What is Phonemic Awarenes Primary 3 First Term Lesson Notes Week 1

Phonemic awareness is the ability to recognize and manipulate individual sounds (phonemes) in spoken words. It is a critical skill in learning to read and spell, as it involves understanding that words are made up of distinct sounds, which can be segmented (broken down) and blended (combined). This awareness helps children in decoding words during reading and encoding words during spelling.

 

 

What are the steps in teaching this to Primary 3 pupils

 

 

1. Introduction to Phonemic Awareness

• Explain Phonemes: Begin by explaining what phonemes are—individual sounds in words.
• Sound Identification: Use familiar words to help students identify and isolate sounds.

2. Sound Isolation

• Initial Sounds: Teach students to identify the first sound in a word (e.g., the /b/ sound in “bat”).
• Final Sounds: Practice identifying the last sound in a word (e.g., the /t/ sound in “bat”).
• Medial Sounds: Focus on the middle sounds in words (e.g., the /a/ sound in “bat”).

3. Sound Blending

• Oral Blending: Say individual sounds slowly and have students blend them to form a word (e.g., /b/ – /a/ – /t/ = “bat”).
• Use Visual Aids: Use pictures or objects to represent words and guide students in blending sounds.

4. Sound Segmentation

• Segmenting Words: Practice breaking words into their individual sounds (e.g., “bat” = /b/ – /a/ – /t/).
• Counting Phonemes: Use fingers or counters to help students count the number of sounds in a word.

5. Phoneme Manipulation

• Adding Phonemes: Teach students to add sounds to words (e.g., adding /s/ to “park” to make “spark”).
• Deleting Phonemes: Practice removing sounds from words (e.g., removing /s/ from “spark” to make “park”).
• Substituting Phonemes: Work on changing one sound in a word to make a new word (e.g., changing /b/ in “bat” to /h/ to make “hat”).

6. Rhyming Words

• Recognize Rhymes: Help students identify words that rhyme (e.g., “cat,” “hat,” “bat”).
• Generate Rhymes: Encourage students to come up with their own rhyming words.

7. Interactive Activities

• Games and Songs: Use phonemic awareness games, songs, and rhymes to make learning fun and engaging.
• Storytime: Incorporate books and stories that emphasize phonemic patterns.

8. Assessment and Practice

• Regular Assessment: Use informal assessments to monitor students’ progress.
• Practice and Review: Provide regular opportunities for practice and review to reinforce skills.

9. Integration with Reading and Writing

• Link to Phonics: Connect phonemic awareness activities to phonics instruction, emphasizing the relationship between sounds and letters.
• Writing Practice: Include writing activities that require students to use their phonemic awareness skills.

Tips for Effective Instruction

• Start Simple: Begin with simple activities and gradually increase complexity.
• Be Patient: Allow students time to grasp each concept before moving on.
• Use Multisensory Approaches: Incorporate visual, auditory, and kinesthetic activities to cater to different learning styles.

By following these steps and incorporating a variety of engaging activities, you can effectively teach phonemic awareness to Primary 3 pupils.

 

 

Detailed Student-Centered Lesson Plan for Phonemic Awareness

Subject: English Studies

Class: Primary 3

Term: First Term

Week: 1

Age: 7 years

Topic: Phonemic Awareness

Sub-topic: Aural Discrimination of the Sounds /ɜː/ and /ʌ/

Duration: 60 minutes

Behavioral Objectives

By the end of the lesson, pupils should be able to:

1. Pronounce and distinguish between the sounds /ɜː/ and /ʌ/ in words.
2. Read simple sentences, paying attention to the use of stress and intonation.
3. Write simple sentences using the appropriate stress and intonation.

Keywords

• Phoneme
• Sound
• Stress
• Intonation
• Pronounce

Set Induction

Start by playing a short, engaging song that includes the sounds /ɜː/ and /ʌ/. Ask students to listen carefully and identify the different sounds they hear.

Entry Behavior

Students can already recognize and pronounce basic vowel sounds.

Learning Resources and Materials

• Flashcards with words containing /ɜː/ and /ʌ/ sounds
• Audio recordings of words and sentences
• Charts with example words
• Whiteboard and markers

Building Background / Connection to Prior Knowledge

Discuss with students the vowel sounds they have learned previously. Ask them to give examples of words with those sounds.

Embedded Core Skills

• Listening
• Speaking
• Reading
• Writing

Learning Materials

• Lagos State Scheme of Work
• Phonics workbook

Instructional Materials

• Flashcards
• Audio recordings
• Whiteboard
• Markers

Content

1. Explanation of Phonemic Awareness:
   • Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.
   • Today, we will focus on the sounds /ɜː/ (as in “bird”) and /ʌ/ (as in “cup”).
2. Examples of Words:
   • /ɜː/: bird, girl, first, nurse, turn
   • /ʌ/: cup, bus, sun, fun, run

Evaluation

1. The sound in “bird” is /__/.
   a) /ʌ/
   b) /ɜː/
   c) /e/
   d) /o/
2. The sound in “cup” is /__/.
   a) /ɜː/
   b) /a/
   c) /ʌ/
   d) /i/
3. “Nurse” contains the sound /__/.
   a) /ʌ/
   b) /ɜː/
   c) /a/
   d) /o/
4. “Sun” contains the sound /__/.
   a) /e/
   b) /ɜː/
   c) /ʌ/
   d) /o/
5. The sound in “first” is /__/.
   a) /ɜː/
   b) /ʌ/
   c) /e/
   d) /o/
6. “Bus” contains the sound /__/.
   a) /a/
   b) /i/
   c) /ʌ/
   d) /ɜː/
7. The sound in “girl” is /__/.
   a) /ʌ/
   b) /ɜː/
   c) /o/
   d) /e/
8. “Fun” contains the sound /__/.
   a) /ɜː/
   b) /e/
   c) /ʌ/
   d) /a/
9. The sound in “turn” is /__/.
   a) /e/
   b) /ɜː/
   c) /a/
   d) /o/
10. “Run” contains the sound /__/.
    a) /ʌ/
    b) /e/
    c) /ɜː/
    d) /a/
11. The sound in “bird” is /__/.
    a) /o/
    b) /ʌ/
    c) /ɜː/
    d) /e/
12. “Cup” contains the sound /__/.
    a) /ɜː/
    b) /a/
    c) /ʌ/
    d) /e/
13. The sound in “nurse” is /__/.
    a) /ɜː/
    b) /o/
    c) /a/
    d) /e/
14. “Bus” contains the sound /__/.
    a) /i/
    b) /ʌ/
    c) /e/
    d) /ɜː/
15. The sound in “turn” is /__/.
    a) /ɜː/
    b) /a/
    c) /o/
    d) /e/

Class Activity Discussion

1. What is phonemic awareness?
   Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words.
2. Why is phonemic awareness important?
   It is important because it helps children learn to read and spell.
3. What is a phoneme?
   A phoneme is a single sound in a word.
4. What are the sounds we are learning today?
   We are learning the sounds /ɜː/ and /ʌ/.
5. Can you give an example of a word with the sound /ɜː/?
   Yes, “bird” has the sound /ɜː/.
6. Can you give an example of a word with the sound /ʌ/?
   Yes, “cup” has the sound /ʌ/.
7. What sound do you hear in the word “nurse”?
   The sound /ɜː/.
8. What sound do you hear in the word “fun”?
   The sound /ʌ/.
9. How do you pronounce the sound /ɜː/?
   It sounds like the “er” in “bird”.
10. How do you pronounce the sound /ʌ/?
    It sounds like the “u” in “cup”.
11. What is stress in a sentence?
    Stress is when we make one part of the word or sentence sound stronger.
12. What is intonation?
    Intonation is the rise and fall of our voice when we speak.
13. Why is stress important?
    Stress helps us understand which parts of the sentence are important.
14. Why is intonation important?
    Intonation helps us express meaning and emotion.
15. How can we practice these sounds?
    We can practice by listening, speaking, reading, and writing.

Presentation

1. Step 1: Revising the Previous Topic
   • Briefly review the vowel sounds learned in the previous lesson.
   • Ask students to recall and give examples of those sounds.
2. Step 2: Introducing the New Topic
   • Introduce the sounds /ɜː/ and /ʌ/ with examples.
   • Use flashcards and audio recordings to demonstrate the sounds.
3. Step 3: Student Contributions and Corrections
   • Allow students to try pronouncing the sounds.
   • Encourage them to come up with words containing these sounds.
   • Correct any mispronunciations and provide positive feedback.

Teacher’s Activities

• Demonstrate the sounds /ɜː/ and /ʌ/ using clear examples.
• Use flashcards and audio recordings for reinforcement.
• Guide students through reading and writing exercises.
• Provide corrective feedback and encouragement.

Learners’ Activities

• Listen attentively to the sounds.
• Practice pronouncing the sounds.
• Participate in reading and writing exercises.
• Answer fill-in-the-blank questions and FAQs.

Assessment

• Observe students’ ability to pronounce the sounds correctly.
• Review their written sentences for correct use of stress and intonation.
• Conduct a short quiz with the fill-in-the-blank questions.

Evaluation Questions

1. What sound do you hear in “bird”?
2. What sound do you hear in “cup”?
3. How do you pronounce /ɜː/?
4. How do you pronounce /ʌ/?
5. Can you give an example of a word with the sound /ɜː/?
6. Can you give an example of a word with the sound /ʌ/?
7. What is stress in a sentence?
8. What is intonation?
9. Why is stress important?
10. Why is intonation important?

Conclusion

• The teacher goes around to mark students’ work and provide necessary corrections.
• Recap the key points of the lesson.
• Encourage students to practice the sounds at home.