- Opening A: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
- I can listen to a single-syllable word and pronounce the initial phoneme (sound) in the word.
- I can listen to a single-syllable word and pronounce the final phoneme (sound) in the word.
- I can listen to a single-syllable word and pronounce the middle vowel phoneme (sound) in the word.
- I can change the initial or final sound in a spoken word and say the new word.
- Work Time A: I can read and spell CVC words with the phonemes (sounds) /z/, /s/, /f/, /l/, /i/, /u/, /h/, /m/, and /b/.
- I can say the sound that each consonant letter makes in words.
- I can identify the short sound for each vowel.
- I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
- I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").
Daily Learning Targets
Ongoing Assessment
- Observe students during Opening A. Determine whether they can isolate sounds in words and substitute the initial sound as directed and say a new word.
- Observe students during Work Time A. Determine whether they can read and spell CVC word containing the /a/, /o/, and /u/ phonemes (sounds).
- Record students' progress on the Snapshot Assessment.
Agenda
| Agenda | Teaching Notes |
|---|---|
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1. Opening (5 minutes) A. Phonemic Blending and Segmentation: Phoneme Substitution 2. Work Time (10 minutes) A. Chaining: "buff," "buzz," "fuzz," "fizz," "fill," "hill," "hiss," "miss," "miff," "mill," "bill" 3. Closing and Assessment (2 minutes) A. Reflecting on Learning 4. Differentiated Small Group Instruction and Rotations (40-45 minutes) |
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Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T)
- syllable, segment, blend, substitute (L)
Materials
- Sound board (drawn on the board, or enlarged and laminated for teacher use)
- Sound boards (laminated or in a clear plastic sleeve; one per student)
- Whiteboard markers (one per student)
- Whiteboard erasers (one per student)
- Articulatory Gestures chart
- Snapshot Assessment (optional; one per student)
Opening
| Opening | Meeting Students' Needs |
|---|---|
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A. Phonemic Blending and Segmentation: Phoneme Substitution
"We can say a new word by changing one sound. Replace /s/ with /r/, turning 'sound' into 'round.' We can change sounds at the beginning, the middle, or end. Then say our new word. Remember to blend!"
1. Teacher says: "Did you know that we can make new words by switching one of the letter sounds with a different letter sound? So if we start with a word we know, we can make some new words just by changing one letter sound. Let's start with the word 'pass.' We'll make new words by changing just the first sound." 2. Teacher says: "pass," and students repeat. 3. Teacher says: "I know the first sound in the word 'puff' is ..." (Wait for students to reply with /p/.) "Right! The first sound in 'puff' is /p/." 4. Teacher invites students to segment the initial sound from the final chunk: /p/-/uff/. 5. Teacher says: "If I replace the /p/ with the sound /k/, I would say /k/-uff, 'cuff.' Now let's play together!" 6. Teacher says: "cuff," and students repeat. 7. Teacher asks: "What is the first sound in 'cuff'?" (/k/) 8. Teacher says: "Right! Now let's change the /k/ sound to /b/." 9. Teacher asks: "What word do we have now?" ("buff") 10. Repeat the process outlined in steps 2-9 with "fall" to "call," then "boss" to "toss. |
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Work Time
| Work Time | Meeting Students' Needs |
|---|---|
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A. Chaining: "buff," "buzz," "fuzz," "fizz," "fill," "hill," "hiss," "miss," "miff," "mill," "bill"
"Now let's use some letters to make a word like 'can.' Replace the 'c' with the letter 'd' and now we have 'Dan.' We can do it at the beginning, the middle, or the end. Then we'll read the new word. Remember to blend!"
1. Teacher says: "Today we are going to use letters and sound boards to help us make and read words!" 2. Teacher displays sound board. 3. Teacher says: "I am going to say a word, and we will tap out the sounds we hear. For example, if I say the word 'buff,' we would tap /b/ /u/ /f/." (Students tap with teacher: /b/ /u/ /f/.) 4. Teacher asks: "How many sounds do we hear in 'buff'?" (three) 5. Teacher says: "We will use a sound board to help us match letters to the sounds we hear. The sound board has three boxes." 6. Teacher asks: "Who thinks they know why there are three boxes?" (word has three sounds) 7. Teacher says: "Right! So we will place the letter for each sound in a box. I can say each sound as I tap on the sound boxes":
8. Teacher says: "So as we say 'buff,' I'll write the letter 'b' into the first box. That shows us that the first sound in 'buff' is made by letter 'b.'" 9. Repeat steps 7 - 8 with middle letter/sound (drawing students' attention to the fact that it is a vowel). 10. Teacher asks: "What is the last sound you hear in 'buff'?" (/f/) "How many letters represent the sound?" (two) 11. Support students as needed to distinguish between the vowel sounds /u/ and /i/ using the Articulatory Gestures chart. 12. Teacher says: "That's right! I'll write two letter 'f's' in the last box because the two letters make the same sound. They have 'twin power' because the two letters work together to protect the short vowel sound." 13. Teacher says: "Let's slide our fingers under the word as we say each sound then read the word: /b/ /u/ /f/, 'buff.' Now you will get to make new words with your own sound boards and letters. All of our words will end with two consonants that have twin powers." 14. Teacher distributes sound boards, whiteboard markers, and whiteboard erasers. 15. Teacher invites students to write the word "buff" on their sound boards, emphasizing proper letter formation. 16. Teacher guides students to slide their fingers under each letter, blending each sound to say "buff." 17. Teacher writes "buff" on the board to begin a list of chained words. 18. Teacher says: "Now we're going to make a new word just by changing the letters for one sound! Let's replace /f/ with /z/." 19. Teacher asks: "What letters do we need to erase?" ("ff") "What letters do we need to replace it with?" ("zz") 20. Teacher and students erase "ff" and replace it with "zz." 21. Teacher invites students to read the new word by running their fingers under each box, making each sound and blending them to say "buzz." 22. Repeat steps 17-21, replacing the sounds/letters as needed to make the following suggested words as time allows: "fuzz," "fizz," "fill," "hill," "hiss," "miss," "miff," "mill," "bill." 23. Teacher says: "Wow! Look at all the words we made today! Let's read them together." |
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Closing & Assessments
| Closing | Meeting Students' Needs |
|---|---|
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A. Reflecting on Learning
"How can we figure out the middle sound in the word 'hill'?" (We can tap it out on our fingers/arms.) "How might this help us with reading and writing?" (Responses will vary.) |
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Differentiated Small Groups: Work with Teacher
Suggested Plan: Teacher works with the Pre-Alphabetic and Partial Alphabetic groups. At this point in the year, the teacher may be ready to meet with three rather than just two groups per day. If so, the teacher should work with students in the Full and Consolidated Alphabetic phases at least once per week. The teacher may choose to guide students through the suggested independent activity or refer to the possible practice activities.
Note: Groups not working with the teacher at a given time should be engaged in purposeful independent rotation work. Refer to the Independent and Small Group Work guidance document (see K-2 Skills Resource Manual) for more details.
Pre-Alphabetic:
- Practice activity: Word Slides.
- Students work with teacher to make and decode new words by changing just the initial letter in a word. Suggested words: bill, dill, fill, hill, mill, pill, sill, will.
- Teacher says "ill" and models thumb-tapping to segment the sounds and identify the two letters.
- Teacher shows the Word Slide displaying "ill."
- Teacher asks students to identify the letter that would change "ill" to "bill." Students identify the letter using the Keyword Letter Card as needed.
- Teacher shows students how to slide letters to reveal "b," making the word "bill."
- Repeat this process to make and read the words on the Word Slide.
- Consider having students practice letter formation by writing the words on lined paper.
- Additional Supporting Materials:
- Keyword Letter Cards
- Word Slide (one per student)
- Letter writing paper and writing utensils (optional; one per student)
Partial Alphabetic:
- Practice activity: Word Slides.
- Students work with teacher to make and decode new words by changing just the initial letter in a word. Suggested words: bill, dill, fill, hill, mill, pill, sill, will.
- Teacher says "ill" and models thumb-tapping to segment the sounds and identify the two letters.
- Teacher shows the Word Slide displaying "ill."
- Teacher asks students to identify the letter that would change "ill" to "bill." Students identify the letter using the Keyword Letter Cards.
- Teacher shows students how to slide letters to reveal "b," making the word "bill."
- Repeat this process to make and read the words on the Word Slide.
- Consider having students practice letter formation by writing the words on lined paper.
- Additional Supporting Materials:
- Keyword Letter Cards
- Word Slide (one per student)
- Letter writing paper and writing utensils (optional; one per student)
Full and Consolidated Alphabetic:
- Independent Practice activity: Word Slides.
- Students make and decode new words by changing just the initial letter in a word.
- Teacher shows the Word Slide displaying "ill."
- Teacher shows students how to slide initial letters to make real and nonsense words.
- Students repeat this process to make and read real and nonsense words.
- Consider asking students to:
- Write the words they make.
- Sort them into "real" and "nonsense" words.
- Write a story using the words they make.
- Change the medial vowel to e and repeat the process.
- Consider having students produce and write words with the rimes words ending in "-zz," "-ff," "-ss," and "-ll."
- Conference with students about Accountable Independent Reading.
- Choose a lesson from the K-2 Differentiation Packets to extend the students' learning. (Refer to the students' assessment data and the Assessment Conversion chart to determine an appropriate lesson or group of lessons.)
- Additional Supporting Materials:
- Word Slide (one per student)
- Additional writing paper and writing utensils (one per student)
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