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By Lynette May

I wanted to start out my lessons with a brief discussion of the rules, I wanted to make sure that my expectations are clear, while letting the students come up with their own rules with guidance from me. This way the rules are understandable and the students also have "buy in", because they created them.

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Next we discussed what phonemes are. I wanted the students to have experience to how this word is said, what this word means and what is important about phonemes.
The activity has students identify the beginning and last Phonemes (sounds) of words, then manipulate these words by substituting other phonemes to create new words. This activity incorporates the auditory learners.

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Continued lesson...

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A discussion and activity regarding the identification of the syllables in words.  This activity incorporates the visual and physical movements for the more visual and kinesthetic learners.

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Identify and match the letter sounds to the facial expression in pictures.
Synopsis: Discussion and Identification of sounds. Incorporates visuals and sounds for the more visual and auditory learners.

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The teams would need to match the picture of the face that looked to have an expression that could be made when making the sound that the teacher asked for. This activity was interesting. I liked how the students really looked at one another and discussed and made decisions based on sounds and visually looking at expressions.

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Syllable Identification

Synopsis: Teacher has a list of words separated into four categories based on syllable count. Mrs. May (me) asks the students to identify how many syllables they can find in the words that are told to them aloud.  Most students did amazing with this activity. I only recorded one, she is the best representation of the average performance of my group.

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Marking down the ones that she got correct and the ones that she showed hesitation or incorrectly I left blank. I also left space for some brief notes on her performance.