Module 1: Phonemic Awareness

Date of class

(To be filled)

Time

1 hour

Name of the facilitator

(To be filled)

Lesson Name

Phonemic Awareness

Objectives

• Why is it important to understand letter-sound relation?
• How can students use this knowledge to listen and speak English?
• How do I go about it?

Starter (5 mins)

Introduction and discussion on sounds in students’ names. 

As it is the first class, we start with a small introduction. While giving the introduction, the facilitator can just ask what sounds their names have and the number of sounds etc. 

Example: “My name is Riya. R/E/Y/A – No. of sounds: 4”

Topic of Discussion (35 mins)

• Flashcards of the alphabet. By showing each card one by one the facilitator can pronounce the sound each letter makes and ask the students to repeat after the facilitator. 

• The facilitator then divides the letters into groups- one as vowels and second as consonants. 

• The facilitator then can introduce the long sound and short sound each vowel makes. This can be introduced through various words with pictures that come under each category. This explanation will be done by showing video clips YouTube Link. 
  

• While the facilitator is introducing each word, they can also make 2-3 sentences using the word.
  
  

  For example:

  Long sound A- late-

  - I am late to school

  - She came let for dinner
  Short sound A- Cat-
  - Cat ran behind the table
  - Rat is scared of the cat. 

Activity (10 mins)

• Make a tabular column in your notebook:

  • Column A (words with short sound) Column B (words with long sound). The facilitator will read a small paragraph of 5 to 6 sentences with long sounds and short sounds. Could you identify the words and write them separately?

  • For example: Dog and cat are mates. They always play. Dog and rat are also mates. They bake cake and gave to cat. Cat does not like rat. But, after having the cake cat likes the rat. Now, cat, dog and rat are mates.

• Show simple words to the children.

  • For example: cake, made, bake, rat, bun, sun, like. 

  • Write them in a flash card. Divide the students into two groups. Team a and team b. Ask each team one by one if they can break the word and count how many sounds there are. Those who are able to give answers get points, those who are trying get half points.

Plenary (5 mins)

Questions to ask: 

• What did you understand? 
• Was it difficult?
• Did you understand how to break the words and read?
  
• Do you understand long vs. short sounds?

Question for Takeaway (5 mins)

• Make a tabular column. Could you find more words that have short vowel sounds and long sounds?

• Make a pair of two: can you play a game between the two students by asking sounds of each letter in a word

Materials Needed

• Flashcards 
• Sketch pens

Resources

Audio/video clips, e.g. YouTube Link

Possible Challenges

• Low student attendance
• Poor internet connection

Solutions

• Do individual activities if group work isn’t possible. 
• Share words via chat or screen if video doesn’t work.

Reflection (after class)

• What went well?
• What didn’t go well?
• What to improve for next class?

Date of class

(To be filled)

Time

1 hour

Name of the facilitator

(To be filled)

Lesson Name

Phonemic Awareness – Diagraphs

Objectives

• Understanding the consonant digraphs, as words with this combination are common. Understanding the sounds will help the children to familiarize with words swiftly. 

• How can students use this knowledge to listen and speak English? 

Recap

The facilitator can recap the previous class by asking a few questions on sounds. He/she can use a matching activity. The facilitator says a sound and students choose the right letter by saying it or writing it. 

For example:

• What is the sound of letter ‘d’? 
• What is the long sound letter ‘a’? 
• What is the short sound of letter ‘e’?

Starter (5 mins)

The facilitator can do an activity which includes movement. Students will be asked to do the opposite action of what the facilitator says. –

• Clap and Snap, 

• Stand and Sit, 

• wiggling hands fast and slow.

Topic of Discussion (35 mins)

The facilitator can move on to the next topic of helping children understand the sounds when two letters join together. Certain times, when two letters come together, they make one sound. 

For example: 

Wh in (When, what),th in (that,then), sh in (shake,shark), ch in (chart, chain), ph in (phone, photo). 

While explaining this concept, use examples in sentences that they might have heard on a regular basis:

• What is your name?

• That is table

• It is a chart

• That is a shadow.

• It is her phone.

The facilitator can write these sentences on a white strip in bolds or share a screen and type these sentences and ask the students if they can identify the words that have letters when they join make one sound. 

Activity (10 mins)

Facilitators can write these 5 (diagraphs) on  a flash card and ask students to remember if they can think of words starting with these sounds.

For example:

Flash card; wh

Students might have heard words like, where, when, why, what.

While discussing these words the facilitators can also discuss two things:

First- the meaning of each word 

Second- how to use them in sentences.

Note for facilitators (optional)

• What are the examples of when two letters join together, they make one sound (diagraphs)?

• What words are with wh etc?

• Which part of the concept did you find difficult?

• What should be explained again?

Plenary (5 mins)

Examples of few questions to ask the students during/after the class:  - What are the examples of when two letters join together, they make one sound (diagraphs)?  - What words are with wh etc?  - Which part of the concept did you find difficult?  - What should be explained again?

Question for takeaway reflection (5 mins)

Can you think of sentences that have words like: what, that, than, where, this, why, share, chat, photo – and share it with the facilitator next class?

What materials do I need?

• Flash cards
• White paper strips
• Sketch pens

Resources

Audio and video clips to show children in between discussion or activity

Possible challenges

• Low number of students
• Poor connection

Solution

• The facilitator can choose not to make a group and do activity on an individual basis.
• In case of poor video connection, the facilitator can choose to type the concerned words or sentences in the chat box or, if possible, share the screen.

Reflection (filled after class)

• What went well?
• What did not go well?
• What do I need to improve for the next class?