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Ezenma Omo's tools
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AI-powered lesson plan generator using Backward Design methodology.Open## At-a-Glance - **Grade/Subject:** Grade 1, Reading - **Length:** 20 days - **Setting:** Homeschool (1:1 or small group) - **Standards:** - **California English Language Arts Standards for Grade 1:** - **Foundational Skills:** 1.1, 1.2, 1.3 (Phonemic Awareness, Phonics, and Fluency) - **Literature and Informational Text:** 1.6, 1.7 (Reading Comprehension) - **ISTE Standards for Students:** - 1A (Students will leverage technology to develop critical thinking, creativity, and innovation by solving real-world problems.) - **Big Goal (Transfer):** Students will transfer their understanding of phonemic awareness and phonics to read and comprehend simple texts independently. - **Essential Question(s):** 1. How do sounds blend together to form words? 2. How can understanding phonics help me become a better reader? ## Measurable Objectives 1. **Objective:** Students will identify and manipulate individual sounds within words. [Analyze] - **Evidence link:** Phonemic Awareness Activity 2. **Objective:** Students will apply phonics skills to decode simple words. [Apply] - **Evidence link:** Decoding Practice 3. **Objective:** Students will create a short story using words they have decoded. [Create] - **Evidence link:** Student Story ## Evidence of Learning - **Performance Task:** Students will create and read a short story to the teacher or family member. - **Rubric (4-level analytic):** - **Criteria:** - **Accuracy/Content:** Correctness of sounds and words. - **Reasoning/Evidence:** Use of phonics to decode words. - **Communication:** Clarity and coherence of the story. - **Collaboration/Process:** (Not applicable for homeschool setting) ## Formative Checks (Retrieval) - **Day 1-5:** Quick sound identification quizzes. - **Day 6-10:** Word decoding checks. - **Exit Ticket:** A short reading comprehension question. ## Learning Plan (timeline; Gradual Release) ### Day 1-5: Introduction to Phonemic Awareness - **0-5 min — Anticipatory Set / Hook:** Rhyming game to introduce phonemic awareness. (UDL 1.1 - Provide options for expression and communication) - **5-15 — Direct Instruction (I do):** Modeling sound identification. (UDL 1.2 - Provide options for representation) - **15-35 — Guided Practice (We do):** Sound blending activities. (UDL 2.1 - Provide options for perception) - **35-55 — Independent Practice (You do):** Sound identification worksheet. ### Day 6-10: Introduction to Phonics - **0-5 min — Anticipatory Set / Hook:** Review of phonemic awareness; introduction to phonics basics. (UDL 1.1) - **5-15 — Direct Instruction (I do):** Phonics rules. (UDL 1.2) - **15-35 — Guided Practice (We do):** Decoding simple words. (UDL 2.1) - **35-55 — Independent Practice (You do):** Decoding practice. ### Day 11-20: Reading and Creating - **0-5 min — Anticipatory Set / Hook:** Review; introduction to creating a short story. (UDL 1.1) - **5-15 — Direct Instruction (I do):** Story structure basics. (UDL 1.2) - **15-35 — Guided Practice (We do):** Planning the story. (UDL 2.1) - **35-55 — Independent Practice (You do):** Writing and illustrating the story. - **55-60 — Closure:** Reading the story; exit ticket. ## Differentiation & Support (UDL-aligned) - **ELL:** Visual aids; sentence frames; bilingual resources. - **IEP/504:** Alternative access (audio/large print); extended time. - **Enrichment:** Optional challenge to create a more complex story. ## Materials & Tech (ISTE-aligned when applicable) - **Tools/apps:** Reading apps; digital storytelling tools. - **Offline fallback:** Physical worksheets; books. ## Spaced Practice Plan (beyond class) - **Day 2 micro-retrieval:** Quick sound identification quiz. - **Day 6 spiral:** Decoding practice with new words. ## Student-Facing Handout - **Today’s Goal:** Learn to blend sounds and decode simple words. - **Why it matters:** Helps you become a better reader. - **What success looks like:** You can read a short story you created. ## Teacher Notes - **Anticipated misconceptions & fixes:** Sound blending difficulties; provide extra support. - **Safety, inclusion, and culturally responsive cautions:** Ensure diverse and inclusive reading materials.
Ezenma Omo's lists
Comments
On Thea
Ezenma Omo
🛠️ 1 tool
🙏 66 karma
Nov 24, 2025
@Thea
thea's my backup when I'm stuck on chem homework at midnight. it explains problem-solving steps clearly enough that I get unstuck, but for really complex reactions I still need to check my notes. solid for keeping up with assignments though. :)
On NotebookLM
Ezenma Omo
🛠️ 1 tool
🙏 66 karma
Nov 24, 2025
@NotebookLM
notebooklm is lowkey perfect for science classes. I feed it my bio lecture slides and lab notes and it organizes everything into summaries I can actually use for studying. way better than highlighting my textbook for hours. makes exam prep feel less overwhelming. :D
On ChatGPT
Ezenma Omo
🛠️ 1 tool
🙏 66 karma
Oct 10, 2025
@ChatGPT
I know this review is cliche but chatgpt keeps saving my grades. I give it a calc step I can’t see or a history prompt and it breaks it down in plain steps and helps me shape an outline fast. Sometimes fuzzy on sources so I double check, but as a late-night study buddy it’s clutch. ;D
On Perplexity
Ezenma Omo
🛠️ 1 tool
🙏 66 karma
Aug 18, 2025
@Perplexity
This tool's my quick answer buddy when I'm scoping a topic or sanity-checking something fast. It surfaces sources right with the reply, so hopping into the receipts is easy, and follow-ups stay on track. :D
On Year 11 Physics
Ezenma Omo
🛠️ 1 tool
🙏 66 karma
Aug 6, 2025
@Year 11 Physics
This tool is actually kinda clutch for quick physics questions. Saves me from digging through my notes every time :)
