### Lesson Plan: Phonemic Awareness for Primary 1
#### Lesson Title:
Phonemic Awareness: Recognizing and Playing with Sounds
#### Grade:
Primary 1
#### Duration:
45 minutes
#### Objective:
Students will be able to recognize, identify, and manipulate phonemes (individual sounds) in spoken words to develop strong foundational skills for reading and writing.
### Materials Needed:
- Flashcards with letters and simple CVC (Consonant-Vowel-Consonant) words (e.g., cat, dog, bus)
- A small whiteboard and markers
- Audio recording of simple sounds and words
- Sing-along audio or video with rhyming songs
- Picture cards corresponding to simple words
- Drawing paper and crayons
### Common Core Standards:
- RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
### Introduction (5 minutes):
1. Greet the class and introduce the concept of phonemic awareness.
2. Explain that phonemic awareness is all about hearing and playing with sounds in words.
3. Show a few flashcards and pronounce the simple CVC words slowly, emphasizing each individual sound.
### Warm-up Activity (5 minutes):
1. Play a sing-along audio or video with a popular rhyming song (e.g., "Twinkle, Twinkle Little Star" or "Old MacDonald Had a Farm").
2. Encourage students to join in the singing and clap their hands to the rhythm.
### Direct Instruction (10 minutes):
1. Display a flashcard with a simple CVC word (e.g., "cat") on the whiteboard.
2. Break the word down into individual sounds: /k/ /a/ /t/.
3. Repeat this with a few more words, like "dog" (/d/ /o/ /g/) and "bus" (/b/ /u/ /s/).
4. Emphasize the beginning, middle, and end sounds of each word.
### Guided Practice (10 minutes):
1. Play an audio recording of simple words while the students close their eyes and listen carefully.
2. After each word, ask the students to identify the beginning, middle, and ending sounds. Use gestures (hold up one finger for beginning, two fingers for middle, and three fingers for end).
3. Use picture cards and ask students to match the card to the corresponding word you pronounce aloud.
### Independent Practice (10 minutes):
1. Distribute drawing paper and crayons to each student.
2. Ask the students to draw pictures of simple CVC words you pronounce (e.g., "cat", "dog", "bus").
3. After drawing, have them label the pictures by writing the letters that make up the sounds they hear in each word with your assistance.
### Closing (5 minutes):
1. Review the lesson by asking volunteers to come up and share their drawings and explain the sounds in their words.
2. Give positive feedback and congratulate the students on their hard work.
3. Sing a quick rhyming song together as a class to wrap up.
### Assessment:
- Informal assessment through observation during guided practice and independent practice.
- Listening to students' explanations of their drawings to assess their understanding of phonemic awareness.
#### Homework/Extension:
- Send home a simple worksheet with CVC words and pictures for students to practice matching sounds to letters with the help of their parents or guardians.
- Encourage parents to read rhyming books with their children and play sound games at home.
By using this lesson plan, Primary 1 students will develop a stronger understanding of phonemic awareness, which is crucial for their reading and writing development.