Late K- Early 1st and ELL Excerpt

Unit 6: Initial Sounds and Word Families I

Section 2: Initial Sounds

LessonStep Notes

Segmenting & Blending

10 min

Lesson 1: A, F, C, H

Directions (Routine 3):

(1) Begin by saying,

“Students today we are

going to learn the letter C.

(point to the letter card) ”

“Now, say the letter name

with me; (point to letter

card).”

Together say, “C.”

(2) Say, “What is the letter’s

name?”

Students say, “C.”

(3) Say, “Good the letter C, makes the /c/ sound like cat.” “Now say the sound with me three times.” Together say, “/k/ /k/ /k/” Repeat this step 3x

(4) Say, “Great! Now one more time, what is the letter’s name? Students say, ”C.”

(5) Say, “What sound does the letter C make?” Students say, “/k/”.

(6) Repeat steps 1-5 with letters A, F and H.

Activity: Letter Sound Review

Purpose: To review and master letter sounds.

Directions: Follow the step-by-step directions at the side of the page.

Copyright © 2007 Oxford Tutoring, Inc. All Rights Reserved. page 3

A a

F f

C c

H h

USE THESE LETTER CARDS

• C says /k/ like cat.

• F says /f/ like fish.

• H says /h/ like hat.

• A says /a/ like apple.

Letter Sounds

Phonics



LessonStep Notes

Initial Sounds10 min


Directions:

(1)Briefly ask the students

what are the letter sounds

for C, H and F before

beginning.

(2) Tell the students that they

are going to be learning

a song to help them

remember the sound they

first hear in a word.

(3) Sing to students. In verse

3, chose two words from

the list of words below.

‘C’ Words-cap-car

-cake-cane

-carrot-candy

(4)Second, sing the WITH the

students using the words

and actions to the left. Also

refer to steps 1-3.

(practice a couple of times

together)

(5) Third, have the STUDENTS

sing the song together

(without your help)

following steps 1-3, as well

as, the words and actions

to the left.

(6) Complete steps 2-5 with

letters F and H. Use the

lists of words below for

verse 3.

‘H’ Words ‘F’ Words

- hat - fat

- ham - fan

- horse - fog

- hand - fish

- house - fox

- hotdog - fin

Activity: Intial Sound Song

Purpose: To identify and know initial sounds.

Directions: Follow the step-by-step directions at the side of the page.


In general, anytime you are holding up the letter card you will say the letter name. Anytime you are pointing to the letter on the letter card you will say the

letter sound. Reference, the letter sounds if needed.

THIS IS INTENDED AS AN ORAL ACTIVITY. ONLY USE THE WORDS ORALLY.

Hold up letter card

Hold up letter card

Point to letter card




Hold up letter card

Hold up letter card

C c

Initial Sound Song(Sing to the tune of “Are you sleeping?”)

WORDS ACTIONS

Here is C,

Here is C,

It says /k/,

It says /k/,

/k/ as in cat and cap,

/k/ as in cat and cap,

They begin with C

They begin with C

VERSE 1

VERSE 2

VERSE 3

VERSE 4

• C says /k/ like cat.

• F says /f/ like fish.

• H says /h/ like hat.

• A says /a/ like apple.

Letter Sounds

Phonics



LessonStep Notes

Initial Sounds10 min


Directions:

(1) Follow directions on the

worksheets.

(2) Have students name

pictures and identify initial

sounds before completing

worksheet.

(3) Guide as needed.

(4) The words on pages 5,7

and 9 progess in difficulty.

- Page 5 emphasizes initial

sounds.

- Page 7 emphasizes the

sound “at”.

- Page 9 spell and read

words together.

Activity: Initial Sound Worksheets

Purpose: To review and master initial sounds.

Directions: Complete worksheets and follow directions to the right.


pg 4

pg 9

pg 7

pg 5

pg 8

pg 6

C

F

H

Phonics


Section 3: Segmenting and Blending

LessonStep Notes


Directions:

(1) Tell the students that they

are going to learn to break

words into two parts:

beginning and end.

(2) Begin with the word “cat”

(see example left). You

will model the four steps,

saying the items in the

WORDS column and

doing the items in the

ACTIONS column. Stud-

ents will then mimic you.

- Step 1: Say “cat” and

draw arms to your chest.

- Step 2: Say the first

sound /k/ (in cat) as you

extend your right arm.

- Step 3: Say the word end

/at/ as you extend your

left arm.

- Step 4: Repeat “cat” and

draw arms to your chest.

(3) Practice 2-3 times.

(4) Repeat the four steps with

the following words:

fatrat

matjam

(5) Point out that the last

word has a different

ending (-am). See if

students can detect the

difference (M, not T).

Activity: Segmenting with Word Families

Purpose: To isolate initial sounds from the remaining word-family phonogram

Directions: Follow directions to the right.


Words Actions

1. Say: cat

2. Say: /c/

3. Say: /at/

4. Say: cat

Start with arms drawn to chest

Extend right arm

Extend left arm also

Pull arms back to chest

Segmenting5 min

Phonics


Section 3: Segmenting and Blending

LessonStep Notes

Segmenting (continued)


Directions:

(1) Place the letters C, A, T (to

spell cat) in the pockets of

the pocket chart or on

phonics stoplight white

board. Turn-over the

letters so students can only

see the white backside of

the cards.

(2) Explain that the letters are

hiding! They have their

backs turned and students

must guess where each

letter is hiding. Tell stud-

ents the letters are for the

word “CAT. ”

(3) Sing the song to the left

to the students, modeling

the actions as you sing.

(4) Repeat with students.

(5) Ask where the /k/ is.

(6) Have a student turn over

the card they think is the

letter C. If incorrect, let

another student try. Assist.

(7) Repeat the song but

change Verse 3. Ask,

“Where is the /at/ in CAT.”

Students will need to turn-

over the A and T cards

together to make /at/.

(8) Repeat the song for each

word in the list (see left).

Be sure you do steps 5-7,

asking about initial sound

and ending sound, “at.”

Remind students that the

word jam is special (jam

has the ending sound of

/am/ not /at/ like the

other words).

Activity: Where is the Sound? Hide and Seek

Purpose: Identify initial sounds and word family phonograms

Materials: Pocket chart or whiteboard and ‘Find the Match’ letter cards


cat fat rat mat jam

c a tRYG

cRYG

RYG

Step 1-2: Explain, Set-up Step 3-4: Sing Song

Song: Where is the Sound?(Sing to the tune of “Are you sleeping?”)

Actions

Point to each color on the

pocket chart. (repeat)

Hold your hand to your ear and

pretend to listen. (repeat)

Tap index finger to forehead

pretending to think. (repeat)

Point index finger pretend to tell

someone something. (repeat)

Words

Green, yellow, red

Green, yellow, red

Where is the sound?

Where is the sound?

Where’s the /c/ in cat?

Where’s the /c/ in cat?

Let’s find out.

Let’s find out.

Verse 1

Verse 2

Verse 3

Verse 4

Step 5-6: Find Initial Sound Step 7: Find Final Sounds

Step 8: Repeat Steps 3-7

Phonics

Documents

Late K- Early 1st and ELL Excerpt