University of Utah, Department of Special Education: Alternative Lesson Plan

Content Area: Letter sound correspondence, Sounding Out Format Grade level: K Name: Chelsea Barney Date:
10/14/19
Core Standard(s):
Language Arts. Kindergarten.
Reading: Foundational Skills Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary sound or many of
the most frequent sounds for each consonant.
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Reading: Foundational Skills Standard 1: Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.

IEP Goal(s)
Actual:
N/A
Revised (SMART):
By 12/6/19, student will correctly name and say sound of 6 letters including a, m, t, s, i, d with 100% accuracy in 5 trials.

By 12/6/19, student will correctly be able to sound out and read words that include letters a, m, t, s, i, d with 90% accuracy in

4/5 trials.
Instructional Objective(s):
Students will learn the sound corresponding to the letter “d” that says /dddd/.

Students will sound out words using a, m, t, s, i. ex. (mat, sam, tim, sim, sad…)
Behavioral Objective(s):
Students will follow directions within 3 seconds on 9 of 10 opportunities in class. Students will watch for my signal before

answering.
Content (concepts, information, skills, new vocab, etc.):
Letter sound correspondence, sound out format
Instructional Materials Needed:
Lesson plan, lesson formats, Letter lists, dry erase markers, stickers
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):

1. Get students’ attention:

a. Teacher: “Hocus Pocus…”
b. Student: “Everybody Focus.”

2. Academic review /Gather background knowledge

 a. T: “We are going to review the sounds of the letters we have been learning. When I touch under the letter. I want you to
say the sound. Keep saying it as long as I keep touching under it.” I will point to the letter. “This letter says aaaa. What
sound?” (signal)
b. S: “aaaa”
c. T: “Again, what sound?” (signal)
d. S: “aaaa”
e. T: Repeat this process with m,t,s,i

3. State instructional objectives

a. T: “Today we are going to be learning the sound of a new letter and we are going to sound out some new words. We
will use letters and sounds we already know and also use our new letters and sounds.”

4. Review behavior expectations

a. T: “Remember our expectations! Listening position, eyes on the teacher and wait for my signal. Your turn, tell me the
expectations?” (signal)
b. S: “Listening Position, eyes on the teacher and wait for your signal.”

5. Instruction
a. Model
T: “We will be learning a new letter and sound today. I will first show you and then it is your turn.” Touch under the letter.
“This letter is d. It says /d/. “What letter?” (signal)
S: “d”
T: “What sound?” (signal)
S: “/d/”
T: “Again. What sound?” (signal)
S: “/d/”
T: I will ask each student individually what letter and what sound. I will write reviewed letters on board (a,m,t,s,i) and d.

b. Guided Practice/Guided Group Practice

i. T: “When I touch under the letter I want you to say the sound.” (signal d)
ii. S: “/d/”

T: Repeat steps i. and ii. with: md, tmd, mtsd, amtsid.

S: md, tmd, mtsd, amtsid.
T: I will write “mat” on the board. “I will sound out this word. When I touch a letter, I will say the sound. I’ll keep
saying that sound until I touch the next letter. I won’t stop between sounds.” Point to “m”. “My turn to sounds out
this word.” “mmmmaaaatttt”. Point to “m”. “Sound out this word with me.” (signal)
S: “mmmmaaaatttt”
T: “Your turn. Sound out this word by yourselves.” (signal)
S: “mmmmaaaatttt”
 c. Independent practice
T: Provide individual turns for a few students on a few words (using script above). Random order of students and
words.
d. Error Correction Procedures

(Teacher says correct answer.)

T: “map”

(Teacher models entire task.)

T: “My turn. ‘mmmmaaaatttt.’ “
(Teacher leads.)
T: “Do it with me. ‘mmmmaaaatttt.’”
S: “mmmmaaaatttt”
(Teacher tests students.)
T: “‘mmmmaaaatttt.’ Sound it out” (signal)
S: “mmmmaaaatttt”
(Teacher provides delayed test by reviewing firm items, then repeating “test” step above.)
6. Wrap – up
a. Review key concepts/ Check for understanding/Review objectives
i. T: “Today we learned a new sound and letter.” Point to letter d. “On my signal. What Sound?”
S: “/d/”

b. Clean up
Adaptations/Modifications/Accommodations:
Sound amplification system for student with hearing impairment. Speech language pathologist if needed.
Reinforcement Procedures:
Verbal praise. Points given. Three points=1 sticker. When student gets 10 stickers, they get a prize out of the treasure box.

Daily Evaluation
a. Before lesson: Review a, m, t, s, i before beginning lesson.
b. During lesson: oral responses throughout lesson.
Post Evaluation (data-based decision making):
Weekly progress monitoring with letter sound fluency. Will progress monitor for 4 weeks at a time before making
instructional decision. Instructional decisions: if student is below aim line, provide additional 1:1 practice before or after
lesson targeting specific student needs.
Follow-up Activities:
Write down any letters/sounds students were having difficulty with. Additional practice tomorrow.
Continue to practice review letters and sound and new letter and sound.
Add new letter and sound.
Sound out more words that involve the letters and sounds of; a, m, t, s, I, d.
Count points.
End of lesson, give stickers.