Lesson 1: Introduction to Phonemic Awareness Objective: Students will be able to identify and isolate individual sounds in spoken words.

1. Warm-up (5 minutes):
   • Play a listening game where students have to identify different sounds in the classroom (e.g., clapping, snapping, ticking clock).
   • Ask students to share other sounds they hear in their everyday lives.
2. Introduction (10 minutes):
   • Explain to students that words are made up of individual sounds called phonemes.
   • Show pictures of simple objects (e.g., cat, dog, sun) and ask students to identify the beginning, middle, and ending sounds of each word.
   • Model how to isolate and say each sound in a word (e.g., /c/ /a/ /t/).
3. Guided Practice (15 minutes):
   • Provide each student with a set of picture cards representing simple words (e.g., cat, dog, sun).
   • Instruct students to say the word out loud and then isolate and say each sound in the word.
   • Circulate the classroom to provide support and guidance as needed.
4. Independent Practice (10 minutes):
   • Give each student a worksheet with pictures of objects and spaces to write the corresponding sounds.
   • Students should say the word out loud, isolate the sounds, and write the corresponding letters for each sound.
   • Collect and review the worksheets to assess student understanding.
5. Wrap-up (5 minutes):
   • Have students share some of the words they practiced isolating sounds in.
   • Review the concept of phonemic awareness and its importance in reading and spelling.

Lesson 2: Rhyming Words Objective: Students will be able to identify and generate rhyming words.

1. Warm-up (5 minutes):
   • Play a rhyming word game where students have to come up with words that rhyme with a given word (e.g., cat - hat, mat, sat).
   • Encourage students to think of as many rhyming words as possible.
2. Introduction (10 minutes):
   • Explain to students that rhyming words have the same ending sounds.
   • Show examples of rhyming word pairs (e.g., cat - hat, dog - log) and have students identify the rhyming sounds.
   • Model how to generate rhyming words by changing the beginning sound of a word (e.g., cat - bat, mat, sat).
3. Guided Practice (15 minutes):
   • Provide each student with a set of picture cards representing rhyming word pairs (e.g., cat - hat, dog - log).
   • Instruct students to say the words out loud and identify the rhyming sounds.
   • Then, have students generate additional rhyming words for each pair.
4. Independent Practice (10 minutes):
   • Give each student a worksheet with pictures of objects and spaces to write rhyming words.
   • Students should say the word out loud and generate as many rhyming words as they can.
   • Collect and review the worksheets to assess student understanding.
5. Wrap-up (5 minutes):
   • Have students share some of the rhyming words they generated.
   • Review the concept of rhyming words and its importance in developing phonemic awareness.