phonics

Look Back: Sounds /ă/, /ŏ/, and /ŭ/

Lesson Overview Materials

 Offline    FOCUS: Sounds /ă/, /ŏ/, and /ŭ/ 30 minutes Supplied
• whiteboard,
Practice Review Consonant Sounds and Letters Learning  Coach
Review Vowel Sounds and Letters • whiteboard, student
Search Sentences for Beginning Sounds • Tile Kit
Make Words from Syllables
Also Needed
Sight Words Review Sight Words
• sight words box
Use Words in Sentences
• dictation notebook
Pick a Pair
Try It Dictation: Write a Sentence

 Online   REVIEW: Sounds /ă/, /ŏ/, and /ŭ/ 20 minutes

Advance Preparation
Place lowercase letter tiles in alphabetical order on your whiteboard.

Big Ideas
▶▶ Letters are put together in a specific order to make words.
▶▶ Words are put together in a specific order to make sentences.

Phonics PH 19
Copyright © 2011, K12 Inc. All rights reserved. This material may not be reproduced in whole or in part, including illustrations, without the express prior written consent of K12 Inc.
 phonics

 Offline     
30 minutes

FOCUS: Sounds /ă/, /ŏ/, and /ŭ/

Work together with students to complete offline Practice, Sight Words, and  
Try It activities.

Practice
Review Consonant Sounds and Letters
Help students review the consonant letters and sounds of the alphabet. Grab your Objectives
whiteboard with letters placed in alphabetical order. • Given the letter, identify
the most common sound.
1. Say: I am going to point to each consonant. Tell me the sound for the letter.
• Given the sound, identify
Students should say the sound for each letter. the most common letter
2. Say: This time, I am going to say the sound for each consonant. Repeat the or letters.
sound and touch and say its letter. Students should touch each corresponding • Identify short vowel sounds.
letter and say its name. • Identify beginning sounds
in words.
• Make words, given syllables.
Review Vowel Sounds and Letters
Help students review vowel sounds and letters.
1. Place the following letter tiles on students’ whiteboard: a, e, i, o, and u, plus any
letters that are confusing.
2. Say: I am going to point to a letter. Tell me a sound for that letter.

3. Say: I am going to say a sound. Repeat the sound and touch its letter.

4. Point to some letter tiles two or three times, so students don’t think that once
they have named a sound they are finished with it.
5. Redirect students if they name the letter and not its sound.
Say: You are right that the name of the letter is [incorrect letter]. We want the
sound for this letter. What is the sound?
6. Redirect students if they name the sound incorrectly.
Say: That is the sound of another letter.
7. Provide additional guidance if students touch the wrong letter tile during
the review.
Say: That is the letter tile for the sound [sound of incorrect letter tile]. We are
looking for the letter tile for the sound [target sound].
8. If students touch the wrong letter tile again, point to the correct letter tile.
Say: This is the letter tile for the sound [target sound]. Touch this letter and say
its sound.

PH 20 Language Arts Green

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 phonics

Search Sentences for Beginning Sounds

To help students learn to recognize the beginning sound in a word, have them practice
identifying a target sound.
1. Say: I’m going to say a beginning sound that is in a word. You will repeat
that sound and the word. For example, the beginning sound is /d/, as in the
word dog.
2. Have students say the target sound /d/ and the word dog.
3. Say: Now I will read a sentence. Repeat the sentence and tell me the word that
has the same beginning sound as dog. The first sentence is, “I have a doll.”
▶▶ What is the special beginning sound? /d/
▶▶ What is the word that has the special beginning sound? doll
4. Have students repeat the sentence and say the word.
5. Follow the same procedure with the words and sentences below to help
students recognize beginning sounds in words.
▶▶ /m/, as in map  The toy belongs to me. me
▶▶ /f/, as in foot  Lisa filled the glass. filled
▶▶ /s/, as in sit  Take a seat. seat
▶▶ /g/, as in go  This gift is for you. gift
 If students don’t name the correct word, repeat the sentence slowly, clearly
pronouncing the beginnings of words. Remind them of the special beginning sound.
If students continue to have difficulty, say two words from the sentence and ask them
to choose the one with the target beginning sound.

Make Words from Syllables

Have students fist tap syllables and put them together to make words.
1. Say: I’m going to say some syllables. Your job is to repeat the syllables
while fist tapping. Then tell me what word we make when we put all the
syllables together.
2. Say: The syllables are ti and ger.

▶▶ Repeat the syllables while fist tapping each one.

▶▶ What word do you get when you put all the syllables together? tiger

Phonics PH 21
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 phonics

3. Continue with all the words in the list.

▶▶ can / yon canyon
▶▶ Fri / day Friday
▶▶ bas / ket / ball basketball
▶▶ mo / vie movie
▶▶ mu / sic music
▶▶ sam / ple sample
▶▶ fan / tas / tic fantastic
▶▶ ex / pert expert
▶▶ pen / man / ship penmanship
 If students cannot put the syllables together to make a word, try compound
words such as streetcar, cowboy, raincoat, popcorn, and so on. After students have
mastered a few compound words, go back to the multisyllabic words for this exercise
and try them again.

Sight Words
Review Sight Words
Help students learn to recognize sight words. Objectives
• Read sight words.
1. Gather all the sight word cards students have yet to master from their sight
words box. Stack the cards on the table face down. • Write sight words.
• Spell sight words.
2. Have students pick up a word and read it to you.
3. If they read it quickly and correctly, put the card in one stack. If they hesitate or
do not read the word correctly, put it in another stack. The second stack should
have words that they will review again.
4. Take the stack of words that students read correctly and dictate each word
to them. They may choose to either write the word or spell it aloud.
5. If students spell the word correctly, they have mastered the word. If they
misspell the word, add it to the stack of cards to review again.
6. Chart students’ progress on the back of each card.
▶▶ Divide the back of the card into two columns.
▶▶ Label the first column “Read” and the second column “Spell.”
▶▶ Record the dates that students read or spell the word correctly. When
students can read and spell the word correctly three times in a row, they
have mastered the word. You may want to put a star or sticker on their card
when they have mastered that word.
 Even if students can read and spell all the words correctly, it is still beneficial for
students to review sight words. Choose as many additional words as you would like
for each subsequent activity.

PH 22 Language Arts Green

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 phonics

Use Words in Sentences

Help students use sight words in sentences.
1. Gather all the sight word cards students have yet to master from their sight
words box. Spread the sight word cards on the table.
2. Say: Let’s use sight words in sentences.

3. Have students
▶▶ Touch each card and read the word on it.
▶▶ Make up a sentence using the word.
▶▶ Put the card in a pile after using the word in a sentence.
▶▶ Go through the pile of cards and read each sight word again.
▶▶ Spell each word.
 If students have difficulty with any of the sight words, place those word cards in
a pile to review later in the week.

Pick a Pair
Play a card game with students for more practice with sight words.
1. Gather the sight word cards that students are reviewing. Choose two words
and place the cards on the table.
2. Ask questions to help students identify each word. For example, if the words
are in and he, you could ask, “Which word means a boy?” If the words are on
and is, you could ask, “Which word is the opposite of off?”
3. Continue the activity until students identify all the words.
4. Take the stack of words that students read correctly and dictate each word to them.
5. Have students write each word or spell it aloud.

Phonics PH 23
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 phonics

Try It
Dictation: Write a Sentence
Use sentences to help students identify individual sounds in words. Objectives
• Write words by
1. Gather a pencil and the dictation notebook. Say the sentence, The cup went in applying grade-level
the box. Then give these directions to students: phonics knowledge.
▶▶ Repeat the sentence. • Write sight words.
▶▶ Write the sentence in your notebook. • Follow three-step directions.
▶▶ Read the sentence aloud.
2. When students have finished, write the following sentence on your
whiteboard: The cup went in the box.
3. Have them compare their answer to your correct version.
▶▶ If students make an error and don’t see it, help them correct their mistake
by having them finger stretch the sounds in the word they missed.
▶▶ If students are having difficulty selecting the correct letters or sounds,
review those letters or sounds that are confusing them.
▶▶ If students have difficulty with first, middle, and last sounds, have them
finger stretch the sounds in words.

 Online     
20 minutes

REVIEW: Sounds /ă/, /ŏ/, and /ŭ/

Students will work online independently to Objectives
• Identify individual sounds
▶▶ Practice the short vowel sounds /ă/, /ŏ/, and /ŭ/. in words.
Help students locate the online activities and provide support as needed. • Identify short vowel sounds.

Offline Alternative
No computer access? Have students point out and name things or words that contain
the sounds /ă/, /ŏ/, and /ŭ/ (for example, actor, octopus, and munch).

PH 24 Language Arts Green

Copyright © 2011, K12 Inc. All rights reserved. This material may not be reproduced in whole or in part, including illustrations, without the express prior written consent of K12 Inc.