MA Curriculum Frameworks essay
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Students should be able to demonstrate verbally that phonemes exist and that they can be manipulated and isolated. What are phonemes? What are rhyming words? What areas of difficulty do you expect pupils to have in identifying verbally rhyming words? Is the identification of existence of phonemes difficult to students? Do students get the difference between manipulation and isolation of phonemes? By the end of the lesson students should have understood that words are built by one or more syllables. Do students understand what syllables are? Can they identify syllables in texts and paintings and can they built words using syllables? By the end of the lesson, students should recognize rhyming words when used in texts Do students understand what rhyming words are? Do they recognize them when used in statements? Students should have understood that a sound is either a phoneme or a distinct one. What is the difference between a phoneme and a distinct sound? Do students know a phoneme and a distinct sound? Students should be able to produce rhyming words. Can students produce rhyming words? Can they be able to use such words in phrases and sentences? Students should be in a position to identify sounds of words from initial, medial to the final sounds. Do student understand all these stages? Which stage poses most problems to students? Do stages help in building students skill of understanding rhyming words? They should be able to blend sounds to come up with words. Can students blend sounds and come up with words? If they are able are these sounds logical? Is so is then the overall objects are met. Specific objects
Identify rhyming sets of words verbally and in print
Can students identify rhyming words in print? Can they read these sounds and show the difference in pronunciations? They should be able to respond physically appropriately when they recognize rhyming words in statements. Is there physical movement by students when they recognize rhyming words in statements? Students will be able to spell, say and write rhyming words. Can students spell rhyming words? Are they in a position to differentiate rhyming words verbally said through writing? What areas of difficulty do you expect pupils to have in identifying rhyming words? Lesson Language Learning Objectives (ELPBO)
In starting to read English, using the oral language foundation and previous experience, students will be in a position to understand the nature and interrelationships that exists between letters and sounds in English speech. In learning to read English, those students who have reading experience in other languages have an added advantage as they are able to compare print and language features of both languages. Readiness in reading: Listen to texts read aloud Recitation of memorized parts.