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    Heggerty Week 12 Lesson Plan

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    This document provides information for a Heggerty lesson plan for first grade students focused on phonemic awareness. The lesson objectives are for students to physically and verbally participate in Heggerty activities to identify sounds, blend sounds, and use digraphs to add, delete, and blend sounds in words. A variety of active learning strategies are outlined, including reviewing blends and digraphs, rhyming words, identifying sounds in words, and manipulating sounds through adding, deleting, and substituting phonemes. Considerations for participation, remediation, enrichment, and accommodations are also discussed.

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    Heggerty Week 12 Lesson Plan

    Uploaded by

    api-484375132
    425 views2 pages
    This document provides information for a Heggerty lesson plan for first grade students focused on phonemic awareness. The lesson objectives are for students to physically and verbally participate in Heggerty activities to identify sounds, blend sounds, and use digraphs to add, delete, and blend sounds in words. A variety of active learning strategies are outlined, including reviewing blends and digraphs, rhyming words, identifying sounds in words, and manipulating sounds through adding, deleting, and substituting phonemes. Considerations for participation, remediation, enrichment, and accommodations are also discussed.

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    heggerty week 12 lesson plan

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    This document provides information for a Heggerty lesson plan for first grade students focused on phonemic awareness. The lesson objectives are for students to physically and verbally participate in Heggerty activities to identify sounds, blend sounds, and use digraphs to add, delete, and blend sounds in words. A variety of active learning strategies are outlined, including reviewing blends and digraphs, rhyming words, identifying sounds in words, and manipulating sounds through adding, deleting, and substituting phonemes. Considerations for participation, remediation, enrichment, and accommodations are also discussed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    425 views2 pages

    Heggerty Week 12 Lesson Plan

    Uploaded by

    api-484375132
    This document provides information for a Heggerty lesson plan for first grade students focused on phonemic awareness. The lesson objectives are for students to physically and verbally participate in Heggerty activities to identify sounds, blend sounds, and use digraphs to add, delete, and blend sounds in words. A variety of active learning strategies are outlined, including reviewing blends and digraphs, rhyming words, identifying sounds in words, and manipulating sounds through adding, deleting, and substituting phonemes. Considerations for participation, remediation, enrichment, and accommodations are also discussed.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Heggerty Week 12

    Intended for First-Grade Students

    FIRST GRADE STANDARDS


    CC.1.1.1.C - Demonstrate an understanding of spoken words, syllables, and sounds
    CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in decoding words

    ESSENTIAL QUESTION
    ● How does our knowledge of digraphs help us to blend, add, or delete sounds from a word?

    LESSON OBJECTIVES
    ● The students will physically and verbally participate in the Heggerty curriculum
    ● The students will identify medial sounds, onsets, and rimes
    ● The students will use their knowledge of phonemes, specifically digraphs, to add, delete, and
    blend sounds

    MATERIALS
    ● Heggerty week 12 instruction manual

    PROCEDURE
    Introduction
    ● The students are familiar with the Heggerty routine. They come in from the bathroom break
    and walk quietly to the carpet, and wait for instruction.

    Active Learning Strategies


    ● Review the blends and digraphs with the students. Use the premade cards that the Heggerty
    instruction manual provides: Letters are ______, sound is ______. Remind the students that
    we no longer say, “Letters are _____, sound is _____, like _____.

    Sequence of Learning
    ● Thyme Recognition: Students will use thumbs up or thumbs down vote to signify if two words
    rhyme
    ● Onset Fluency: Say three words with the same onset. Students will verbalize the onset
    ● Blending Phonemes: Sound out the phonemes of a word. Students will repeat the whole
    word
    ● Identify Medial Sound: Use the rollercoaster hand motion. Say a word, have the students
    repeat the word, then sound it out together. At the end, students will say the middle phoneme
    ● Segmenting Phonemes: Say a word aloud. The students will use the chopping hand motion
    to sound out the phonemes of the word
    ● Substituting Phonemes: “_______, change (onset one) to (onset two): _____” The students
    will say the new word depending on the changed phoneme
    ● Adding Phonemes: Say the rime of a word and add a digraph to the beginning. “___ add ___”
    ● Deleting Phonemes: Say a whole word and take out the digraph. “___ without ___ is ___”
    Summarizing Strategy
    ● There is no summarizing strategy from Heggerty for their instructional style.

    Evaluation
    ● Look for participation. This is a phonemic awareness program that requires total participation
    from the students.

    SPECIAL CONSIDERATIONS
    Remediation
    ● Work one-on-one with students who need extra help or a more in-depth explanation. Use
    words that may not have been covered due to time.

    Early Finishers
    ● This lesson will not have early finishers. It is a total participation and whole-group activity.

    Enrichment
    ● There is no enrichment for Heggerty instruction as it is strict to scheduling.

    ACCOMMODATIONS
    Time
    ● Provide one-on-one help for the ELL students as the ESL teacher suggests.

    Setting
    ● Mitchell must sit in an area on the floor away from distractions on his own carper square.

    Presentation
    ● Use all hand motions suggested in the instruction manual

    Response
    ● Allow students to respond both verbally and physically.

    BIBLIOGRAPHY
    ● “Standards.” SAS, www.pdesas.org/standard/.

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