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Lesson 5

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Swati Sharma Roy
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13 views2 pages

Lesson 5

Uploaded by

Swati Sharma Roy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Dates: _____________________

Kinder: Weekly Phonics Focus


Lesson 5
In our classroom this week, we are learning about the letters m, d, and g. We are
going to learn to write the lowercase letters m, d, and g and learn about the
sounds these letters spell. First, we will learn about the letter m. Next, we will
learn about the letter d, and then the letter g. By the end of the week, we will
practice what we have learned about the sounds that letters m, d, and g spell.
Here is the information we will use to help us.

Lowercase letter m spells the /m/ sound, as in the keyword mouse.


Consonants Lowercase letter d spells the /d/ sound, as in the keyword dog.
Lowercase letter g spells the /g/ sound, as in the keyword goat.
High- High-frequency words are words that we see often when we read.
We have not yet learned to sound out these words. We study and
Frequency practice with a few of these words each week so we can read them
Words when we see them in phrases, sentences, and stories
(Note: A letter in slashes, such as /t/, indicates that the letter sound rather than the letter
name should be said.)

Below are activities to practice at home this week. In addition, use the activities
and questions from the initial Family Support Letter to further assist your child’s
success in learning the weekly phonics focus.

Listen for the Sound


Ask your child to listen for the /m/ sound, as in mouse, by saying, “I’m going to
say some words. If the /m/ sound is in the word, show the thumbs-up gesture and
say the sound. If you do not hear the /m/ sound, say ‘NO’ instead.”

/m/
1. mop (thumbs up) 4. tall (NO)
2. gum (thumbs up) 5. clam (thumbs up)
3. leaf (NO) 6. mud (thumbs up)

Copyright © 2022, 95 Percent Group LLC. All rights reserved.


Ask your child to listen for the /d/ sound, as in dog, by saying, “I’m going to say
some words. If the /d/ sound is in the word, show the thumbs-up gesture and say
the sound. If you do not hear the /d/ sound, say ‘NO’ instead.”

/d/
1. day (thumbs up) 3. bus (NO) 5. seat (NO)
2. nod (thumbs up) 4. lid (thumbs up) 6. dust (thumbs up)
Ask your child to listen for the /g/ sound, as in goat, by saying, “I’m going to say
some words. If the /g/ sound is in the word, show the thumbs-up gesture and say
the sound. If you do not hear the /g/ sound, say ‘NO’ instead.”

/g/
1. give (thumbs up) 3. bat (NO) 5. heat (NO)
2. wig (thumbs up) 4. good (thumbs up) 6. bag (thumbs up)
Ask your child to listen for the first sound in words by saying, “I am going to say a
word. After I say the word, you will follow these steps.” Then, read the steps.
1. Repeat the word.
2. Say the first sound in the word.
3. Say the letter that spells the first sound.

/m/, /d/, and /g/


1. mess (mess, /m/, letter m) 4. goose (goose, /g/, letter g)
2. gate (gate, /g/, letter g) 5. moon (moon, /m/, letter m)
3. dish (dish, /d/, letter d) 6. deer (deer, /d/, letter d)

High-Frequency Words
Moving across each row, ask your child to point to each word and read it.

go so look want

so want go look

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