Alphabetic Principle Lesson Teresa Heilman Preplanning: Lesson Objective: Student (s) will use blending of known sounds

ds to read five CVC words with 100% accuracy. Rationale/Relevance: In order for students to begin reading they must learn how to read simple words. Constant-Vowel-Constant words are a good place for students to start reading once they know all of the sounds of the alphabet. The skills taught in this lesson will help students to continue on their journey to reading independently. South Carolina State Standards: o K-3.11 Use blending to generate words orally. o K-3.16 Use blending to begin reading words. Materials: o Letter holder for words (construction paper, etc.) o Letters printed out/written out for extended practice o Tests for students o Word printed out for lesson closing

Set Up: In order to gain the students attention, I will start with an attention grabbing activity. I will say quietly to the class, If you can hear my voice please sit in your desk quietly. (Students will already know that this means hands in lap, voices off, and heads up.) Once the class is ready for the next activity, I will remind students of our class rules: 1. Please raise your hand to talk 2. Keep hands to yourself 3. Eyes and ears open

Lesson Opening: After I have gained the classes attention and reviewed the class rules, I will begin the lesson. I will first tell the students that we are going to be working with letters and words. I will also tell them that we are going to be reading words all together. Alright now that we have gone over our class rules, let me tell you what were going to do today. We are going to be reading words. Weve been going over our letter sounds so today we are going to start putting those sounds together to make words!

Lesson Body:

Model: Okay so lets get started. Right now I just want you to listen and watch as I show you how we are going to read words. (In my hand I will have a piece of construction paper with a paper clip that will hold the letters to the words that will be sounded out. The letters used will be big enough for the class to see.) Look at these letters. I am going to use the sounds of my letters to figure out what this word says. Watch and listen as I sound out this word (With my finger I will point to each letter as I sound it out and do a quick sweeping motion when said fast). I will do several examples for the students so that they can understand what is expected of them. 1. Pat 4. Bin 2. Hen 5. Rag 3. Cup 6. Hot

Lead: Alright now that everyone has seen what we are going to be doing lets all do it together. Im going to put the letters out and were going to sound the words out together. Remember first slow then fast. (I will once again do the same motion with the letters as the model). My symbol for sounding out the word fast will be a quick movement and my finger pointing up. We will do several examples together as a class so that all students get practice with this method. The words to choose from will be: 1. Ham 4. Cap 2. Get 5. Dot 3. Bib 6. Fun

Test: For the test part, I will sound out the words slowly and then the students will be expected to say the words fast as a class. Now class, I would like for you to say the words fast. I am going to sound out the words slowly and when I say your name I would like for you to say the word fast when I hold up my finger . Since the students will have to wait for my signal, I can incorporate wait time for the students. Some examples will be as follows: 1. Fit 4. Jug 2. Pig 5. Lot 3. Gap 6. Pen

Extended Practice: As a group each student will take turns saying the word fast. This could also be done one-on-one with the student depending on how many students were in this small group activity. Directions: Teacher- I am going to say a word slowly and then Im going to say the word fast. If I say /b/-/i/-/d/, the word is bid. Lets try one: /c/-/a/-/n/. What is that word? Once the student(s) answers correctly, continue with the rest of the words. Blending Individual Phonemes 1. /p/-/o/-/p/ [pop] 2. /b/-/e/-/d/ [bed] 3. /t/-/a/-/n/ [tan] 4. /s/-/u/-/m/ [sum] 5. /h/-/i/-/t/ [hit] Lesson Closing: Nice work everyone! Today we practiced using our letter sounds to make words. Remember when you see a word to use your sounds to figure out what the word says. For instance, if you come across this word: cab (hold up the word typed out). It says /c/-/a/-/b/ [cab]. Tomorrow we will continue working on this and we will have a test to see how we are doing. Ok now lets get ready for lunch. Evaluation: The evaluation would be done one-on-one with the student(s). Each student would say all five words orally fast and the teacher will say them slowly. Date:_________________ Student:_________________________

Directions: Teacher- I am going to say a word slowly and then Im going to say the word fast. If I say /b/-/a/-/d/, the word is bad. Lets try one: /c/-/a/-/t/. What is that word? Once the student answers correctly, continue with the rest of the assessment. Scoring: Score 1 for each correct word said and 0 for an incorrect or no response. Add the numbers and record the total score. Blending Individual Phonemes Score (0, 1)

1. 2. 3. 4. 5.

/p/-/i/-/t/ /c/-/o/-/t/ /t/-/u/-/b/ /n/-/e/-/t/ /b/-/a/-/t/

[pit] [cot] [tub] [net] [bat]

_____________ _____________ _____________ _____________ _____________ _____________

Total Correct

Extended Practice Materials: Directions: Teacher- I am going to say a word slowly and then Im going to say the word fast. If I say /b/-/a/-/d/, the word is bad. Lets try one: /c/-/a/-/n/. What is that word? Once the student(s) answers correctly, continue with the rest of the words. (I will tell the students: I am going to say the word slowly and when I call your name I want you to say the word fast.) Blending Individual Phonemes 1. /p/-/o/-/p/ [pop] 2. /b/-/e/-/d/ [bed] 3. /t/-/a/-/n/ [tan] 4. /s/-/u/-/m/ [sum] 5. /h/-/i/-/t/ [hit]

Evaluation: The evaluation would be done one-on-one with the student(s). Each student would say all five words orally fast and the teacher will say them slowly. Date:_________________ Student:_________________________

Directions: Teacher- I am going to say a word slowly and then Im going to say the word fast. If I say /b/-/a/-/d/, the word is bad. Lets try one: /c/-/a/-/t/. What is that word? Once the student answers correctly, continue with the rest of the assessment. Scoring: Score 1 for each correct word said and 0 for an incorrect or no response. Add the numbers and record the total score. Blending Individual Phonemes 6. /p/-/i/-/t/ [pit] 7. /c/-/o/-/t/ [cot] 8. /t/-/u/-/b/ [tub] 9. /n/-/e/-/t/ [net] 10. /b/-/a/-/t/ [bat] Total Correct Score (0, 1) _____________ _____________ _____________ _____________ _____________ _____________

Evaluation: The evaluation would be done one-on-one with the student(s). Each student would say all five words orally fast and the teacher will say them slowly. Date:_________________ Student:_________________________

Directions: Teacher- I am going to say a word slowly and then Im going to say the word fast. If I say /b/-/a/-/d/, the word is bad. Lets try one: /c/-/a/-/t/. What is that word? Once the student answers correctly, continue with the rest of the assessment. Scoring: Score 1 for each correct word said and 0 for an incorrect or no response. Add the numbers and record the total score. Blending Individual Phonemes 11. /p/-/i/-/t/ [pit] 12. /c/-/o/-/t/ [cot] 13. /t/-/u/-/b/ [tub] 14. /n/-/e/-/t/ [net] 15. /b/-/a/-/t/ [bat] Total Correct Score (0, 1) _____________ _____________ _____________ _____________ _____________ _____________