1.

6 Title: Sound Routines

Total Time: 35 minutes

I. Objective(s):

• Student will be able to write the graphemes associated with the phonemes /d/, /b/
• Student will be able to write initial sound d/b words dictated by the teacher
• LAFS.3.RF.3.3 Know and apply grade-level phonics skills.

II. Introduction (7 minutes)

• During our sessions, we have been focusing on identifying sounds and letters. We have
been focusing on a few in particular and I know that you have had lots of practice with
this. We’re going to review letters D and B today. Can you think of any of your favorite
things that start with the letters D and B? Let’s look at the picture to help us out a little
bit. Your favorite animal is a dog right? And B is for Burger, your favorite food!

• It is really important to know your letters and sounds so that you can be a reader and a
writer. Whenever you learn a new sound, your brain also gets stronger so that you can
learn more sounds (we have been talking about growth mindset). When we learn how to
read we can read about our favorite things like dogs and animals and our brains grow so
much! So when we do this lesson I want you to be thinking about how you are getting
your brain ready to be a reader. These are important skills to learn so that you can read
about things you like.

• Let’s watch this video/song to review the sounds for d and b and our thumb strategy that
we have talked a little bit about in the past.
https://www.youtube.com/watch?v=YrZXK8HNjoY
o I hope you enjoyed the video, I really liked the strategy of using our thumbs to
decide if the sound is /d/ or /b/. We have used this before in some of our online
sessions.

• If I were working with more than one student, I would ask the students to turn to their
partner and tell them a word that starts with /d/. Then I would ask them to tell their
partner a word that starts with /b/

III. Content Presentation, Guided Practice, Within-Lesson Formative Assessment (15

minutes)

I do- We are going to begin a new routine to practice our sounds. For this one, I will first show
you a card with the letter on it. Use your thumbs to decide which sound the letter makes. Watch
me first. The first letter is b, it says /b/. B, /b/. The second letter is d, it says /d/. D, /d/. Watch
what I do with the shaving cream here.

**note: if there is difficulty hearing the sounds, I will use an app on my phone that produces the
sounds. (OG Card Deck) This is a great tool especially because we have to wear masks at
school!
The sound is /b/. I’m going to do this: first say the sound (/b/), then write a b in the shaving
cream, say the letter “b” and the sound /b/.

I will model this with the /d/ sound as well.

Then, I will show the student the checklist that shows these steps. Each time I say a sound, you
will follow the three steps – Listen, Say, Write. (This type of checklist has proven to be very
successful for the student in the past).
We do- Let’s practice together. The sound is /d/. Say /d/. Now write d in the shaving cream. Say
the letter “d” and the sound /d/.

Let’s practice d and b together. (teacher will dictate the sounds /b/ and /d/ four times each
randomly and the student will write the graphemes)

Now we’ll try a word. The word is /d/ /a/ /d/. What word did I just say? (student is familiar with
blending three sounds) Spell the word in the shaving cream.

Let’s try another word. The word is /b/ /u/ /s/. What word did I just say? Spell the word in the
shaving cream.

Formative assessment, ex:

FORMATIVE STUDENT TEACHER FEEDBACK INSTRUCTIONAL

ASSESSMENT RESPONSE DECISION

Student will write the Specific student Some teacher feedback I gave the student
sound that is dictated to responds are can be seen in the additional practice to
them (/d/ or /b/) with at tracked in the student work samples. move from self-
least 75% accuracy (6/8 student work correcting to
correct) samples I made comments on the answering correctly
student’s self-correction, the first time she is
Student their thinking, and when prompted.
answered with she would answer
85% accuracy correctly, I would give
short positive feedback.
(7/8 correct)

Independent Practice, End of Lesson Formative Assessment (You Do) (7 minutes)

Now that we have had time to practice the sounds and some words, you will get a turn all by
yourself.

I will dictate the following words to the student. There are corresponding picture cards as well:
big, duck, bug, dog, bag)

V. Closing (5 minutes) The closing should:

• Higher order thinking: Take a look at this picture,

what do you see that starts with the /b/ sound?
(bear, balloon, bike, bell, big)
• What about this picture? What do you see that
starts with the /d/ sound? (dog, doughnut, dot,
dance)
• What is similar in both pictures? Are the
characters both animals? People? Etc.

• Is the bear on the bike exerting a push or a pull?

 • Integrate content areas (math -- graphing/tallying) - do we have more words here that
start with /b/ or /d/? Let’s tally it in the shaving cream.

VI. Evaluation Criteria

• I will know the student has mastered the first learning objective when they can write the
grapheme associated with /b/ and /d/ with 80% accuracy
• I will know the student has mastered the second learning objective when they can write
words beginning with /b/ and /d/ with 80% accuracy (4/5 words).

VII. Teacher Reflection

Going into this lesson, I knew that the student had an understanding of the sounds /b/ and /d/ in
that she could imitate and copy if prompted. She knew the thumb strategy from online sessions
many weeks ago. I used this to tie in her background knowledge of the sounds and move to
practicing the new skill. I also thought that the student would be successful in blending sounds
to create a word (/b/-/u/-/s/ = bus). The instructional strategies I used were successful for this
lesson. I thought that the shaving cream and the video helped the student make connections to
her learning. The shaving cream in particular provided the student with a multisensory learning
experience that she would not have gotten if we were online or used pencil and paper. The
student met the first learning objective, by exceeding the expectations. The student answered
correctly (with some self-correction) with 85% accuracy. For the second learning objective, the
student identified the initial sound with 100% accuracy. I feel that this ultimately shows that the
student is on their way to spelling and reading words with initial /b/ and /d/ sounds, but at this
time she does not have the background skills to spell CVC words without prompting. For now, I
feel that the student responded positively to my teaching strategies and style.

With regards to my teaching style, I feel that I am developing the way I provide feedback. Being
in the physical environment I was able to provide the student with physical support like hand
over hand in order to help her spell words or write the sounds. If I were to change anything, I
would have built in extra guided practice to my lesson. This would help the student with
developing a greater understanding of the sounds. I will be interested to see how well she
retains the knowledge after a few days. In order to improve, I will need more practice. I think that
another challenge I had was with the flow of the lesson. I think with more practice I will have a
better understanding of how to plan my lessons and execute them with momentum and flow.
Lastly, I discussed with the student why what we are learning is important. We talked about
being a reader and how we have to learn our letters and sounds in order to read about topics
we like. I thought that this was an excellent way to tie in the relevancy and make sure that the
student understood the purpose of the lesson. I definitely think she resonated with how I talked
about reading.

VIII. Student Work Samples

I tracked the student’s work by using the chart below (checkmarks to indicate if the student
wrote the correct sound/word) I also provided the specific feedback I gave the student for some
of her responses.

Overall teacher feedback: The student did an excellent job identifying and writing the initial
sounds for the words in the independent practice. However, she did need prompting to spell
some vowel sounds and all ending sounds.