyme or extend the alliteration while reading aloud. Decide when you’re going to read this; usually a good idea to do within the introduction of your lesson plan.
    • Here are some things to think about now, but we will cover this in more detail in Early Literacy II for incorporating read-aloud in your lesson plan (you don’t have to include these details in your plan now, but do think about this when selecting your storybook):
      • establish a purpose for reading this text
      • identify what you want students to “take away” from reading this text
      • prepare background knowledge that students need for this text or topic
      • select a text that may have rich academic vocabulary words

Again, remember that your strategy, activity, teaching technique, etc., that you’re using in your lesson plan must be cited in the “Resources” section of the lesson plan template.

This assignment of writing lesson plans provides teacher candidates with opportunities to apply and extend what has been learned concerning phonological awareness, explicit instruction, and scientifically based reading research to the practice of teaching.  Candidates should illustrate and clarify how this knowledge shapes classroom practice through the construction of detailed lesson plans.

When planning your lesson plan, make sure that your plan shows evidence of systematic and explicit instruction that is focused on critical phonological skills.  Make sure the skills you select to teach follow a logical sequence (the linguistic hierarchy) that involves small, organized, and focused steps that include appropriate pacing.  Make sure you show corrective feedback to the student(s) within your lesson plan.

Your lesson plan activities are for SPOKEN language only – do not include printed letters or words within this lesson plan. That will come later in phonics instruction. Phonological and phonemic awareness instruction is AUDITORY ONLY. The only print that you should include would be a storybook read-aloud (that provides examples of the phonological skill that you’re teaching) as the introduction to the lesson plan. Other than that storybook, that should be the only print used. Instead of printing letters or words on paper, you should use pictures or other manipulatives with Elkonin boxes to practice these skills VERBALLY.  

Here is what I mean by using print-less materials in an auditory-visual-only lesson that includes a hands-on multi-sensory approach for phonological awareness instruction:

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