. It
introduces the students to the structural components of English
language (sound, letter) and sets the purpose for the syllable
instruction lessons.
This lesson includes the following parts:
- How English Works
- Counting Sounds
- Recognizing syllables
- Etymology
CLICK THIS LINK FOR MORE..........https://lincs.ed.gov/publications/pdf/Lessons1-10_MakingSenseLessonPlans.pdf
SYLLABICATION RULES
https://www.youtube.com/watch?v=9S7DY2lgJlU
ELKONIN BOXES
LESSON PLA N EXAMPLES........
Display the Document of the Day transparency/PowerPoint.
1. Read the poster placed in a store window to the students:
Ted‘s Batting Cages
Grab a bat and a helmet.
New customers get two free visits.
New Pattern
—Short a and e Estimated Time: 5 min.
≈ Write bat on the board.
2. Ask, ―How do you pronounce this word?‖ (bat)
3. Ask, ―What is the vowel sound in bat?‖ (/a/)
4. Ask, ―Which word in the Document of the Day has the same vowel sound as
bat?‖
(grab)
≈ Write grab on the board. The list will look like this:
bat
grab
Lesson 2
Lesson Plans 2-3
Ask, ―Can you think of any other words with the /a/ sound?” (examples: cat,
hat, that, bat)
≈
Write the students‘ words on the board.
5. Ask, ―Can you think of any other words that end with a-b?” (examples: flab,
nab, cab)
≈ Write the students‘ words on the board.
6.Ask, ―What kind of letter follows the a in each word?‖ (a consonant)
[NOTE: If
students say the letters b or t, ask them if those letters are vowels or
consonants.]
7. Ask, ―What letters are vowels?‖ (a, e, i, o, u, and sometimes y) [NOTE: If
students mention w, commend them for remembering that w can serve as a
vowel in combination with other vowels, as in ow in cow.]
Explain, ―The rest of the letters are consonants.‖
≈ Write the words bad and bed on the board.
8. Ask, ―What type of letter, consonant or vowel, is in the middle of these
words?‖ (vowel)
9. Say, ―Bad will be our key word for the sound /a/. Bed will be our key word for
the sound /e/. The sound of the vowel in both of these words is short.‖
10. Explain, ―I want to explain why we are using key words for short vowel sounds.
Short vowel sounds are hard to hear and distinguish. We will use the same
consonant-vowel-consonant pattern of b_d for the key words.
We call this
pattern the CVC pattern for consonant-vowel-consonant.
By keeping the
consonants on either side of the vowel the same, it is easier to concentrate on
the sound that the vowel is making.‖
Say, ―Please repeat the words after me. Say the word, the separate sounds,
the word again, and the vowel sound.‖
bad, /b/ /a/ /d/, bad, /a/
bed, /b/ /e/ /d/, bed, /e/
[NOTE: Keep a very rapid pace for the following sequence.]
11. Ask, ―Can someone tell me what the key word for short a is?‖ (bad)
Ask, ―Can someone say the sounds in bad?‖ (/b/ /a/ /d/)
Lesson 2
Lesson Plans 2-4
Phonics teaching
materials often talk about "short" and "long" vowels, as
though the latter are just extended versions of the former.
The five vowels
usually called "short" are:
- "a" as in "cat",
- "e" as in "red",
- "i" as in "sit",
- "o" as in "not",
- "u" as in "bus".
The five vowels
usually called "long", and which children are told "say their
(letter) name", are:
- "a" as in "paper",
- "e" as in "be",
- "i" as in "find",
- "o" as in "go",
- "u" as in "human".
more@https://www.spelfabet.com.au/2015/09/whats-the-difference-between-short-and-long-vowels/
Ask, ―Can someone tell me what sound the a in bad represents?‖ (/a/)
Ask, ―Can someone tell me the key word for the short e?‖ (bed)
Ask, ―Can someone say the sounds in bed?‖ (/b/ /e/ /d/)
Ask, ―Can someone tell me what sound the e in bed represents?‖ (/e/)
Ask, ―Please repeat after me: /a/.‖ (/a/)
Say, ―Notice the position of my mouth when I say /a/.‖
Say, ―Now, repeat /e/ after me.‖ (/e/)
Ask, ―Can you alternate between the sounds /a/ and /e/?‖ [NOTE: Say /a/
followed by /e/ three or four times to model what you will ask students to do
next. Exaggerate the position of your mouth.]
Say, ―Say /a/ and then /e/.‖
Ask, ―What happens to your mouth when you change from the sound /a/ to
/e/?‖ (The mouth moves from being wide open to having more of a smile.)
Ask, ―What is the key word for short a?‖ (bad)
Ask, ―What sound does a represent?‖ (/a/)
Additional Words for Re-teaching: /a/: sat, rag, pat, map,
/e/: pet, red, hen, pen
Parts of Words—Segmenting and Blending Estimated Time: 10 min.
Say, ―In order to spell words that you do not already know, you need to hear all
the sounds in the word.‖
≈ Write rat on the board.
Say, ―For example, if I want to spell the word rat, I say the word slowly and
listen for all of the sounds—rat, /r/ /a/ /t/, rat. What is the key word
associated with this sound?‖ (bad)
≈ Write tap on the board.
Say, ―The next word is tap, /t/ /a/ /p/, tap. It helps some people to tap their
fingers as they do it.‖
Lesson 2
Lesson Plans 2-5
Repeat the sequence, tapping thumb to fingers for each sound—tap, /t/ /a/
/p/, tap. For the rest of these segmenting activities, model tapping your
fingers.
Say, ―Let‘s try some other examples—how about the word slap.
Say the word
quietly to yourself and see if you can tell how many sounds you hear.‖
Ask, ―How many sounds are in the word slap?‖ (four)
Say, ―Good! Listen as I do this example for you; slap, /s/ /l/ /a/ /p/, slap.‖
Say, ―Now try to segment the word stop on your own.‖
Ask, ―Would someone like to try it for us? Please say the word, segment it, and
then say the word again.‖ (Stop, /s/ /t/ /o/ /p/, stop.)
Say, ―Let‘s do one more—the next word is blast. How many sounds do you hear
in this word?‖ (five)
Say, ―That‘s right! Try that one on your own. [pause] Would anyone like to
try that one for us aloud?‖ (Blast, /b/ /l/ /a/ /s/ /t/, blast.)
Say, ―Now we will do the same thing using syllables instead of words. Syllables
are parts of words. It is important to get comfortable with looking at the
smaller parts of words in order to read longer words more easily.‖
≈ Write crat on the board.
Say, ―The first syllable we‘ll look at is crat, /c/ /r/ /a/ /t/, crat. The syllable
crat is in the word democrat, or technocrat, and many others.‖
≈ Write democrat and technocrat under the syllable crat. Underline the syllable
crat in each word. The list should look like this:
crat
democrat
technocrat
Say, ―The next syllable is mag. Would someone like to segment this one?‖
(mag, /m/ /a/ /g/, mag.)
Say, ―The syllable mag is in the word magazine and also in magnet.‖
Lesson 2
Lesson Plans 2-6
≈ Write mag on the board. Under it write the two examples magnet and
magazine:
mag
magnet
magazine
Say, ―Next we are going to work on blending. These words and syllables have a
short e.‖
≈ Write beg, sled, and ness on the board in a list.
Say, ―These words may be easy to read, but you can use the same skill when
you come upon longer words. When you need to read a word that you don‘t
know, you say each of the sounds and then blend them together. I will do the
first few for you; just listen as I say each sound.‖
Point to beg on the board.
Say, ―Here is the first one: /b/ /e/ /g/, beg. Everyone repeat that please.‖
(/b/ /e/ /g/, beg.)
Point to sled.
Say, ―The next word is: /s/ /l/ /e/ /d/, sled. Will everyone repeat that
please?‖ (/s/ /l/ /e/ /d/, sled.)
Say, ―Please turn to Activity A in your Activity Book. Look at the first word.‖
Say, ―The first word is best. Point to the letters as you hear me say the
sounds: /b/ /e/ /s/ /t/, best. Notice that there are 2 consonants together, s
and t. You hear each of the sounds. We call this a consonant blend. You
blend the sounds of the consonants together to say the word.‖
Say, ―Look at the next example in column one: /b/ /a/ /th/, bath. Notice that
t-h makes one sound, /th/. You do not hear the sound of a t -- /t/ or h -- /h/;
th together makes a new sound—/th/.
When two consonants together make
one sound, we call that a digraph. Di means 2; graph means something
written. So digraph means 2 letters.
‖
Say, ―The next one is: /p/ /a/ /ck/, pack. The same is true with the letters ck, they make one sound, /k/. C-k is also a digraph like t-h.‖
Say, ―I would like you to do the rest of these aloud. Who would like to try the
first one in column 2?‖ (/b/ /a/ /d/, bad)
Lesson 2
Lesson Plans 2-7
Continue with columns 2-5, as in the examples above. When you get to column
4, say, ―The next 2 columns are syllables. After you blend them, see if you can
tell me a word that has that syllable.‖ (Possible answers are listed below.)
Activity Book, Lesson 2, Activity A
Read the Words and Syllables
1 2 3 4 5
best bad nap hap (happy) slen (slender)
bath rent mess sen (sensitive) dras (drastic)
pack fled grasp cred (credit) san (sandal)
The CVC Pattern Estimated Time: 10 min.
Say, ―Now we are going to learn about one syllable pattern, or type of syllable,
that has a short vowel—the CVC pattern. All of the words and syllables in these
activities fit the CVC pattern.‖
≈ Write bet on the board, writing ―C” or ―V” under each letter.
Say, ―The letter b is a consonant, so I‘m going to write ―C” for consonant under
the b, e is a vowel so I am going to write a ―V” for vowel under it, and t is a
consonant, so I am going to write ―C” under it.‖
[NOTE: The word should appear like this on the board:]
bet
CVC
Say, ―A CVC syllable has one vowel and ends in a consonant. It doesn‘t matter
how many consonants come before or after the single vowel.‖
≈ Write bat, brat, pest, clasp, and bled on the board.
Ask, ―Which of these words follow the CVC pattern?‖ (All of them.)
Say, ―Let‘s look at these more closely. Notice the CVC pattern in each word.
Each word has one vowel and ends in a consonant.‖
Point to bat and write the corresponding letters CVC under the word.
bat
cvc
Say, ―B is a consonant, a is a vowel, and t is a consonant. Does everyone see
the pattern—one vowel and ends in a consonant?‖
Lesson 2
Lesson Plans 2-8
Point to brat and write the corresponding letters CVC under the word.
brat
cvc
Say, ―Notice the pattern in this word. Does it fit our rule for a CVC word?‖
(yes)
Point to pest and write the corresponding letters CVC under the word.
pest
cvc
Ask, ―What do you notice in the word pest?‖ (There are two consonants after
the vowel.)
Say, ―That‘s right, but it doesn‘t matter how many consonants come before or
after the vowel. To fit the pattern, the syllable has to have one vowel and end
in a consonant. So pest fits the pattern.‖
[NOTE: Do the other examples in the same way.]
Say, ―Let‘s try a few other examples before we go on to the next activity.‖
≈ Write ad, cake and try on the board.
Point to ad.
Ask, ―Does this word fit the pattern for a CVC word? (Yes) Why?‖ (Because it
has one vowel and ends in a consonant.)
Point to cake.
Ask, ―What about the word cake?‖ (This word does not fit the pattern
because it has two vowels and it doesn’t end with a consonant.)
Point to try.
Ask, ―Is there a vowel in this word?‖ (Yes, the letter y is acting as a vowel.)
Say, ―That‘s right. Does this word fit the CVC pattern?‖ (No, it doesn’t
because it doesn’t end with a consonant; it ends with a vowel.)
Say, ―Now it is your turn to decide if a syllable follows the CVC pattern or not.
Look at Activity B in your books. These are all syllables you might find in a
longer word. Decide if the syllable fits the CVC pattern and place a check in
the appropriate column. Read the syllable to yourself.‖ (Teachers’ Guide
shows the correct answers. Student Activity Books do not have checks.)
Lesson 2
Lesson Plans 2-9
Activity Book, Lesson 2, Activity B
Sort the Syllables
Syllable CVC Not CVC
dis √
ket √
chim √
ic √
mod √
bab √
creat √
trans √
peek √
lo √
Display the transparency/PowerPoint. Choose a few words and ask students to
explain why the syllables are or are not CVC syllables. Ask students to pronounce
the CVC syllables (but not the non-CVC syllables).
Point to the Six Syllable Patterns Chart.
Say, ―This chart shows 6 syllable types that we will learn about. Today we
learned about the first one—the CVC syllable. You have a copy of this chart at
the back of your Activity Book to use as a reference.‖
Additional Words for Re-teaching: nap, snap, west, blast, blab, ab, rake, try.
Syllabification Estimated Time: 10 min.
Say, ―Next we are going to look at some of the syllables from Activity B and
see how they fit together with other syllables to create longer words.‖
≈ Write mod on the board.
Say, ―The syllable mod is found in many other words.‖
≈ Write modern, modify, and module under the syllable mod. Underline the
syllable mod in each word. Mark the syllable divisions with slashes like this:
mod / ern
mod / i / fy
mod / ule
[NOTE: The targeted syllable, mod, is a CVC syllable. Students should be able
to read this syllable. If they are unable to read the other syllables that are not
Lesson 2
Lesson Plans 2-10
CVC, do not worry about it. Explain that they will learn how to pronounce
those syllables later. Do not bring attention to these syllables unless the
students ask about them.]
Say, ―Let‘s look at another example.‖
≈ Write trans on the board.
Say, ―Can anyone think of a word which contains the syllable trans?‖
(examples: transfer, transit, transport)
≈ Write any examples students provide on the board. If they do not offer
suggestions, write the words transfer, transit, and transport.
Underline the syllables.
trans / fer
trans / it
trans / port
Say, ―Next let‘s look at the syllable dis.‖
≈ Write discredit on the board.
Say, ―This word contains three syllables. Who can tell us what they are?‖ (dis
/ cred / it)
≈ Write the word in separate syllables on the board – dis / cred / it
Say, ―Great. You can see how much easier it is to read longer words when you
divide them into syllables.‖
Spelling Rule Estimated Time: 5 min.
≈ Write mess, cuss, fluff, dreff, bell, ball, and sell on the board.
Say, ―Now I‘m going to give you a spelling tip for CVC words. Look at the words
mess, cuss, fluff, dreff, bell, ball, and sell.‖
Ask, ―Can someone tell me what they have in common?‖ (The final consonant
is doubled.)
Point to the first spelling rule on the Spelling Rules Chart.
Lesson 2
Lesson Plans 2-11
Say, ―This is an easy spelling rule to learn. In one syllable CVC words that end
in either s, f, or l, the final consonant is doubled. Of course there are
exceptions such as is, gas, pal, etc. but generally the rule holds.‖ [NOTE:
Write gas, is and pal on the board as you say them.]
Additional Words for Re-teaching: less, press, bell, well, puff, stuff.
Progress Check Estimated Time: 5 min.
Say, ―Please turn to Activity C for Lesson 2. I am going to dictate some real
words for you to write.‖
Phonics teaching
materials often talk
about "short" and "long" vowels,
as
though the latter are just extended
versions of the former.
The five vowels
usually called "short" are:
- "a" as in "cat",
- "e" as in "red",
- "i" as in "sit",
- "o" as in "not",
- "u" as in "bus".
The five vowels
usually called "long",
and which children are told "say their
(letter) name", are:
- "a" as in "paper",
- "e" as in "be",
- "i" as in "find",
- "o" as in "go",
- "u" as in "human".
more@
https://www.spelfabet.com.au/2015/09/
whats-the-difference-between-short-and-long-vowels/
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