Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Texas A&M San Antonio EDSL 5377 Teaching English as a Second Language Professor: Dr. Edith Young- Esparza Lesson Plan with Activity Student: Francisco Cervantes K00324439 Fall 2013

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Lesson Plan with Activity for English Language Learners. Reading, Listening and Speaking. Grade K-1 Intended for students with a Basic Interpersonal Communication Skills (BICS) level.

Objectives: The purpose of phonics instruction is to teach children English language learners ELL in particular students from ages 4 to 6 the sound-spelling relationships and how to use those relationships to read words. Through phonological awareness PA activities, students in this lesson will focus on the two most important skills to develop at the phoneme level, blending and segmenting. Utilizing the Sheltered Instruction Observation Protocol (SIOP) strategies will provide instruction in letter-sound relationships and students will have ample opportunities to practice and review the relationships they are learning.

State Standards: Chapter 110 Texas Essential Knowledge and Skills TEKS for English Language Arts and Reading Subchapter A. Elementary 110.11. English Language Arts and Reading, Kindergarten. (b) Knowledge and skills.

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (A) identify a sentence made up of a group of words; (B) identify syllables in spoken words; (C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); (D) distinguish orally presented rhyming pairs of words from non-rhyming pairs; (E) recognize spoken alliteration or groups of words that begin with the same spoken onset or initial sound (e.g., "baby boy bounces the ball"); (F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat); (G) blend spoken phonemes to form one-syllable words (e.g.,/m/ /a/ /n/ says man); (H) isolate the initial sound in one-syllable spoken words; and (I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d//o/ /g/). (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to: (A) identify the common sounds that letters represent; (B) use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words); (C) recognize that new words are created when letters are changed, added, or deleted; and (D) identify and read at least 25 high-frequency words from a commonly used list. 110.12. English Language Arts and Reading, Grade 1.

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

(b) Knowledge and skills. (2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: (D) blend spoken phonemes to form one- and two-syllable words, including blends (e.g., spr); (F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g., splat =/s/p/l/a/t/). (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode words in context and in isolation by applying common letter-sound correspondences, including: (i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z; (ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, (iii) consonant blends (e.g., bl, st); (iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph; (v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and (vi) vowel diphthongs including oy, oi, ou, and ow; and y=long i; g=/j/ (soft), h, consonant

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Reading/Comprehension Skills 110.11 - 110.12 The student of Kindergarten (110.11 English Language Arts and Reading) and First Grade (110.12 English Language Arts and Reading) Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. 74.4. English Language Proficiency Standards. (a) Introduction. (4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write. (5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12. (c) Cross-curricular second language acquisition essential knowledge and skills. (1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

(b) monitor oral and written language production and employ self-corrective techniques or other resources; (c) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (a) distinguish sounds and intonation patterns of English with increasing ease; (b) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

commensurate with the student's level of English language proficiency. The student is expected to: (a) practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; (d) Proficiency level descriptors. (1) Listening, Kindergarten-Grade 12. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. The following proficiency level descriptors for listening are sufficient to describe the overall English language proficiency levels of ELLs in this language domain in order to linguistically accommodate their instruction. (b) Intermediate. Intermediate ELLs have the ability to understand simple, highfrequency spoken English used in routine academic and social settings. These students: (i) usually understand simple or routine directions, as well as short, simple conversations and short, simple discussions on familiar topics; when topics are unfamiliar, require extensive linguistic supports and adaptations such as visuals, slower speech and other verbal cues, simplified language, gestures, and pre-teaching to preview or build topicrelated vocabulary; (ii) often identify and distinguish key words and phrases necessary to understand the general meaning during social and basic instructional interactions that have not been intentionally modified for ELLs; and (iii) have the ability to seek clarification in English when failing to comprehend the English they hear by requiring/requesting the speaker to repeat, slow down, or rephrase speech.

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Description: The present lesson is given under the SIOP, a researched based delivery model that links
ontent Ob!ectives to "an#$a#e Ob!ectives% It is systematic because reflects several important

characteristics, skills and concepts are taught in a planned, logically progressive sequence. For example, certain sounds (those that are easier to learn or those used more often in the words students will read) are taught before other sounds. It is an explicit instruction, meaning that the teacher or instructor clearly state what is being taught, also ensures students attention is drawn to important features of an example or demonstration. For example, in demonstrating how to blend sounds to pronounce an unfamiliar word, explicit instruction might sound like this: Ill show you how to sound out this word. Listen carefully. Ill say the sound for each letter without stopping between the sounds.

Advanced Organizer: This Lesson consists mainly by two parts. The first one, by promoting in the student the ability of orally blending sounds starting at a syllable, then onset/rime and with phoneme by phoneme level. It is important to guide the student gradually. The second part consist in developing the student ability to segment or break a word into its separate sounds and saying each sound while tapping out or counting the sounds. The word segmentation will be at a phoneme level. It is recommended to practice daily from seven to ten minutes each part, total 35 minutes per week per part. Oral blending and oral segmentation tasks are the primary tasks focused on because of their connection to early reading and writing development.

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Demonstration: Starting with blending words, the teacher at this time will say: Hello everybody, we are going to play a game with our friend Kenny (Puppet) who only can say words in a funny way, lets help him. Kenny will say three words at a time, and you will have to tell me from the picture what word he said on a fast way. Ready? Lets begin: a. Syllables Kenny: rain . . . . bow rain . . . . coat rain . . . . boots

whats the word? Students: raincoat

Kenny:

thun . . . .der bro . . . . ther fen . . . . der

whats the word? Students: brother

&

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

b. Onset/rime Kenny: /p/ . . . an /s/ . . . at /c/ . . . at

whats the word? Students: cat

c. Phoneme by phoneme Kenny: /b/ /l/ /a/ /ck/ /b/ /l/ /o/ /ck/ /b/ /l/ /ow/

whats the word? Students: block

Continuing with the second part of our lesson, the teacher will say: Now lets play another game, it is called Discover and Count the word. Each word is made up of sounds, Im going to show you a picture, then carefully identify the vowel (s) in that word. Then think in silence how many sounds that word has, at the count of three I want you all to raise your hand with the card that has the number of sounds that you consider is the correct answer. Ready? Lets begin: a. mat. number of sounds do you hear? 1

1'

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

b. balloon. number of sounds do you hear? 2

c. truck. number of sounds do you hear? 1

d. tiger. number of sounds do you hear? 2

To conclude, we learned today that words are made of sounds, and we also found that counting the vowels will help us to find the number of those sounds also called syllables. Any question? Good job! Thank you

11

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Guided Practice: With regards to the first part of the explicit lesson, by utilizing blending sounds, one variation the teacher can do is by allowing the students to repeat the stretched word after the teacher said it. Also the teacher can utilize cards with the word stretched and underneath the word in its correct form; this implementation can assist students who could not hear the sound completely due to any environmental distraction. As a suggestion, use some sort of signal so students respond in unison. (Point, pause, then say Read.) If students have difficulty with a spelling (or are used to ignoring vowels altogether), consider pre-cueing them by pointing to that spelling in a word and having them say its sound before reading the word itself. Avoid telling the words to students in advance and discourage individual students from calling them out before the group blends the words chorally. Photos:

12

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Independent Practice: It is highly recommended that each student practice these two strategies constantly in their daily basis. The primary purpose of this activity is not to master any one set of words but rather experience success applying sound-spelling strategies for figuring out unfamiliar words. When students may struggle, provide additional blending practice during differentiated instruction and individualized if necessary. Discuss the meanings of any words with examples and sentences. Allow students to use the words in sentences of their own.

13

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Materials: For segmenting words, students can get support of having paper squares to count the number of sounds; each color could represent a number. For blending sounds, the primarily material would be a puppet and additionally can be implemented with cards, and markers.

Assessment: In order to observe and determine an improvement with PA instruction, students can be administered an assessment through the DIBELS Phoneme Segmentation Fluency (PSF). Which measure is a standardized, individually administered test of phonological awareness (Kaminski & Good, 1996). The PSF measure assesses a student's ability to segment three- and fourphoneme words into their individual phonemes fluently. The PSF measure has been found to be a good predictor of later reading achievement (Kaminski & Good, 1996). The PSF task is administered by the examiner orally presenting words of three to four phonemes. It requires the student to produce verbally the individual phonemes for each word. The number of correct phonemes produced in one minute determines the final score. The PSF measure takes about 2 minutes to administer and has over 20 alternate forms for monitoring progress. A modification based on the literacy with the primary language, assuming that we do have a predominant Spanish speaking students, the approach with phonics instruction shall follow words that have syllables with the root: bla, ble, blo, blo. ma, me, mi, mo, mu. pa, pe , pi, po, pu.

14

Lesson Plan: Phonics Instruction for ELL K-1

Francisco Cervantes

Reference: http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785 http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Kaminski, R. A., & Good, R. H. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215227.

15