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Flying Start to Literacy: Phonics Module Two
Teacher Resource Book
to Literacy: PHONICS
Introduction
Flying Start to Literacy: Phonics is a fresh, new program to engage your students and support their literacy development.
All the key components of a rich literacy program are covered. Students are encouraged to explore oral language with rhymes and chants, build vocabulary and engage in phonological awareness activities.
The program follows a scope and sequence of skills and knowledge from common sounds of consonants and vowels to less common letter sounds. Each lesson supports the explicit and systematic teaching of phonological awareness, phonics, morphology and high-utility words. Writing instruction is also included in each lesson. Students’ writing provides opportunities for teaching phonemic awareness and letter knowledge.
Exciting, engaging decodable texts match the teaching sequence and support students as they put what has been learnt into practice. Seventy decodable texts support the letter–sound correspondences and high-utility words taught throughout the program. The texts give students practise at decoding and word recognition and support them as they develop fluency.
Assessment is built in to place students in the program, to organise students for learning and to monitor students’ progress.
Resource Book • The Big Book of Rhymes •Alphabet Cards •Decodable texts × 30: 10 texts per unit
Common sounds of consonants and vowels Double letters, adjacent consonants and long vowels Less common letter sounds
Overview of program content
Oral language: Why is supporting oral language development important?
Oral language is an important focus of this program. It underpins your students’ literacy development. Oral language is a tool for learning and thinking and enables us to communicate effectively and easily to get the information we need.
Chants, poems and rhymes develop your students’ oral language awareness. Share the rhymes provided, read them to your students and encourage them to join in where appropriate.
Vocabulary: Why do we teach it?
When children begin school, most have a vocabulary of between 2500 and 4000 words. However, the vocabulary gap can widen; by the end of Year 2, vocabulary knowledge can vary by more than 4000 words. This can seriously disadvantage students.
New words, that are not part of your students’ everyday language, need to be defined clearly.
Give students the opportunity to use newly taught words often and in different contexts, in both reading and writing.
The chants and rhymes provided include vocabulary that you can teach to your students.
Review
Reviewing phonic knowledge is a focus of this program. Reviewing what has been taught gives students the opportunity to practise retrieving and applying this information.
Phonological awareness: What is it?
Phonological awareness includes an awareness of words, syllables, onset and rime and phonemes. It involves students developing the ability to identify and manipulate syllables and phonemes within spoken words. Knowledge of syllables and how letters map to sounds underpins reading and writing development.
Phonics: How is it taught effectively?
Phonics is the mapping of sounds to letters and is most effectively taught using a systematic approach.
Explicit instruction is used so that your students learn to connect sounds to letters. This enables them to view a sequence of letters on the page (orthography), translate the letters to phonemes (phonology) and blend these phonemes to pronounce words.
In Module Two, students learn double letters, adjacent consonants, long vowels, how to read longer multisyllabic and compound words, and exceptions to spelling rules.
Orthographic mapping
Orthographic mapping is a process in which words are mapped to a student’s long-term memory. These words can then be automatically recalled and used for reading and writing.
Students require multiple opportunities to blend sounds to read a word. When this has been achieved, the word becomes mapped and stored in their long-term memory. Students can then read and spell the word accurately and automatically.
Once your students have orthographically mapped words, they can use this stored knowledge of letter–sound correspondences to read words they have not seen before. This is known as the self-teaching hypothesis. It occurs when students have developed phonological awareness and phonics knowledge and use these to read new words.
In Module Two, students have a growing bank of words, but they still require decoding practice of newly taught letter–sound correspondences. Reading and writing words and sentences give students many opportunities to practise decoding. Reading whole texts allows further consolidation of new knowledge and skills and this leads to accurate and fluent reading.
Overview of program content
High-utility words: What are they?
High-utility words are those that are used frequently. In Module Two, students are taught words that are useful for their early reading and writing, such as with, her, then, saw and f ind.
How are high-utility words taught?
High-utility words need to be explicitly taught. Sound–letter charts are used for this explicit instruction. Consider the word f ind—it is a word that students need to know for reading and writing, yet it is not decodable in Module Two. It can be taught as follows:
• Draw a sound–letter chart on the whiteboard. (Always draw one or two more spaces than needed so that students do not guess the number of sounds based on the number of spaces.)
• Have students tap the four sounds in the word: /f/ / – / /n/ /d/.
• Place a dot in a box on the top row of the chart to indicate each sound.
• Write the letter(s) that represent each sound on the bottom row of the chart.
Point out any letter–sound correspondences that the students have already learnt. For example, at this stage of the program, in the word f ind, students know that f makes the /f/ sound, n makes the /n/ sound and d makes the /d/ sound, so they can decode these parts of the word. Tell the students that in this word, i makes the long / – / sound.
Students have many opportunities to practise newly learnt high-utility words.
Note: The representation of sounds in words used as examples in this book may vary depending on local pronunciation.
Morphology
Morphology is the exploration of the meaningful units in words (morphemes). It enables students to read and write new words.
When students know a base word and have an understanding of prefixes, suffixes and spelling rules, they have access to a range of related words. In Module Two, there is increased attention to adding prefixes and suffixes to base words and investigating how morphology and spelling rules change the meaning of words. For example, students are taught how the meaning of a word such as play changes by adding s, ing or ed
Fluency: How can it be developed?
Reading carefully sequenced sentences and books builds fluency and confidence. Fluency occurs when your students:
• make the connection between phonemes and graphemes (sounds and the letters or letter combinations that make these sounds)
• store letter–sound connections in their long-term memory
• can automatically retrieve the words as they need them
• attend to punctuation
• read with phrasing and expression.
In each lesson, students are taught both decoding (reading) and encoding (spelling). Practice with reading and writing words and sentences builds fluency in both areas. Attending to punctuation and phrasing increases when students read sentences.
In Module Two, your students will continue to add to their bank of words and their reading can become more fluent. Each new phonic focus taught in Module Two is matched to a dedicated text. The text contains words with the newly taught phonic focus as well as newly learnt high-utility words. Reading this text allows students to practise accurate, fluent word reading and builds reading confidence.
Comprehension
Comprehension understanding spoken and written language is the goal of literacy instruction.
Listening comprehension is enhanced when students listen to literature, chants and rhymes and make meaning of what they hear.
Reading comprehension is developed when your students read the practice sentences at the end of a teaching sequence and then read the decodable texts. These texts have been created as pairs; an informative and an imaginative text. Both books in the pair cover the same concepts so the students have two opportunities to read about and talk about the shared concepts, build topic knowledge and develop understandings. This is a valuable tool in the development of reading comprehension.
Literal, inferential and evaluative comprehension questions in the teaching notes of each decodable text encourage students to deepen their understanding of the text.
Assessment overview
Ongoing assessment, both formal and informal, plays an important role in the Flying Start to Literacy: Phonics program.
Data collected via assessment can inform further instruction for individuals or groups of students. These students can also be given extra time to practise applying their knowledge and skills. This intervention can be done in small groups or one-on-one with the teacher.
The structure of assessment for each of the modules and units
Module One
Common sounds of consonants and vowels
Unit One Review Unit Two Review Unit Three Review
Module One Assessment
For placement in the program or on completion of Unit Three
Module Two
Double letters, adjacent consonants and long vowels
Unit Four Review Unit Five Review
Module Two Assessment
For placement in the program or on completion of Unit Five
Module Three
Less common letter sounds
Unit Six Review Unit Seven Review
Module Three Assessment
For placement in the program or on completion of Unit Seven
Note: Assessments can be used as placement tests. Reviews can be used to collect specific data as needed.
Unit review
Each review assesses students’ knowledge of the content of the completed unit.
When conducting a unit review with the group, the teacher watches for students who need further help. The review can alert the teacher to content that needs further teaching, practise and consolidation.
• The unit review identifies students who are ready to progress to the next unit in the program.
• Students who demonstrate that they need further assistance can be assessed individually and a Review record of each student’s results completed. These students can then be taught individually or in small groups, at their point of need.
• Students not involved in catch-up work can continue with the range of consolidation activities provided.
Module assessments
A comprehensive module assessment can be used to place a student in the program or, at the end of a module, to assess a student’s readiness to move on to the next module in the program.
• Module assessments are administered individually to students and provide evidence of any content from that module that needs further instruction and consolidation.
• Detailed results for each student are recorded on the Assessment summary.
Activities in each lesson
Oral language development
Extend oral language awareness by focusing on the rhythm, the words that rhyme, clapping and clicking the syllables and by using varied oral-reading expression, such as loud and soft, fast and slow. Repeat the chant many times, focusing on rhyme, syllables and the beginning sounds in words.
Phonological awareness
Develop phonological awareness through auditory activities that focus on the sound of the letters introduced in the lesson. Students learn to hear the beginning, middle and final sounds in words, how to change the sounds in words to create new words and how to identify syllables in words.
Vocabulary
Find a word or words in the rhyme to explicitly teach to your students. Define the word using student-friendly language. Use the word in a sentence and then encourage the students to use the word in a sentence of their own.
Review
Progressively review the letter–sound correspondences taught in previous lessons to practise retrieving information.
Phonics
Encourage students to connect a sound to a letter(s) and to write words that have the letter(s) making the sound the lesson is focusing on.
High-utility words
High-utility words are useful words and many of these need to be taught explicitly. Sound–letter charts are used for explicit instruction of high-utility words.
Consolidate learning
Use the activities provided to consolidate learning in pairs, small groups or individually. Practising new knowledge and skills will help students develop accuracy and automaticity when reading and writing.
Morphology
Encourage students to read and write new words and learn how spelling rules, making compound words and adding suffixes or prefixes change the meaning of words.
Planning your literacy instruction
Each lesson in Module Two of Flying Start to Literacy: Phonics should take about 120 minutes to complete. This timing will vary from class to class as the pace of instruction is adjusted to meet students’ learning needs.
Each lesson can be taught across four blocks, each taking approximately 30 minutes. If needed, include a further 30-minute block to review any content missed by students, provide extra instruction or complete further consolidation activities.
Block 1
Language, vocabulary and review
This teaching session covers:
• oral language, reading rhymes and discussion
•vocabulary building
• review of previously learnt content.
This teaching session covers:
• phonological awareness activities
• lear ning the letter–sound correspondence
• writing words or sentences.
This teaching session covers:
•morphology
• reviewing and learning new high-utility word(s).
Students practise and apply new learning and develop fluency. They work in small groups, with a partner or individually, to consolidate their learning through:
• dictation
• reading sentences
• reading decodable texts.
Planning considerations
• The structure of the weekly literacy block will depend upon students’ literacy learning needs. Factors that need to be considered include the number of students that need extra support and how many students grasp new content quickly. The pace of teaching should be guided by the students.
• Move on to the next lesson when most students are able to apply new content accurately. If this has not been achieved, aspects of the lesson may need to be repeated before new content is introduced.
• Plan one session each week for: –students who need to catch up on missed lessons –reteaching students who need further support –students to do further consolidation activities.
Weekly timetable sample
Note: More than one Block can be implemented in a day, depending on other components of your literacy program.
Scope and sequence
Unit Five Phonics Lessons
1 long /a – / vowel sound made with ai as in snail and ay as in play eat animal
2 long /e – / vowel sound made with ee as in feet and ea as in leaf her saw
3 long /e – / vowel sound made with y as in happy down rabbit
4 long / l – / vowel sound made with igh as in light and y as in fly little spider
5 long / o – / vowel sound made with oa as in boat and ow as in row other
6 long /a – / vowel sound made with a_e as in cake look
7 long / l – / vowel sound made with i_e as in bike after our
8 long /o – / vowel sound made with o_e as in bone how one
9 long /y-o –o – / vowel sound made with u_e as in cube around park
Review All phonic focuses from Unit Five
eat animal her saw down rabbit little spider other look after our how one around park
Informative text: Tails
Words with phonic focus: tails tail stay wait ray way stays waits
Fiction text: Mee Mee’s Tail
Words with phonic focus: Mee Mee tree sneak glee reeds tweak need scream
Informative text: This Sunny Day
Words with phonic focus: sunny quickly sandy softly sleepy empty shady very
Fiction text: Night Is Coming
Words with phonic focus: right cry light night sky Try sigh fly
Informative text: Tugboats
Words with phonic focus: Tugboats boats slows tugboats slowly float tow own
Fiction text: The Brave Tugboats
Words with phonic focus: take Jake brave Kate waves safe make Jane made
Informative text: The Skate Club
Words with phonic focus: inline time fine wipe like shine side Mine mine slide glide line wide smile
Fiction text: Elly and Hope Get Fit
Words with phonic focus: Hope rode rope chose slope broke home spoke suppose close
Informative text: Rides for All
Words with phonic focus: tune cute use tube excuse
Fiction text: What an Excuse!
Words with phonic focus:
Module Two Assessment
Flying Start to Literacy: Phonics Module Two introduces double letters, consonant digraphs, adjacent consonants in one-syllable words, vowel sounds with different letter combinations, the silent e and morphology (adding prefixes and suffixes to create polysyllabic words).
The Module Two Assessment can help to establish what students know or if there are gaps in their knowledge of phonological awareness, letter–sound correspondences, high-utility words and how to read and write words. Completing this assessment is recommended prior to teaching Flying Start to Literacy: Phonics Module Three.
Using the assessment
This assessment is designed to be conducted individually, with the teacher and one student at a time sitting side by side. It has five assessment tasks, each assessing distinct skills and knowledge. You will need the Assessment task sheets (two) and the Assessment records (five) to conduct the assessment.
Assessment task sheets
Make a copy of each assessment task sheet to show to the student while conducting your assessment. The assessment task sheets can be used as many times as needed. In Module Two, there are two assessment task sheets. The other three assessment tasks are written or oral activities. The assessment task sheets can be found at the beginning of the assessment package.
Assessment record sheets
Make copies of each assessment record for every student you are assessing. Each assessment record has:
• instructions on how to administer that particular assessment task
• a place to record the student’s responses
• a place to record the total number of correct answers.
Assessment summary
The Assessment summary is designed for you to keep a summary of what a student knows for each task. Make a copy of this summary for every student you are assessing. The Assessment summary will provide information to help you plan for any small group or individual reteaching required.
Assessment tasks
1.Phonological awareness
No assessment task sheet is required. Use Assessment record 1 to assess each student and record their responses.
2.Reading words
Show the student the Assessment task: Reading words sheet. Use Assessment record 2 to assess each student and record their responses.
3.High-utility words
Show the student the Assessment task: High-utility words sheet. Use Assessment record 3 to assess each student and record their responses.
4.Writing
Give the student a blank piece of paper and a pencil. No assessment task sheet is required. Use Assessment record 4 to assess each student and record their responses.
5.Morphology
No assessment task sheet is required. Use Assessment record 5 to assess each student and record their responses.
When to discontinue
Discontinue the assessment process if the student misses five or more answers. Stop if the student appears to be frustrated.
Module Two: Double letters, adjacent consonants and long vowels
Oral language development
Say it
Goal
• To increase oral language awareness, rhythm, rhyme and vocabulary.
Sing the rhyme and have everyone join in. Emphasise words with the long / a – / vowel sound made with the letters ai and ay. Clap the syllables as you sing. Alternatively, tap each syllable or use finger clicks. See the Unit Five, Lesson 1 reproducible rhyme on page 83.
Rain, Rain, Go Away Rain, rain, go away, Come again some other day. Little Rory wants to play. Rain, rain, go away.
Rain, rain, go to Spain, Never show your face again.
Vocabulary
Explain the meaning of unfamiliar words and phrases. For example, Spain is a country in Europe. Never show your face again is wordplay pretending that the rain has a face. Change the name Rory to that of different students in the class and use this as an opportunity to count syllables.
Review
Review the following sounds and letters learnt in Unit Four.
• ff, ll, ss
Review the FLoSS rule: the letters f, l and s can be doubled at the end of one-syllable words. This rule also applies to the letter z at the end of one-syllable words.
• the consonant digraphs ck, sh, ch, ng and th. Remind students that a digraph is two letters that make one sound. Show each Word–Picture card and have students say the sound. Then have them turn to a partner and take turns saying words that contain each digraph. See the Word–Picture cards on pages 103–111.
Phonological awareness
Hear it Goals
• To build syllable awareness.
• To hear a word and segment it into syllables.
• To add a sound to the beginning of a rime to make a word.
• To say a word and then change one of its sounds to create a new word.
Syllable awareness
Say and clap the syllables and then say the word. Ask students to repeat after you. dai–sy → daisy cray–on → crayon a–way → away ho–li–day → holiday
Segment into syllables
Say a word and ask students to segment it into syllables. (Note: These words are compound words.) birthday → birth–day driveway → drive–way sideway → side–way raincoat → rain–coat playground → play–ground
Add a sound
Say a rime. Ask students to repeat the rime and add a sound to the beginning to create a word. rime add to beginning word ay /p/ pay ain /p/ pain aint /p/ paint ait /w/ wait
Change a sound
Have students repeat a word after you. Ask them to change the first sound and then say the new word. Demonstrate this task first. word change sound new word rain /r/ to /p/ pain nail /n/ to /s/ sail chain /ch/ to /m/ main
Unit Five Lesson 1
Phonics
Write it Goals
• To identify and connect the long /a – / vowel sound with the letters ai and ay.
• To generate and write words that have the letters ai and ay making the long /a – / vowel sound.
• To recognise the suffixes ful, ing, s and ed and to add these to a base word.
Words with ai and ay
Point to the letters ai in the word snail on the Word–Picture card. Say: The two vowels ai make the long / a – / vowel sound. Make a list of words that include the letters ai making the long /a – / vowel sound. -ain -ail -aim -ait -aid -aint rain nail aim wait laid saint pain rail claim strait paid paint train sail gait maid faint
Point to the letters ay in the word play on the Word–Picture card. Say: The letters ay also make the long / a – / vowel sound. The letter y acts as a vowel in this word family. Make a list of words that include the letters ay making the long /a – / vowel sound. ay day clay spray way ray say tray pay play stay See page 112 for Word–Picture cards.
Write words
Write a sentence on the whiteboard that uses one or more words with the letters ai and ay making the long /a – / vowel sound. For example, We can play with the toy train.
Ask a student to circle the words that have the letters ai and ay making the long /a – / vowel sound. Have students write these words and two or more others. Check for accuracy.
Morphology: Suffixes
Use the word play as a base and add suffixes to show how the meaning changes. play + ful = playful play + ing = playing play + s = plays play + ed = played
High-utility words
See it, say it Goal
• To learn the new high-utility words eat and animal.
Say: We are going to learn two new words. Show the words eat and animal and say them slowly.
Write the word eat and say: I can hear the sounds / e – / /t/.
Draw a sound–letter chart to show the sounds in the word. Say: I will put a dot in a box for each sound that I hear. Then I will write the letter or letters that represent each sound. Point out the letter–sound correspondence that students already know: t making /t/.
Support students as they learn the word: say the letter names in the word; arm tap the word; and air write the word. Have students practise writing the words several times. Check for accuracy.
Write the word animal. Have students say the letter names, arm tap the sounds, air write the word and practise writing the word several times. Check for accuracy.
Consolidate learning
Hear and write
Say: I am going to read a sentence to you. Listen to the words in the sentence as I read them. Think about the sounds you hear in each word and the letters that make those sounds. Read the decodable sentence: I play in the rain. Repeat each word slowly and then have students write the sentence. Check for accuracy.
Read it
To practise reading words with ai and ay making the long /a – / vowel sound, have students read:
• the Unit Five, Lesson 1 Practice sentences on page 98
• the decodable text, Tails
Further consolidation
See page 121 for further activities.
Unit Five Review
Phonological awareness
Hear it
Segment into syllables
Say: I will say a word. Listen and then say the syllables in the word and then the whole word. For example, if I say “pillow”, you would say “pill–ow, pillow”.
Word Syllables
Remove a sound
light–ing
Say a word. Ask students to repeat the word and remove a sound from the beginning. Ask: What is left?
Word Remove sound Response
Change a sound
Have students repeat a word after you. Ask them to change one sound and then say the new word. For example, say: Change the /k/ sound in cone to the /b/ sound. Ask: What is the new word that you hear?
Change sound New
Add sounds
Say a rime. Ask students to repeat the rime and add one or two sounds to the beginning to create a word. For example, say: Add the /h/ sound to the beginning of ike Ask: What is the word?
Rime Add a sound Word
Unit Five Review
Reading
Read it
Ask students to read the following decodable words. rain play bean light kite goat see tune try happy hose make
Dictation
Write it
Have students write words with the letter–sound combinations ai, ay and a_e making the long / a – / sound; ee, ea and y making the long /e – / sound; igh, y and i_e making the long /– / sound; oa, ow and o_e making the long /o – / sound; and u_e making the long /y-o –o – / sound.
Say each of the following words, put it in a sentence that students can relate to and then repeat the word. For example, say: Way. She showed me the way to the shop. Way. Then ask students to write the word. way beam cube sleepy toad fly paint light bike bake rose play
High-utility words
See it, say it
Ask students to say the Unit Five high-utility words one at a time. Ask: What is this word?
See the Unit Five Review high-utility words on page 75. eat animal her saw down rabbit little spider other look after our how one around park
Morphology
Ask students to use the word light as a base to make as many new words as they can. lights lighting lightening lightly lighter lightness delight delightful headlight daylight sunlight downlight
Individual review
Use the Review record to conduct an individual student review of Unit Five.
See the Unit Five Review record on page 74.
Read the book
To practise the letter–sound corespondences taught in Unit Five, have students read the Flying Start to Literacy: Phonics decodable text, What an Excuse!
Unit Five Review record
Name: Date:
Segment into syllables
Say a word. Have the student say the syllables and repeat the word.
Word Syllables Check floated float–ed bookcase book–case lighting light–ing
Score: __ / 3
Remove a sound
Say a word. Have the student repeat the word, remove a sound from the beginning and then say what is left. Word Sounds Answer Check flight /f/ light moat /m/ oat meat /m/ eat bean /n/ be
Score: __ /4
Change a sound
Say a word. Have the student repeat the word then change one sound and say the new word.
train /t/ to /b/ brain bead /b/ to /r/ read cube /b/ to /t/ cute sweet /s/ to /t/ tweet
Score: __ /4
Add a sound
Say a rime. Have the student repeat the rime and add one or two sounds to the beginning to create a word. Rime Add
ike /b/ bike eet /sh/ sheet oat /f/ /l/ float ay /s/ /t/ stay
Score: __ /4
Reading
Show decodable words to the student. Have the student read the words. Word Check Word Check rain goat play see bean hose
Score: __ /6
Dictation
Say each of the following words. Put each word in a sentence that the student can relate to and then repeat the word. Then ask the student to write the word.
Score: __ /6
Morphology
Have the student use the word light as a base to make as many new words as they can.
Five or more words equals five points Score: __ /5
High-utility words
Have the student read the Unit Five high-utility words. Point to each word and ask: What is this word? See the Unit Five Review high-utility words on page 75. Word Check Word Check eat other animal look saw after her park down around rabbit our little one spider how
Rain, rain, go away, Come again some other day. Little Rory wants to play.
Rain, rain, go away.
Rain, rain, go to Spain, Never show your face again.
High-utility words
animal eat her
saw down rabbit
little spider other
Practice sentences
I have a red dress.
“What a mess, Jill!” she said.
He has a lot of stuff.
U4
I see Nick on a rock.
I
Quick, pick up that sock!
Practice sentences contain words with letter–sound correspondences and high-utility words (HUWs) the students have learnt. Each lesson has three practice sentences with a focus on words containing the letter–sound correspondence and the HUWs taught in that lesson.
Use the practice sentences for students to practise newly learnt phonic knowledge and skills. Have the students read the sentences to you, to a partner or to a small group.
Reading practise can be done in the following ways:
• Write the sentences on the board for the whole class to practise reading.
• Copy the sentences and cut them into sentence strips for individuals to practise reading.
• Collate the sentences and use for review by adding to the collection after each lesson has been taught.
• Use the sentences as an assessment tool at the completion of a lesson.
• Send the sentences home for students to read to their family.
Practice sentences can also be used as a teaching tool in the following ways:
• Highlight the phonic focus taught. For example, have students find and circle the letters f f making the /f/ sound in a sentence.
• Highlight the HUWs taught. For example, have students find and circle a particular HUW in a sentence.
• Have students practise fluent reading, using phrasing and expression.
Unit Four
• Teach grammar. For example, identify and discuss the job the noun, verb or adjective does in the sentence.
• Focus on punctuation such as the use of full stops, question marks, exclamation marks and upper-case letters.
I have a red dress.
“What a mess, Jill!” she said.
has a lot of stuff.
sound: ai and ay snail play
long / a –/ vowel
Further consolidation
Use the following activities for students to apply their learning. These activities can be used as extension activities and for cooperative learning.
Word race
Set a time limit of up to three minutes for this activity.
Working in pairs, have students write a list of words using the letter–sound correspondence the lesson is focused on.
Then have pairs share their lists and write the words on a class chart.
Sound hunt
Working in small groups, have students browse through books to find pictures that represent words with the letter–sound correspondence the lesson is focused on.
Have students share the words they find and list these on a chart.
Word
wall
Set a time limit of about three minutes for this activity.
Have students choose a word that includes the letter–sound correspondence the lesson is focused on. Students write the word on a card and draw a picture to match.
Have students share their cards, and then display them in the classroom.
What am I?
On separate cards, write ten words that include the letter–sound correspondence the lesson is focused on.
Invite a student to choose a card. Have them silently read the word on the card and then say two clues about their word to the class. Students try to guess the word.
For example: for the letter–sound correspondence igh making the long / – / vowel sound, the word card night could have the clues: it is dark outside; it is time to rest.
Say it, write it, read it
Have students take turns saying a sentence that has one or more words that include the letter–sound correspondence the lesson is focused on.
Students then write their sentences and share them with the group.
