Sequence 2 Lesson Plans

Week 1
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 2
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 3
Matrix
Sound Spelling Cards
Day 1
 Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 4
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 5
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 6
 Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 7
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 8
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
 Progress Monitoring Tool
If/Then Chart

Week 9
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 10
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 11
Matrix
Sound Spelling Cards
Day 1
Day 2
 Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 12
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 13
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart

Week 14
Matrix
Sound Spelling Cards
Day 1
Day 2
Day 3
Day 4
Day 5
Progress Monitoring Tool
If/Then Chart
Week 1
Matrix
Sound-Symbol Sequence #2, Week 1

Week Sound- Decodable Picture Sound Spelling High Frequency Decodable Passage
1 Spelling Words Clue and Story Words
Action
/f/ o , sti , Flower A bird ew over a likes, more, so, Samantha likes swimming. She will hu
stu , cli , (open eld of owers. their and pu by swimming more than Patrick.
hu , pu , hands like /f/f/f/ Hu , pu , hu ! Patrick has a sti back so
sta , mu n a ower) no swimming for him. Patrick has a ball he
can roll. Roll ball roll! Their mama is
/l/ ll shall, will, calling, so Patrick and Samantha run o .
Love I love to leap and Hu , pu , Hu !
ball, tall, (cross land with my legs.
stall, dull, arms /l/l/l/
umbrella, across *swimming, ball, roll, will, calling are
calling, chest, like teacher given words on Day 1
shilling, giving a
doll, smell hug)
/m/ m comma, Monkey Monkeys
m commit, (tickle munching maize
swimming, your and mangoes
drumming, under /m/m/m/
trimming arms)
 F f
Sound Spelling Cards

/f/ as in flower
 L l
/l/ as in love
 Mm
/m/ as in monkey
Day 1
Week 1 Lesson Plan: Day 1—Introduce New Letters Letters:

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Samantha likes swimming. She will

h u
hu and pu by swimming more than
a p t

n i s Patrick. Hu , pu , hu ! Patrick has a

sti back so no swimming for him.

Patrick has a ball he can roll. Roll,

ball, roll! Their mama is calling, so

Patrick and Samantha run o . Hu ,

pu , Hu !
 Step Teacher Activity Learner Activity
1
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
2
Frequency HFW s for the week: likes, more, so, their as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Show learners the sound card featuring the picture clue and original Learners see the picture of the ower.
story spelling from Sequence 1.
(Phonemic Learners show that they can identify the /f/
Awareness) Say, “We saw this picture of a ower a couple of weeks ago. What is the sound at the beginning of the word.
rst sound in the word ower?”
Letter: Learners use a kinesthetic prompt of
Ask learners if they remember the action for /f/. Demonstrate how to opening their hands like a ower when they
(5 minutes) open their hands like a ower when they say /f/ sounds. Have learners produce the /f/ sound.
practice the action and sound.
Learners listen to the story for the /f/
Tell learners the sound story from Sequence 1, direct learners to open sound.
their hands like a ower when they hear the /f/ sounds.

A bird ew over a eld of owers. /f/f/f/

1
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
2
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol
and sound Say, “We learned that the /f/ sound we have been making looks like this Learners see the upper and lower case
when we write it.” Point to the letters F f. symbols for the /f/ sound.
(Letter
Synthetic Say, “Today, we will learn a new spelling for the /f/ sound.” Show new
Phonics- letters . “These letters also make the /f/ sound.” Learners see the new letters for the /f/
Alphabetic sound.
Principle) Ask learners to trace the new spelling with you with their nger in the
air. Prompt them to make the sound while they form the letters in the Learners write the symbol for the /f/ sound
Letter: air. in the air.

(5 minutes) Say, “Now we are going to sing a song to help us remember the /f/
sound with our new spelling . Learners listen to the song once and then
sing the song practicing the sound /f/.
I have the sound /f/f/ in my mouth
I have the sound /f/f/ in my mouth
I have the sound /f/f/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and open their hands like owers each Learners do the kinesthetic prompt of
time they sing the /f/ sound. opening their hands like owers when they
produce the /f/ sound.
Repeat the song 3 times.
 Learners listen to the individual sounds in
3. Segmenting Say, “Now we are going to work on reading some words that have the simple CVC or VC words and indicate
and Blending /f/ sound and the new spelling. As we read the words, I want you to where they hear the /f/.
listen for the /f/ sound and be ready to tell me if you hear the /f/ at the
(5 minutes) beginning, middle or end of the word.” o sti u s
stu s cli gru s
Blend and segment each of the words written on the board or chart. Use ya mu n sni
the following techniques for each word:
Learners look at CVCV, CVC, CV or VC
1. Board Blending; using your nger or pointer make the rst sound, words written and produce sounds from
then the middle sound, blend the two sounds together. Make the the word in isolation and blended
middle sound and the ending sound blend them together. Make the together.
beginning, middle and ending sound, blend them together.
2. Finger segmenting and blending, or Learners sound out real and nonsense
words.
3. Arm segmenting and blending.
Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

Step Teacher Activity Learner Activity

4. Word Say, “Now we are going to make some words using the sounds that we
Building learned. These words can be real words or nonsense words. Let’s use the Learners look at a 3x3 grid of letters
letters in this grid to make words.” (known or newly introduced) and
(5 minutes) construct CVC, CV, or VC words both
Model making one CVC word, use the pointer to point to each letter and orally and in writing.
 write the word on the board. Practice orally blending the word both as
you use the grid to create it, and when you write it on the board. (See h u
chalkboard preparation and “learner column” for grid.) a p t
n i s
Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: swimming, will, roll, ball, calling

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

Samantha likes swimming. She will hu and pu by swimming more than

Patrick. Hu pu hu ! Patrick has a sti back so no swimming for him.
Patrick has a ball he can roll. Roll ball roll! Their mama is calling, so
Patrick and Samantha run o . Hu pu Hu !

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 1 Lesson Plan: Day 2—Introduce New Letters Letters: ll

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Samantha likes swimming. She will

sh a c
hu and pu by swimming more than
f i m

d o ll Patrick. Hu pu hu ! Patrick has a

sti back so no swimming for him.

Patrick has a ball he can roll. Roll ball

roll! Their mama is calling, so Patrick

and Samantha run o . Hu pu Hu !

 Step Teacher Activity Learner Activity
3
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
4
Frequency HFW s for the week: likes, more, so, their as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original Learners see the picture representing love.
1. Letter sound spelling from Sequence 1.
story Learners show that they can identify the /l/
(Phonemic Say, “We saw this picture representing love a couple of weeks ago. sound at the beginning of the word.
Awareness) What is the rst sound in the word love?”
Learners use a kinesthetic prompt of
Letter: ll Ask, learners if they remember the action for /l/. Demonstrate how to crossing their arms across their chest, like
cross arms across their chest, like giving a hug, when they say /l/ giving a hug, when they produce the /l/
(5 minutes) sounds. Have learners practice the action and sound. sound.

Tell learners the sound story from Sequence 1, direct learners to cross Learners listen to the story for the /l/
their arms across their chest, like giving a hug, when they hear the /l/ sound.
sounds.

I love to leap and land with my legs. /l/l/l/

3
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
4
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “We learned that the /l/ sound we have been making looks like this
and sound when we write it.” Point to the letters ll.

(Letter Say, “Today, we will learn a new spelling for the /l/ sound.” Show new Learners see the new spelling symbols for
Synthetic letters ll. “These letters also make the /l/ sound.” the /l/ sound.
Phonics-
Alphabetic Ask learners to trace the new spelling with you with their nger in the Learners write the new spelling symbol for
Principle) air. Prompt them to make the sound while they form the letters in the the /l/ sound in the air.
air.
Letter: ll
Say, “Now we are going to sing a song to help us remember the /l/ sound Learners listen to the song once and then
(5 minutes) with our new spelling ll. sing the song practicing the sound /l/.

I have the sound /l/l/ in my mouth

I have the sound /l/l/ in my mouth
I have the sound /l/l/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and cross their arms across their chest, crossing their arms across their chest, like
like giving a hug, each time they sing the /l/ sound. giving a hug, when they produce the /l/
sound.
Repeat the song 3 times.

Learners listen to the individual sounds in

3. Segmenting Say, “Now we are going to work on reading some words that have the /l/ simple CVC or VC words and indicate
and Blending sound. As we read the words, I want you to listen for the /l/ sound and where they hear the /l/ sound.
be ready to tell me if you hear the /l/ at the beginning, middle or end of
(5 minutes) the word.”
 shall will mrall
Blend and segment each of the words written on the board or chart. Use dull chull call
the following techniques for each word: dolls smell umbrella

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together together.

2. Finger segmenting and blending, or

Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

Step Teacher Activity Learner Activity

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as sh a c
you use the grid to create it, and when you write it on the board. (See f i m
chalkboard preparation and “learner column” for grid.) d o ll

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.
 Step Teacher Activity Learner Activity
Teacher given words: swimming

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.

(5 minutes) Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: ball, roll, will, calling Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

Samantha likes swimming. She will hu and pu by swimming more than

Patrick. Hu pu hu ! Patrick has a sti back so no swimming for him.
Patrick has a ball he can roll. Roll ball roll! Their mama is calling, so
Patrick and Samantha run o . Hu pu Hu !
 Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.

Day 3
Week 1 Lesson Plan: Day 3—Review New or Familiar Letters Letters: mm

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Word Building Dictation Decodable Passage

Sounds Samantha likes swimming. She will

s w i
1. hu and pu by swimming more than
o mm ng 2.
3.
t r u Patrick. Hu , pu , hu ! Patrick has a
4.

sti back so no swimming for him.

Words
1. Patrick has a ball he can roll. Roll,
2.
3. ball, roll! Their mama is calling, so
4.
5.
 Patrick and Samantha run o . Hu ,

pu , Hu !

Step Teacher Activity Learner Activity

5
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
6
Frequency HFW s for the week: likes, more, so, their as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(2 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the monkey.
story
(Phonemic Say, “We saw this picture of a monkey a couple of weeks ago. What is Learners show that they can identify the
Awareness) the rst sound in the word monkey?” /m/ sound at the beginning of the word.

Letter: mm Ask, learners if they remember the action for /m/. Demonstrate how to Learners use a kinesthetic prompt of
tickle their armpits like a monkey when they say /m/ sounds. Have tickling their armpits like a monkey when
(3 minutes) learners practice the action and sound. they produce the /m/ sound.

Tell learners the sound story from Sequence 1, direct learners to tickling Learners listen to the story for the /m/
their armpits like a monkey when they hear the /m/ sounds. sound.

Monkeys munching maize and mangoes /m/m/m/

5
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
6
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol
and sound Say, “We learned that the /m/ sound we have been making looks like
this when we write it.” Point to the letters M m.
(Letter
Synthetic Say, “Today, we will learn a new spelling for the /m/ sound.” Show new Learners see the new spelling symbols for
Phonics- letters mm. “These letters also make the /m/ sound.” the /m/ sound.
Alphabetic
Principle) Ask learners to trace the new spelling with you with their nger in the Learners write the new spelling symbol for
air. Prompt them to make the sound while they form the letters in the the /m/ sound in the air.
Letter: mm air.

(3 minutes) Say, “Now we are going to sing a song to help us remember the /m/ Learners listen to the song once and then
sound with our new spelling mm. sing the song practicing the sound /m/.

I have the sound /m/m/ in my mouth

I have the sound /m/m/ in my mouth
I have the sound /m/m/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and tickling their armpits like a monkey tickling their armpits like a monkey when
each time they sing the /m/ sound. they produce the /m/ sound.

Repeat the song 3 times.

 Step Teacher Activity Learner Activity
3. Segmenting Say, “Now we are going to work on reading some words that have the
and Blending /m/ sound. As we read the words, I want you to listen for the /m/ sound Learners listen to the individual sounds in
and be ready to tell me if you hear the /m/ at the beginning, middle or simple CVC or VC words and indicate
(5 minutes) end of the word.” where they hear the /m/ sound.

Blend and segment each of the words written on the board or chart. Use comma swimming blemming
the following techniques for each word: pamming commit summit
trimming drumming exammit
1. Board Blending; using your nger or pointer make the rst sound,
then the middle sound, blend the two sounds together. Make the Learners look at CVCV, CVC, CV or VC
middle sound and the ending sound blend them together. Make the words written and produce sounds from
beginning, middle and ending sound, blend them together. the word in isolation and blended
2. Finger segmenting and blending, or together.
3. Arm segmenting and blending.

Note: There should be 6 real words and 3 nonsense words for learners to Learners sound out real and nonsense
practice blending and segmenting. Words at this level should be CVC, words.
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and construct
letters in this grid to make words.” CVC, CV, or VC words both orally and in
(5 minutes) Model making one CVC word, use the pointer to point to each letter and writing.
write the word on the board. Practice orally blending the word both as
you use the grid to create it, and when you write it on the board. (See s w i
chalkboard preparation and “learner column” for grid.) o mm ng
t r u
Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.
 Step Teacher Activity Learner Activity

5. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The
emphasis with this activity should be on uency, particularly Learners see teacher model blending sounds into words.
accuracy and speed.
Learners see words blended.
o swimming shall gru s
Learners practice blending words.
trimming chull sti summit

hu blemming umbrella stu

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)

When the activity is nished, remove words from the board.

Step Teacher Activity Learner Activity

6. Dictation Say, “Now it is time for us to practice writing sounds and
words that we know.”
(10 minutes) Learners to take out their writing instruments.
Say, “First, let’s practice writing sounds. I will say the
sound, I want you to write it with all the spellings we know.
The rst sound is /f/. Say the sound. Now, write it. You Learners listen and write the letter symbol with their
have learned __ ways of writing sound /f/.” writing instrument as the teacher says it.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /f/. This is how we write the sound /f/.
Did you get it? The next way of writing /f/ is __. (continue Learners continue writing the letter symbols.
for each way of spelling). The next sound is /f/. Say the
sound. Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst

Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Sti
2. Drumming
3. Call
4. Comma
5. Smell
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
7. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(10 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

Samantha likes swimming. She will hu and pu by swimming more than

Patrick. Hu pu hu ! Patrick has a sti back so no swimming for him.
Patrick has a ball he can roll. Roll ball roll! Their mama is calling, so
Patrick and Samantha run o . Hu pu Hu !

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 1 Lesson Plan: Day 4—Class Story Letters: , ll, mm

Materials

Chalkboard or chart or markers

HFW ashcards for Zap!

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
7 8
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 9
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

7
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
8
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
9
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 1 Lesson Plan: Day 5—Story Writing Letters: , ll, mm

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 10
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

10
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W01_FFLLMM_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 HFWs they do not need re-teaching at this time. Once that learner has done
their best to read the words below, make a couple notes on what they struggle with. Then call another learner and repeat the
process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

comma their smell o

more mu n swimming
likes will so stu ball
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 2
Matrix
Sound Spelling Sequence #2, Week 2

(Same Sound-Another Spelling; Double consonants, R-Controlled Vowels, Long vowels)

Week 2 Sound- Picture Clue and Sound Spelling Decodable Words High Frequency Decodable Passage
Spelling Action Story Words
/g/ gg Goat (two ngers The girl gave her digging, egg, biggest, near, tree, she, Do you see the biggest egg in
on either side of goat green grass. begging, dragging, down the tree? The nest is sitting
the head and a /g/g/g/ wiggling, hogging, in the tree. The mama is
headbut) hugging, jogging, snuggling near the biggest
nugget, ragged, rugged, egg in the tree. Do you see
sagging, snuggling Nala running? She is running
/n/ nn running, planning, to see the biggest egg. Nala
Nose (tap/point Noses are needed
winning, grinning, is grinning. She is planning
to nose) to notice nice
scanning, stunning, an attack to get the biggest
owers. /n/n/n/
spinning egg. The biggest egg is falling
/t/ tt Sitting, rotting, attack, down. CRACK!
Tap (tap your Tim turns the tap
hand like you are for a taste of cutting, attach, attempt,
attend *sitting, attack, running,
turning a tap) water. /t/t/t/
grinning, and planning are
teacher given words on Day 1
 Gg
Sound Spelling Cards

/g/ as in goat
 Nn
/n/ as in nose
 T t
/t/ as in tap
Day 1
Week 2 Lesson Plan: Day 1—Introduce New Letters Letters: gg

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

Do you see the biggest egg in the

d i h
tree? The nest is sitting in the tree.
e gg ing

b o j The mama is snuggling near the

biggest egg in the tree. Do you see

Nala running? She is running to see

the biggest egg. Nala is grinning.

She is planning an attack to get the

biggest egg. The biggest egg is falling

 down. CRACK!

Step Teacher Activity Learner Activity

11
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
12
Frequency HFW s for the week: near, tree, she, down as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the goat.
1. Letter sound
story Say, “We saw this picture of a goat a couple of weeks ago. What is the Learners show that they can identify the /g/
(Phonemic rst sound in the word goat?” sound at the beginning of the word.
Awareness)
Ask learners if they remember the action for /g/. Demonstrate how to Learners use a kinesthetic prompt of
Letter: gg put two ngers on either side of their head and do a headbutt when they putting two ngers on either side of their
say /g/ sounds. Have learners practice the action and sound. head and doing a headbutt when they
(5 minutes) produce the /g/ sound.
Tell learners the sound story from Sequence 1, direct learners to put
two ngers on either side of their head and do a headbutt when they Learners listen to the story for the /g/
hear the /g/ sounds. sound.

The girl gave her goat green grass. /g/g/g/

2. Letter symbol Learners see the upper and lower case

11
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
12
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
and sound Say, “We learned that the /g/ sound we have been making looks like this symbols for the /g/ sound.
when we write it.” Point to the letters G g.
Letter: gg
Say, “Today, we will learn a new spelling for the /g/ sound.” Show new Learners see new spelling for the /g/ sound.
(5 minutes) letters gg. “These letters also make the /g/ sound.”
Learners write the new spelling for the /g/
Ask learners to trace the new spelling with you with their nger in the sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.

Say, “Now we are going to sing a song to help us remember the /g/ Learners listen to the song once and then
sound with our new spelling gg. sing the song practicing the sound /g/.

I have the sound /g/g/ in my mouth

I have the sound /g/g/ in my mouth
I have the sound /g/g/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and put two ngers on either side of their putting two ngers on either side of their
head and do a headbutt each time they sing the /g/ sound. head and doing a headbutt when they
produce the /g/ sound.
Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /g/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /g/ sound and be ready to tell me if you hear the /g/ at the where they hear the /g/.
beginning, middle or end of the word.”
(5 minutes) egg jogging pogged
Blend and segment each of the words written on the board or chart. Use nugget igget hugging
the following techniques for each word: digging yegget begging
 1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together together.

2. Finger segmenting and blending, or Learners sound out real and nonsense
words.
3. Arm segmenting and blending.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as d i h
you use the grid to create it, and when you write it on the board. (See e gg ing
chalkboard preparation and “learner column” for grid.) b o j

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: sitting, attack, running, grinning, planning

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.
(5 minutes) Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model
how to blend (or sound out) new words. After blending a new word, Learners listen to the teacher Think Aloud
reread the sentence uently from the beginning of the sentence. Once a as s/he models sounding out words.
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the
sentence uently from the beginning of the sentence. Learners practice sounding out the words
with the teacher.
Repeat with each sentence until the passage is nished.
Learners practice reading each sentence
Reread the entire passage using choral reading with the teacher.

Emphasize tone and expression. Learners read with expression and

accuracy.
Do you see the biggest egg in the tree? The nest is sitting in the tree.
The mama is snuggling near the biggest egg in the tree. Do you see Nala
running? She is running to see the biggest egg. Nala is grinning. She is
planning an attack to get the biggest egg. The biggest egg is falling
down. CRACK!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that
learners see should not have italics or underlined words.
Day 2
Week 2 Lesson Plan: Day 2—Introduce New Letters Letters: nn

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Do you see the biggest egg in the

w u g
tree? The nest is sitting in the tree.
r nn ing

s i a The mama is snuggling near the

biggest egg in the tree. Do you see

Nala running? She is running to see

the biggest egg. Nala is grinning.

She is planning an attack to get the

biggest egg. The biggest egg is falling

 down. CRACK!

Step Teacher Activity Learner Activity

13
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
14
Frequency HFW s for the week: near, tree, she, down as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the nose.
story
(Phonemic Say, “We saw this picture of a nose a couple of weeks ago. What is the Learners show that they can identify the
Awareness) rst sound in the word nose?” /n/ sound at the beginning of the word.

Letter: nn Ask learners if they remember the action for /n/. Demonstrate how to Learners use a kinesthetic prompt of
tap/point to their nose when they say /n/ sounds. Have learners tapping/pointing to their nose when they
(5 minutes) practice the action and sound. produce the /n/ sound.

Tell learners the sound story from Sequence 1, direct learners to Learners listen to the story for the /n/
tap/point to their nose when they hear the /n/ sounds. sound.

Noses are needed to notice nice owers. /n/n/n/

2. Letter symbol Say, “We learned that the /n/ sound we have been making looks like this

13
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
14
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
and sound when we write it.” Point to the letters N n.

Letter: nn Say, “Today, we will learn a new spelling for the /n/ sound.” Show new Learners see the new spelling symbols for
letters nn. “These letters also make the /n/ sound.” the /n/ sound.
(5 minutes)
Ask learners to trace the new spelling with you with their nger in the Learners write the new spelling symbol for
air. Prompt them to make the sound while they form the letters in the the /n/ sound in the air.
air.

Say, “Now we are going to sing a song to help us remember the /n/ Learners listen to the song once and then
sound with our new spelling nn. sing the song practicing the sound /n/.

I have the sound /n/n/ in my mouth

I have the sound /n/n/ in my mouth
I have the sound /n/n/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and tap/point to their nose each time they tapping/pointing to their nose when they
sing the /n/ sound. produce the /n/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /n/ sound. As we read the words, I want you to listen for the /n/ sound simple CVC or VC words and indicate
and Blending and be ready to tell me if you hear the /n/ at the beginning, middle or where they hear the /n/ sound.
end of the word.”
(5 minutes) running winning bonning
Blend and segment each of the words written on the board or chart. Use sanning spinning grinning
the following techniques for each word: stunning anning planning

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
 then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

Say, “Now we are going to make some words using the sounds that we
4. Word learned. These words can be real words or nonsense words. Let’s use the Learners look at a 3x3 grid of letters
Building letters in this grid to make words.” (known or newly introduced) and
construct CVC, CV, or VC words both
(5 minutes) Model making one CVC word, use the pointer to point to each letter and orally and in writing.
write the word on the board. Practice orally blending the word both as
you use the grid to create it, and when you write it on the board. (See w u g
chalkboard preparation and “learner column” for grid.) r nn ing
s i a
Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: sitting, attack
When these words come up in the passage, the teacher reads them
5. Decodable uently (do NOT sound them out) for the learners.
Passage
Say, “Now we are going to look at our story from yesterday. There are
(5 minutes) some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After Learners listen to the teacher Think Aloud
blending a word once, you do not need to do so again in the passage. as s/he models sounding out words in the
sentences.
Words which are now decodable: running, grinning, planning
Learners practice sounding out the words
Say, “Now let’s read the whole passage together.” with the teacher.

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only; Learners read with expression and
di erent rows). If class culture allows, you could have individual pupils accuracy.
read a sentence or the whole passage.

Do you see the biggest egg in the tree? The nest is sitting in the tree.
The mama is snuggling near the biggest egg in the tree. Do you see Nala
running? She is running to see the biggest egg. Nala is grinning. She is
planning an attack to get the biggest egg. The biggest egg is falling
down. CRACK!
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 2 Lesson Plan: Day 3—Review New or Familiar Letters Letters: tt

Materials
Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Word Building Dictation Decodable Passage

Sounds Do you see the biggest egg in the tree?

s i ing
1. The nest is sitting in the tree. The
p tt ck 2.
3.
c u a mama is snuggling near the biggest egg
4.

in the tree. Do you see Nala running?

Words
1. She is running to see the biggest egg.
2.
3. Nala is grinning. She is planning an
4.
5. attack to get the biggest egg. The

biggest egg is falling down. CRACK!

 Step Teacher Activity Learner Activity
15
Use ashcards (to later add to word wall ) or pointer to introduce the
16
Warm Up: High HFW s for the week: near, tree, she, down Learners look at the word and say the word
Frequency as directed by the teacher.
Word Drill (Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
(2 minutes) are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1.
1. Letter sound Learners see the picture of the tap.
story Say, “We saw this picture of a tap a couple of weeks ago. What is the
(Phonemic rst sound in the word tap?” Learners show that they can identify the
Awareness) /t/ sound at the beginning of the word.
Ask, learners if they remember the action for /t/. Demonstrate how to
Letter: tt twist their hand like they are turning on a tap when they say /t/ sounds. Learners use a kinesthetic prompt of
Have learners practice the action and sound. twisting their hand like they are turning on
(3 minutes) a tap when they produce the /t/ sound.
Tell learners the sound story from Sequence 1, direct learners to twist
their hand like they are turning on a tap when they hear the /t/ sounds. Learners listen to the story for the /t/
sound.
Tim turns the tap for a taste of water. /t/t/t/

2. Letter Say, “We learned that the /t/ sound we have been making looks like this Learners see the new spelling symbols for
symbol and when we write it.” Point to the letters T t. the /t/ sound.
sound
Say, “Today, we will learn a new spelling for the /t/ sound.” Show new Learners write the new spelling symbol for
Letter: tt letters tt. “These letters also make the /t/ sound.” the /t/ sound in the air.

(3 minutes) Ask learners to trace the new spelling with you with their nger in the
air. Prompt them to make the sound while they form the letters in the air.

15
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
16
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Say, “Now we are going to sing a song to help us remember the /t/ sound Learners listen to the song once and then
with our new spelling tt. sing the song practicing the sound /t/.

I have the sound /t/t/ in my mouth

I have the sound /t/t/ in my mouth
I have the sound /t/t/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and twist their hand like they are turning twisting their hand like they are turning on
on a tap each time they sing the /t/ sound. a tap when they produce the /t/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the /t/ sound. As Learners listen to the individual
3. we read the words, I want you to listen for the /t/ sound and be ready to tell me if sounds in simple CVC or VC words
Segmenting you hear the /t/ at the beginning, middle or end of the word.” and indicate where they hear the /t/
and Blending sound.
Blend and segment each of the words written on the board or chart. Use the
(5 minutes) following techniques for each word: sitting putting cott
utt attend letting
1. Board Blending; using your nger or pointer make the rst sound, then the middle cutting kett attack
sound, blend the two sounds together. Make the middle sound and the ending
sound blend them together. Make the beginning, middle and ending sound, blend Learners look at CVCV, CVC, CV or
them together. VC words written and produce sounds
from the word in isolation and
2. Finger segmenting and blending, or blended together.

3. Arm segmenting and blending.

Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to practice words.
 blending and segmenting. Words at this level should be CVC, VC, or CV spelling
patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we learned. Learners look at a 3x3 grid of letters
Building These words can be real words or nonsense words. Let’s use the letters in this grid (known or newly introduced) and
to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and write the
word on the board. Practice orally blending the word both as you use the grid to s i ing
create it, and when you write it on the board. (See chalkboard preparation and p tt ck
“learner column” for grid.) c u a

Learners come up to the board and make words, or copy the grid (exercise book,
slate, air, buddy’s back or the ground) and create words on their own.

Step Teacher Activity Learner Activity

5. Blending
Practice Say, “Let’s practice sounding and reading some words from this week.”

(5 minutes) Practice sounding and reading decodable words and nonsense words
from Days 1 and 2 with learners. The emphasis with this activity
should be on uency, particularly accuracy and speed. Learners see teacher model making sounds.

Learners see teacher model blending sounds into

winning hugging letting attend
words.
running planning attack sitting
Learners see words blended.
jogging putting spinning nugget
Learners practice blending words.
Give learners opportunities to practice blending. (Call up individuals to
model, etc.)
 When the activity is nished, remove words from the board.

Step Teacher Activity Learner Activity

6. Dictation Say, “Now it is time for us to practice writing sounds and words that
we know.”
(10 minutes)
Instruct learners to take out their writing instruments (examples: Learners to take out their writing instruments.
slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the sound, I want Learners listen and write the letter symbol with
you to write it with all the spellings we know. The rst sound is /g/. Say their writing instrument as the teacher says it.
the sound. Now, write it. You have learned __ ways of writing sound
/g/.”

As learners are writing, look at what learners are writing and check for
accuracy. This is a good time to take note of any sounds that pupils are
struggling with.

It is important to give learners immediate feedback. Before moving to

the next sound, write the correct sound on the board so learners can
check their work.
Learners continue writing the letter symbols.
Say, “The sound is /g/. This is how we write the sound /g/. Did you
get it? The next way of writing /g/ is __. (continue for each way of
spelling). The next sound is /g/. Say the sound. Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in the week.
You can give the sounds in a di erent order than they were introduced
in the week.

Say, “Now let’s practice writing some words. The rst word is _____. Learners listen to the word.
 Say the word. Good. What sounds do you hear in the word ____?
(pupils answer) How many sounds do you hear in the word ____.

Step Teacher Activity Learner Activity

(pupils give answer) What is the rst sound? (pupils answer) Yes, the Learners say the beginning sound.
beginning sound is ____. What is the middle sound? (pupils answer). Learners say the middle sound.
Good, the middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word ____.”
Learners write the word.
As learners are writing, look at what learners are writing and check for
accuracy. This is a good time to take note of any sounds or words that
pupils are struggling with.

It is important to give learners immediate feedback. Before moving to

the next sound, write the correct sound on the board so learners can
check their work.

Say, “The word we are writing is ____. This is how we write the word
____.“ Sound and read the word as you write it on the board. “Is this Learners listen to the word.
the same as the word you wrote?” Learners see the word written.
Learners read the word aloud.
Pause as learners check that their written work matches what is on the Learners check to see if the word written on the
board. board matches the word written on their paper.

Say, “Correct your work, if needed.”

Learners rewrite misspelled words.
Repeat for each word for dictation.

Dictation Words
1. Begging
2. Running
3. Attend
4. Grinning
 5. Attack

Step Teacher Activity Learner Activity

Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
7. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(10 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
Do you see the biggest egg in the tree? The nest is sitting in the tree.
The mama is snuggling near the biggest egg in the tree. Do you see Nala
running? She is running to see the biggest egg. Nala is grinning. She is
planning an attack to get the biggest egg. The biggest egg is falling
down. CRACK!

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
 did ____ demonstrate for us today?”

Day 4
Week 2 Lesson Plan: Day 4—Class Story Letters: gg, nn, tt

Materials

Chalkboard or chart or markers

HFW ashcards for Zap!

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
17 18
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 19
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

17
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
18
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
19
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 2 Lesson Plan: Day 5—Story Writing Letters: gg, nn, tt

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 20
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”

20
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
 “Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.

Special Note: While learners are doing independent writing

use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S1_W02_GGNNTT_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

she running down egg

cutting tree winning
attack nugget biggest
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 3
Matrix
Sound-Symbol Sequence #2, Week 3

Sound-Spelling Picture Clue Sound Spelling Story Decodable Words High Frequency Decodable Passage
and Action Words
/r/ rr Rat (curl their The rat ran circles around Arrest, horrid, walk, says, why Miss Beth and Miss Sam walk on the
hands like a the room. /r/r/r/ terri c path, they see a blossom and an
growling insect that says, “Buzz!” Miss Beth
beast) likes to gossip. Miss Beth says to
Miss Sam, “Did you see the arrest of
Snake (wiggle Seven sneaky snakes slide Miss, mass, less, the boss?” She gossips so much that
arm side to slowly southward. /s/s/s/ boss, stress, mess, Miss Sam gets cross. “Gossip is
/s/ ss side like a cross, fuss, gossip, horrid! You must gossip less,” says
snake) bless, assist, Miss Sam. “Gossip is terri c! Why
blossom, chess, such a fuss?”
dress
Zipper (open Zack zips the zipper on his Buzz, zz, jazz *miss, blossom, cross, gossip, less,
/z/ zz and close a zany jacket as he zigzags fuss and buzz are teacher given
zipper while on the road. /z/z/z/ words on Day 1
making a
zipping sound)
 Rr
Sound Spelling Cards

/r/ as in rat
 S s
/s/ as in snake
 Z z
/z/ as in zipper
Day 1
Week 3 Lesson Plan: Day 1—Introduce New Letters Letters: rr

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Miss Beth and Miss Sam walk on the

a t e
path, they see a blossom and an insect
s rr i

f o c that says, “Buzz!” Miss Beth likes to

gossip. Miss Beth says to Miss Sam,

“Did you see the arrest of the boss?”

She gossips so much that Miss Sam gets

cross. “Gossip is horrid! You must

gossip less,” says Miss Sam. “Gossip is

terri c! Why such a fuss?”

 Step Teacher Activity Learner Activity
21
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
22
Frequency HFW s for the week: walk, says, why as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the rat.
1. Letter sound
story Say, “We saw this picture of a rat a couple of weeks ago. What is the Learners show that they can identify the /r/
(Phonemic rst sound in the word rat?” sound at the beginning of the word.
Awareness)
Ask, learners if they remember the action for r. Demonstrate how to Learners use a kinesthetic prompt of curling
Letter: rr curl their hands like a growling beast when they say /r/ sounds. Have their hands like a growling beast when they
learners practice the action and sound. produce the /r/ sound.
(5 minutes)
Tell learners the sound story from Sequence 1, direct learners to do curl Learners listen to the story for the /r/
their hands like a growling beast when they hear the /r/ sounds. sound.

The rat ran circles around the room. /r/r/r/

2. Letter symbol Say, “We learned that the /r/ sound we have been making looks like this Learners see the upper and lower case
and sound when we write it. ” Point to the letters R r. symbols for the /r/ sound.

Letter: rr Say, “Today, we will learn a new spelling for the /r/ sound.” Show new
letters rr. “These letters also make the /r/ sound.”

21
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
22
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
(5 minutes)
Ask learners to trace the new spelling with you with their nger in the Learners write the upper and lower case
air. Prompt them to make the sound while they form the letters in the symbol for the /r/ sound in the air.
air.

Say, “Now we are going to sing a song to help us remember the /r/ Learners listen to the song once and then
sound with our new spelling rr. sing the song practicing the sound /r/.

I have the sound /r/r/ in my mouth

I have the sound /r/r/ in my mouth
I have the sound /r/r/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and curl their hands like a growling beast curling their hands like a growling beast
each time they sing the /r/ sound. when they produce the /r/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /r/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /r/ sound and be ready to tell me if you hear the /r/ at the where they hear the /r/.
beginning, middle or end of the word.”
(5 minutes) arrest barrest barren
Blend and segment each of the words written on the board or chart. Use jerri horrid carrot
the following techniques for each word: correct plirrit terri c

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
 2. Finger segmenting and blending, or Learners sound out real and nonsense
words.
3. Arm segmenting and blending.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as a t e
you use the grid to create it, and when you write it on the board. (See s rr i
chalkboard preparation and “learner column” for grid.) f o c

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: miss, blossom, cross, gossip, less, fuss, buzz
5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”
Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

Miss Beth and Miss Sam walk on the path, they see a blossom and an
insect that says, “Buzz!” Miss Beth likes to gossip. Miss Beth says to
Miss Sam, “Did you see the arrest of the boss?” She gossips so much
that Miss Sam gets cross. “Gossip is horrid! You must gossip less,” says
Miss Sam. “Gossip is terri c! Why such a fuss?”

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 3 Lesson Plan: Day 2—Introduce New Letters Letters: ss

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Miss Beth and Miss Sam walk on the

s ch o
path, they see a blossom and an insect
f ss m

e l b that says, “Buzz!” Miss Beth likes to

gossip. Miss Beth says to Miss Sam,

“Did you see the arrest of the boss?”

She gossips so much that Miss Sam gets

cross. “Gossip is horrid! You must

gossip less,” says Miss Sam. “Gossip is

terri c! Why such a fuss?”

 Step Teacher Activity Learner Activity
23
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
24
Frequency HFW s for the week: walk, says, why as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the snake.
story
(Phonemic Say, “We saw this picture of a snake a couple of weeks ago. What is the Learners show that they can identify the /s/
Awareness) rst sound in the word snake?” sound at the beginning of the word.

Letter: ss Ask learners if they remember the action for /s/. Demonstrate how to Learners use a kinesthetic prompt of waving
wave one hand like a snake when they say /s/ sounds. Have learners one hand like a snake when they produce
(5 minutes) practice the action and sound. the /s/ sound.

Tell learners the sound story from Sequence 1, direct learners to wave Learners listen to the story for the /s/
one hand like a snake when they hear the /s/ sounds. sound.

Seven sneaky snakes slide slowly southward. /s/s/s/

23
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
24
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

Say, “We learned that the /s/ sound we have been making looks like this
2. Letter symbol when we write it.” Point to the letters S s.
and sound
Say, “Today, we will learn a new spelling for the /s/ sound.” Show new
Letter: ss letters ss. “These letters also make the /s/ sound.”
Learners see the new spelling symbols for
(5 minutes) Ask learners to trace the new spelling with you with their nger in the the /s/ sound.
air. Prompt them to make the sound while they form the letters in the
air. Learners write the new spelling symbol for
the /s/ sound in the air.
Say, “Now we are going to sing a song to help us remember the /s/
sound with our new spelling ss.
Learners listen to the song once and then
I have the sound /s/s/ in my mouth sing the song practicing the sound /s/.
I have the sound /s/s/ in my mouth
I have the sound /s/s/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and wave one hand like a snake each time
they sing the /s/ sound. Learners do the kinesthetic prompt of
waving one hand like a snake when they
Repeat the song 3 times. produce the /s/ sound.
3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /s/ sound. As we read the words, I want you to listen for the /s/ sound simple CVC or VC words and indicate
and be ready to tell me if you hear the /s/ at the beginning, middle or where they hear the /s/ sound.
(5 minutes) end of the word.”
mess hiss blossom
Blend and segment each of the words written on the board or chart. Use oss chess stossa
the following techniques for each word: mrass gossip classic

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.

2. Finger segmenting and blending, or

Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

Step Teacher Activity Learner Activity

Say, “Now we are going to make some words using the sounds that we
learned. These words can be real words or nonsense words. Let’s use the
4. Word letters in this grid to make words.” Learners look at a 3x3 grid of letters
Building (known or newly introduced) and
Model making one CVC word, use the pointer to point to each letter and construct CVC, CV, or VC words both
(5 minutes) write the word on the board. Practice orally blending the word both as orally and in writing.
you use the grid to create it, and when you write it on the board. (See
chalkboard preparation and “learner column” for grid.) s ch o
f ss m
 Invite learners to come up to the board and make words, or to copy the e l b
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: buzz
When these words come up in the passage, the teacher reads them
5. Decodable uently (do NOT sound them out) for the learners.
Passage
Say, “Now we are going to look at our story from yesterday. There are
(5 minutes) some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After Learners listen to the teacher Think Aloud
blending a word once, you do not need to do so again in the passage. as s/he models sounding out words in the
sentences.
Words which are now decodable: miss, blossom, cross, gossip, less, fuss
Say, “Now let’s read the whole passage together.” Learners practice sounding out the words
with the teacher.
Read the passage with learners using choral reading. If learners
struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.
Learners read with expression and
Reread the passage a couple of times, encouraging di erent accuracy.
combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

Miss Beth and Miss Sam walk on the path, they see a blossom and an
insect that says, “Buzz!” Miss Beth likes to gossip. Miss Beth says to
Miss Sam, “Did you see the arrest of the boss?” She gossips so much
that Miss Sam gets cross. “Gossip is horrid! You must gossip less,” says
Miss Sam. “Gossip is terri c! Why such a fuss?”

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 3 Lesson Plan: Day 3—Review New or Familiar Letters Letters: zz

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:
Letter Word Building Dictation Decodable Passage

Sounds Miss Beth and Miss Sam walk on the

b u k
1. path, they see a blossom and an insect
l zz s 2.
3.
j i f that says, “Buzz!” Miss Beth likes to
4.

Words gossip. Miss Beth says to Miss Sam,

1.
2. “Did you see the arrest of the boss?”
3.
4. She gossips so much that Miss Sam gets
5.
cross. “Gossip is horrid! You must

gossip less,” says Miss Sam. “Gossip is

terri c! Why such a fuss?”

 Step Teacher Activity Learner Activity
25 26
Use ashcards (to later add to word wall ) or pointer to introduce the HFW s
Warm Up: High for the week: walk, says, why Learners look at the word and say
Frequency the word as directed by the
Word Drill (Remember drilling HFWs is one of the times it is appropriate for teachers to teacher.
encourage learners to memorize. The selected words drilled are used in the
(2 minutes) decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original spelling from
Sequence 1. Learners see the picture of the
1. Letter sound zipper.
story Say, “We saw this picture of a zipper a couple of weeks ago. What is the rst
(Phonemic sound in the word zipper?” Learners show that they can
Awareness) identify the /z/ sound at the
Ask learners if they remember the action for /z/. Demonstrate how to pretend to beginning of the word.
Letter: zz zip a zipper when they say /z/ sounds. Have learners practice the action and
sound. Learners use a kinesthetic prompt
(3 minutes) of pretending to zip a zipper when
Tell learners the sound story from Sequence 1, direct learners to pretend to zip a they produce the /z/ sound.
zipper when they hear the /z/ sounds.
Learners listen to the story for the
/z/ sound.
Zack zips the zipper on his zany jacket as he zigzags on the road. /z/z/z/

25
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
26
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
2. Letter Say, “We learned that the /z/ sound we have been making looks like this when we Learners see the new spelling
symbol and write it.” Point to the letters Z z. symbols for the /z/ sound.
sound
Say, “Today, we will learn a new spelling for the /z/ sound.” Show new letters zz. Learners write the new spelling
Letter: zz “These letters also make the /z/ sound.” symbol for the /z/ sound in the air.

(3 minutes) Ask learners to trace the new spelling with you with their nger in the air. Prompt
them to make the sound while they form the letters in the air.
Say, “Now we are going to sing a song to help us remember the /z/ sound with
our new spelling zz. Learners listen to the song once
and then sing the song practicing
I have the sound /z/z/ in my mouth the sound /z/.
I have the sound /z/z/ in my mouth
I have the sound /z/z/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and pretend to zip a zipper each time they sing the
/z/ sound. Learners do the kinesthetic prompt
of pretending to zip a zipper when
Repeat the song 3 times. they produce the /z/ sound.
 Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the /z/ sound. As we Learners listen to the individual
3. read the words, I want you to listen for the /z/ sound and be ready to tell me if you hear sounds in simple CVC or VC
Segmenting the /z/ at the beginning, middle or end of the word”. words and indicate where they
and Blending hear the /z/ sound.
Blend and segment each of the words written on the board or chart. Use the following
(5 minutes) techniques for each word: buzz snizz jazz
fuzz pwuzz frizz
1. Board Blending; using your nger or pointer make the rst sound, then the middle klazz buzzcut mozzarella
sound, blend the two sounds together. Make the middle sound and the ending sound
blend them together. Make the beginning, middle and ending sound, blend them Learners look at CVCV, CVC, CV
together. or VC words written and
produce sounds from the word
2. Finger segmenting and blending, or in isolation and blended
together.
3. Arm segmenting and blending.

Note: There should be 6 real words and 3 nonsense words for learners to practice Learners sound out real and
blending and segmenting. Words at this level should be CVC, VC, or CV spelling nonsense words.
patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we learned. These Learners look at a 3x3 grid of
Building words can be real words or nonsense words. Let’s use the letters in this grid to make letters (known or newly
words.” introduced) and construct CVC,
(5 minutes) CV, or VC words both orally and
Model making one CVC word, use the pointer to point to each letter and write the word in writing.
on the board. Practice orally blending the word both as you use the grid to create it, and
when you write it on the board. (See chalkboard preparation and “learner column” for b u k
grid.) l zz s
j i f
Learners come up to the board and make words, or copy the grid (exercise book, slate,
 air, buddy’s back or the ground) and create words on their own.

Step Teacher Activity Learner Activity

5. Blending Say, “Let’s practice sounding and reading some words from Learners see teacher model making sounds.
Practice this week.” Learners see teacher model blending sounds into words.

(5 minutes) Practice sounding and reading decodable words and

nonsense words from Days 1 and 2 with learners. The
emphasis with this activity should be on uency, particularly
accuracy and speed.

buzz miss carrot oss

horrid klazz mrass terri c

blossom barren snizz classic

Learners see words blended.
Learners practice blending words.
Give learners opportunities to practice blending. (Call up
individuals to model, etc.)

When the activity is nished, remove words from the board.

 Step Teacher Activity Learner Activity

6. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol with their
sound, I want you to write it. The rst sound is /z/. Say the writing instrument as the teacher says it.
sound. Now, write it. ”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /z/. This is how we write the sound /z/. Learners continue writing the letter symbols.
Did you get it? The next sound is /z/. Say the sound. Now,
write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Hiss
2. Fuzz
3. Arrest
4. Gossip
5. Correct
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
7. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(10 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
Miss Beth and Miss Sam walk on the path, they see a blossom and an
insect that says, “Buzz!” Miss Beth likes to gossip. Miss Beth says to
Miss Sam, “Did you see the arrest of the boss?” She gossips so much
that Miss Sam gets cross. “Gossip is horrid! You must gossip less,” says
Miss Sam. “Gossip is terri c! Why such a fuss?”

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 3 Lesson Plan: Day 4—Class Story Letters: rr, ss, zz

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap!

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
27 28
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 29
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

27
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
28
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
29
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 3 Lesson Plan: Day 5—Story Writing Letters: rr, ss, zz

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 30
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”

30
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
 “Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.

Special Note: While learners are doing independent writing

use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool

S2_W03_RRSSZZ_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

jazz boss walk arrest

says buzz mess why
blossom terri c zz
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
Week 4
Matrix
Sound-Symbol Sequence #2, Week 4

Sound- Picture Sound Decodable Words High Decodable Passage

Spelling Clue and Spelling Frequency
Action Story Words

/p/ pp Popcorn Put the Clapping, nd, could, The hopping rabbit wants a mop to
(bring their popcorn in skipping, hopping, how, will go mopping. The rabbit went
nger tips the pot. mopping, hopping to go shopping. But the
together Watch it shopping, rabbit could not nd a mop to go
and pop pop, pop,
stepping, mopping. The mop was hidden
apart) pop! /p/p/p/
chopping, from the hopping rabbit. It is odd
appendix that the rabbit could not nd the
mop. How will the rabbit do his
/d/ dd Dog (make Daddy’s dog Add, adding, odd, mopping?
both hands digs deep hidden
like paws ditches in the
*rabbit, hidden, odd is a teacher
and do a dirt. /d/d/d/
digging given word on Day 1
motion)

/b/ bb Ball I bounce the Rubbing, rubbish,

(pretend to ball with my rabbit
bounce a big brother.
ball with /b/b/b/
one hand)
Sequence #2, Week 4 (pp, dd, bb)
 Pp
Sound Spelling Cards

/p/ as in popcorn
 Dd
/d/ as in dog
 Bb
/b/ as in ball
Day 1
Week 4 Lesson Plan: Day 1—Introduce New Letters Letters: pp

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

The hopping rabbit wants a mop to

k t o
go mopping. The rabbit went
i pp e

sh ing cl hopping to go shopping. But the

rabbit could not nd a mop to go

mopping. The mop was hidden from

the hopping rabbit. It is odd that the

rabbit could not nd the mop. How

will the rabbit do his mopping?

 Step Teacher Activity Learner Activity
31
Use ashcards (to later add to word wall ) or pointer to introduce the
32
Warm Up: High HFW s for the week: nd, could, how, will Learners look at the word and say the word
Frequency as directed by the teacher.
Word Drill (Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
(3 minutes) are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the popcorn.
1. Letter sound
story Say, “We saw this picture of popcorn a couple of weeks ago. What is the Learners show that they can identify the /p/
(Phonemic rst sound in the word popcorn?” sound at the beginning of the word.
Awareness)
Ask, learners if they remember the action for /p/. Demonstrate how to Learners use a kinesthetic prompt of
Letter: pp bring their ngertips together and pop them apart when they say /p/ bringing their ngertips together and
sounds. Have learners practice the action and sound. popping them apart when they produce the
(5 minutes) /p/ sound.
Tell learners the sound story from Sequence 1, direct learners to bring
their ngertips together and pop them apart when they hear the /p/ Learners listen to the story for the /p/
sounds. sound.

Put the popcorn in the pot. Watch it pop, pop, pop! /p/p/p/

2. Letter symbol Say, “We learned that the /p/ sound we have been making looks like this Learners see the upper and lower case
and sound when we write it.” Point to the letters Pp. symbols for the /pp/ sound.

Say, “Today, we will learn a new spelling for the /p/ sound.” Show new

31
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
32
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
Letter: pp letters pp. “These letters also make the /p/ sound.”

(5 minutes) Ask learners to trace the new spelling with you with their nger in the Learners write the upper and lower case
air. Prompt them to make the sound while they form the letters in the symbol for the /pp/ sound in the air.
air.

Say, “Now we are going to sing a song to help us remember the /p/ Learners listen to the song once and then
sound with our new spelling pp. sing the song practicing the sound /p/.

I have the sound /p/p/ in my mouth

I have the sound /p/p/ in my mouth
I have the sound /p/p/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and bring their ngertips together and bringing their ngertips together and pop
pop them apart each time they sing the /p/ sound. them apart when they produce the /p/
sound.
Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /pp/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /pp/ sound and be ready to tell me if you hear the /pp/ at where they hear the /pp/.
the beginning, middle or end of the word”.
(5 minutes) clapping skipping mipping
Blend and segment each of the words written on the board or chart. Use stepping hupping appendix
the following techniques for each word: dipping shopping dapping

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
 middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as k t o
you use the grid to create it, and when you write it on the board. (See i pp e
chalkboard preparation and “learner column” for grid.) sh ing cl

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: rabbit, odd, hidden

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”
Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

The hopping rabbit wants a mop to go mopping. The rabbit went

hopping to go shopping. But the rabbit could not nd a mop to go
mopping. The mop was hidden from the hopping rabbit. It is odd that the
rabbit could not nd the mop. How will the rabbit do his mopping?
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 4 Lesson Plan: Day 2—Introduce New Letters Letters: dd

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

The hopping rabbit wants a mop to

s o h
go mopping. The rabbit went
t dd ing

a n e hopping to go shopping. But the

rabbit could not nd a mop to go

mopping. The mop was hidden from

the hopping rabbit. It is odd that the

rabbit could not nd the mop. How

will the rabbit do his mopping?

 Step Teacher Activity Learner Activity
33
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
34
Frequency HFW s for the week: nd, could, how, will as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the dog.
story
(Phonemic Say, “We saw this picture of a dog a couple of weeks ago. What is the Learners show that they can identify the
Awareness) rst sound in the word dog?” /d/ sound at the beginning of the word.

Letter: dd Ask, learners if they remember the action for /d/. Demonstrate how to Learners use a kinesthetic prompt of making
make their hands like paws and do a digging motion when they say /d/ their hands like paws and doing a digging
(5 minutes) sounds. Have learners practice the action and sound. motion when they produce the /d/ sound.

Tell learners the sound story from Sequence 1, direct learners to make Learners listen to the story for the /d/
their hands like paws and do a digging motion when they hear the /d/ sound.
sounds.

Daddy’s dog digs deep ditches in the dirt. /d/d/d/

2. Letter symbol Say, “We learned that the /d/ sound we have been making looks like this Learners see the new spelling symbols for
and sound when we write it. ” Point to the letters Dd. the /d/ sound.

33
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
34
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
Letter: dd Say, “Today, we will learn a new spelling for the /d/ sound.” Show new
letters dd. “These letters also make the /d/ sound.”
(5 minutes) Learners write the new spelling symbol for
Ask learners to trace the new spelling with you with their nger in the the /d/ sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.
Say, “Now we are going to sing a song to help us remember the /d/ Learners listen to the song once and then
sound with our new spelling dd. sing the song practicing the sound /d/.

I have the sound /d/d/ in my mouth

I have the sound /d/d/ in my mouth
I have the sound /d/d/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and make their hands like paws and do a making their hands like paws and do a
digging motion each time they sing the /d/ sound. digging motion when they produce the /d/
sound.
Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /d/ sound. As we read the words, I want you to listen for the /d/ sound simple CVC or VC words and indicate
and Blending and be ready to tell me if you hear the /d/ at the beginning, middle or where they hear the /d/ sound.
end of the word.”
(5 minutes) add adding odd
Blend and segment each of the words written on the board or chart. Use hidden shedding quodd
the following techniques for each word: bidden nodding pinedd

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
 2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s o h
you use the grid to create it, and when you write it on the board. (See t dd ing
chalkboard preparation and “learner column” for grid.) a n e

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: rabbit
When these words come up in the passage, the teacher reads them
5. Decodable uently (do NOT sound them out) for the learners.
Passage
Say, “Now we are going to look at our story from yesterday. There are
(5 minutes) some words we can now blend using our new sounds from today.”
Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After Learners listen to the teacher Think Aloud
blending a word once, you do not need to do so again in the passage. as s/he models sounding out words in the
sentences.
Words which are now decodable: hidden, odd
Learners practice sounding out the words
Say, “Now let’s read the whole passage together.” with the teacher.

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage. Learners read with expression and
accuracy.
Reread the passage a couple of times, encouraging di erent
combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

The hopping rabbit wants a mop to go mopping. The rabbit went

hopping to go shopping. But the rabbit could not nd a mop to go
mopping. The mop was hidden from the hopping rabbit. It is odd that the
rabbit could not nd the mop. How will the rabbit do his mopping?
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 4 Lesson Plan: Day 3—Review New or Familiar Letters Letters: bb

Materials
Chalkboard or chart
HFW Cards

Chalkboard Preparation:
Letter Word Building Dictation Decodable Passage

Sounds The hopping rabbit wants a mop to

a r t
1.
2.
go mopping. The rabbit went
ing bb u
3.
ish cl t 4. hopping to go shopping. But the

Words rabbit could not nd a mop to go

1.
2.
3. mopping. The mop was hidden from
4.
5. the hopping rabbit. It is odd that the

rabbit could not nd the mop. How

will the rabbit do his mopping?

Step Teacher Activity Learner Activity

 35
Use ashcards (to later add to word wall ) or pointer to introduce the
36
Warm Up: HFW s for the week: nd, could, how, will Learners look at the word and say the word
High as directed by the teacher.
Frequency (Remember drilling HFWs is one of the times it is appropriate for
Word Drill teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)
(2 minutes)
Show learners the sound card featuring the picture clue and original
spelling from Sequence 1.
1. Letter Learners see the picture of the ball.
sound story Say, “We saw this picture of a ball a couple of weeks ago. What is the
(Phonemic rst sound in the word ball?” Learners show that they can identify the /b/
Awareness) sound at the beginning of the word.
Ask, learners if they remember the action for /b/. Demonstrate how to
Letter: bb pretend to bounce a ball with one hand when they say /b/ sounds. Have Learners use a kinesthetic prompt of
learners practice the action and sound. pretending to bounce a ball with one hand
(3 minutes) when they produce the /b/ sound.
Tell learners the sound story from Sequence 1, direct learners to pretend
to bounce a ball with one hand when they hear the /b/ sounds. Learners listen to the story for the /b/
sound.
I bounce the ball with my big brother. /b/b/b/

2. Letter Say, “We learned that the /b/ sound we have been making looks like this Learners see the new spelling symbols for
symbol and when we write it. ” Point to the letters Bb. the /b/ sound.
sound
Say, “Today, we will learn a new spelling for the /b/ sound.” Show new
Letter: bb letters bb. “These letters also make the /b/ sound.” Learners write the new spelling symbol for
the /b/ sound in the air.
(3 minutes) Ask learners to trace the new spelling with you with their nger in the air.
Prompt them to make the sound while they form the letters in the air.
Say, “Now we are going to sing a song to help us remember the /b/ sound Learners listen to the song once and then

35
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
36
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 with our new spelling bb. sing the song practicing the sound /b/.

I have the sound /b/b/ in my mouth

I have the sound /b/b/ in my mouth
I have the sound /b/b/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and pretend to bounce a ball with one hand pretending to bounce a ball with one hand
each time they sing the /b/ sound. when they produce the /b/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the /b/ Learners listen to the individual sounds in
3. Segmenting sound. As we read the words, I want you to listen for the /b/ sound and simple CVC or VC words and indicate
and Blending be ready to tell me if you hear the /b/ at the beginning, middle or end of where they hear the /d/ sound.
the word.”
(5 minutes) rubbing shabbic rabbit
Blend and segment each of the words written on the board or chart. Use clubbing tabbish libbit
the following techniques for each word: dabbing probbit rubbish

1. Board Blending; using your nger or pointer make the rst sound, then Learners look at CVCV, CVC, CV or VC
the middle sound, blend the two sounds together. Make the middle words written and produce sounds from
sound and the ending sound blend them together. Make the beginning, the word in isolation and blended
middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)
4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as a r i
you use the grid to create it, and when you write it on the board. (See ing bb u
chalkboard preparation and “learner column” for grid.) ish cl t

Learners come up to the board and make words, copy the grid (exercise
book, slate, air, buddy’s back orground) and create words on their own.

Step Teacher Activity Learner Activity

5. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

stepping hidden adding libbit

mipping rabbit nodding clapping

rubbing appendix chopping pinedd

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

6. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol with their
sound, I want you to write it. The rst sound is /p/. Say the writing instrument as the teacher says it.
sound. Now, write it. ”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /p/. This is how we write the sound /p/. Learners continue writing the letter symbols.
Did you get it? The next sound is /d/. Say the sound. Now,
write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Odd
2. Skipping
3. Rubbish
4. Bidden
5. Dipping
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
7. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(10 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

The hopping rabbit wants a mop to go mopping. The rabbit went

hopping to go shopping. But the rabbit could not nd a mop to go
mopping. The mop was hidden from the hopping rabbit. It is odd that the
rabbit could not nd the mop. How will the rabbit do his mopping?

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.
Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 4 Lesson Plan: Day 4—Class Story Letters: pp, dd, bb

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
37 38
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 39
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

37
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
38
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
39
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 4 Lesson Plan: Day 5—Story Writing Letters: pp, dd, bb

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 40
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”

40
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
 “Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.

Special Note: While learners are doing independent writing

use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W04_PPDDBB_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

rubbish could shopping

nd hidden will skipping
how adding rabbit add
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)

Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 5

Matrix
Sound-Symbol Sequence #2, Week 5

Sound- Picture Clue and Sound Spelling Decodable Words High Frequency Decodable Passage
Spelling Action Story Words
/ch/ tch Chicken (putting The cheeping Catch, hatch, pitch, There, people, The people come to watch when there
their hands chicken has no chin. fetch, batch, witch, come, time is a match on the pitch. The men kick
under the arms /ch/ch/ch/ crutch, hitch, itch, the ball with a whack. The people
and apping) match, stretch, watch the boss snatch the ball. What
scratch, snatch, stitch, man will fetch the ball back? The boss
switch whips the ball across the pitch, then
/w/ wh Water (make When, whisk, whi , stops to scratch an itch.
Wet your hands
two palms full with warm water whip, whack, what
and rub them *when, whack, what, and whip are
when you wash.
together, as if teacher given words on Day 1
/w/w/w/
washing hands)
 Ch ch
Sound Spelling Cards

/ch/ as in chicken
 Ww
/w/ as in water
Day 1
Week 7 Lesson Plan: Day 1—Introduce New Letters Letters: tch

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

The people come to watch when

s w i
there is a match on the pitch. The
e f c

a m tch men kick the ball with a whack. The

people watch the boss snatch the

ball. What man will fetch the ball

back? The boss whips the ball across

the pitch, then stops to scratch an

itch.
 Step Teacher Activity Learner Activity
41
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
42
Frequency HFW s for the week: there, people, come, time as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the chicken.
1. Letter sound
story Say,“We saw this picture of a chicken a couple of weeks ago. What is Learners show that they can identify the
(Phonemic the rst sound in the word chicken?” /ch/ sound at the beginning of the word.
Awareness)
Ask, learners if they remember the action for /ch/. Demonstrate how to Learners use a kinesthetic prompt of
Letter: tch put their hands under the arms and ap when they say /ch/ sounds. putting their hands under the arms and
Have learners practice the action and sound. apping when they produce the /ch/ sound.
(5 minutes)
Tell learners the sound story from Sequence 1, direct learners to put Learners listen to the story for the /ch/
their hands under the arms and ap when they hear the /ch/ sounds. sound.

The cheeping chicken has no chin. /ch/ch/ch/

2. Letter symbol Say,“We learned that the /ch/ sound we have been making looks like Learners see the symbol for the /ch/ sound.
and sound this when we write it.” Point to the letters ch.

Letter: tch Say, “Today, we will learn a new spelling for the /ch/ sound.” Show new
letters tch. “These letters also make the /ch/ sound.”
(5 minutes) Learners write the new symbol for the /ch/

41
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
42
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Ask learners to trace the new spelling with you with their nger in the sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.

Say, “Now we are going to sing a song to help us remember the /ch/ Learners listen to the song once and then
sound with our new spelling tch. sing the song practicing the sound /ch/.

I have the sound /ch/ch/ in my mouth

I have the sound /ch/ch/ in my mouth
I have the sound /ch/ch/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of put
Prompt learners to sing along and put their hands under their arms and their hands under their arms and apping
ap each time they sing the /ch/ sound. when they produce the /ch/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /ch/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /ch/ sound and be ready to tell me if you hear the /ch/ at where they hear the /ch/.
the beginning, middle or end of the word.”
(5 minutes) fetch catch latch
Blend and segment each of the words written on the board or chart. Use vitch switch smitch
the following techniques for each word: crutch stretch snatch

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
 Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s w i
you use the grid to create it, and when you write it on the board. (See e f c
chalkboard preparation and “learner column” for grid.) a m tch

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: when, whack, what, whip

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

The people come to watch when there is a match on the pitch. The men
kick the ball with a whack. The people watch the boss snatch the ball.
What man will fetch the ball back? The boss whips the ball across the
pitch, then stops to scratch an itch.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 6 Lesson Plan: Day 2—Introduce New Letters Letters: wh

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

The people come to watch when

wh i p
there is a match on the pitch. The
a t s

ck k men kick the ball with a whack. The

people watch the boss snatch the

ball. What man will fetch the ball

back? The boss whips the ball across

the pitch, then stops to scratch an

 itch.

Step Teacher Activity Learner Activity

43
Use ashcards (to later add to word wall ) or pointer to introduce the
44
Warm Up: High HFW s for the week: there, people, come, time Learners look at the word and say the word
Frequency as directed by the teacher.
Word Drill (Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
(3 minutes) are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the water.
story
(Phonemic Say, “We saw this picture of water a couple of weeks ago. What is the Learners show that they can identify the
Awareness) rst sound in the word water?” /w/ sound at the beginning of the word.

Letter: wh Ask, learners if they remember the action for /w/. Demonstrate how to Learners use a kinesthetic prompt of making
make two palms full and rub them together, as if washing their hands, their two palms full and rubbing them
(5 minutes) when they say /w/ sounds. Have learners practice the action and sound. together, as if washing their hands, when
they produce the /w/ sound.
Tell learners the sound story from Sequence 1, direct learners to make
their two palms full and rub them together, as if washing their hands, Learners listen to the story for the /w/
when they hear the /w/ sounds. sound.

Wet your hands with warm water when you wash. /w/w/w/

43
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
44
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
2. Letter symbol Say, “We learned that the /w/ sound we have been making looks like Learners see the new spelling symbols for
and sound this when we write it.” Point to the letters W w. the /w/ sound.

Letter: wh Say, “Today, we will learn a new spelling for the /w/ sound.” Show new
letters wh. “These letters also make the /w/ sound.”
(5 minutes) Learners write the new spelling symbol for
Ask learners to trace the new spelling with you with their nger in the the /w/ sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.
Say, “Now we are going to sing a song to help us remember the /w/ Learners listen to the song once and then
sound with our new spelling tch. sing the song practicing the sound /w/.

I have the sound /w/w/ in my mouth

I have the sound /w/w/ in my mouth
I have the sound /w/w/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)
Learners do the kinesthetic prompt of
Prompt learners to sing along and make their two palms full and rub making their two palms full and rubbing
them together, as if washing their hands, each time they sing the /w/ them together, as if washing their hands,
sound. when they produce the /w/ sound.

Repeat the song 3 times.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /w/ sound. As we read the words, I want you to listen for the /w/ sound simple CVC or VC words and indicate
and Blending and be ready to tell me if you hear the /w/ at the beginning, middle or where they hear the /w/ sound.
end of the word.”
(5 minutes) when whav what
Blend and segment each of the words written on the board or chart. Use whok whip whi
the following techniques for each word: whug whisk whack
When, whisk, whi , whip, whack, what
 1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as wh i p
you use the grid to create it, and when you write it on the board. (See a t s
chalkboard preparation and “learner column” for grid.) ck k

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A

5. Decodable Say, “Now we are going to look at our story from yesterday. There are
Passage some words we can now blend using our new sounds from today.”
(5 minutes) Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After
blending a word once, you do not need to do so again in the passage.
Learners listen to the teacher Think Aloud
Words which are now decodable: when, whack, what, whip as s/he models sounding out words in the
sentences.
Say, “Now let’s read the whole passage together.”
Learners practice sounding out the words
Read the passage with learners using choral reading. If learners with the teacher.
struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.

Reread the passage a couple of times, encouraging di erent Learners read with expression and
combinations of learners to read (for example: boys only, girls only; accuracy.
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

The people come to watch when there is a match on the pitch. The men
kick the ball with a whack. The people watch the boss snatch the ball.
What man will fetch the ball back? The boss whips the ball across the
pitch, then stops to scratch an itch.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 5 Lesson Plan: Day 3—Review New or Familiar Letters Letters: tch, wh

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds The people come to watch when

1. 3.
there time come
2. 4.
there is a match on the pitch. The
people
men kick the ball with a whack. The
Words
1. people watch the boss snatch the
2.
when itch whack 3.
4. ball. What man will fetch the ball
match cack stretch 5.
back? The boss whips the ball across
hatch witch whep

the pitch, then stops to scratch an

itch.
 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to review the
Frequency Word HFWs for the week: there, people, come, time Learners look at the word and say the word as
Drill directed by the teacher.
In addition to HFWs, also review previously taught sounds.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2
Symbol Review Learners look at letter card.
Remind learners of the chant for each sound taught, along with the Learners listen to letter story.
(10 minutes) name of the letter, sound, and movement. Learners repeat letter story.
Learners do kinesthetic prompt for letter as
Say, “This week we heard sentences that help us remember our new they say letter story.
sounds. These letters make the sound /ch/. Look at this card and
listen to the sentence.” (Learners repeat above for each letter story.)

The cheeping chicken has no chin. /ch/ch/ch/ Learners answer teacher questions asked about
each letter and letter story.
Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters.

Wet your hands with warm water when you wash. /w/w/w/ Learners draw the letter symbol in the air as
they say the letter name.
Take about 3 minutes to point and drill, prompting learners to give
you the sound of the symbol as you point to the letters at random. Learners do kinesthetic action that goes with
each letter as they say the letter sound.
 Step Teacher Activity Learner Activity

Prompt learners to sing the letter sound song with all the letters Learners sing the letter sound song.
covered this week.

I have the sound /ch/ch/ in my mouth

I have the sound /w/w/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

2. Blending Say, “Let’s practice sounding and reading some words from this
Practice week.”

(5 minutes) Practice sounding and reading decodable words and nonsense words Learners see teacher model making sounds.
from Days 1 and 2 with learners. The emphasis with this activity Learners see teacher model blending sounds
should be on uency, particularly accuracy and speed. into words.

whisk match when smitch

vitch whip snatch whug

hitch crutch whav whack Learners see words blended.

Give learners opportunities to practice blending. (Call up individuals

Learners practice blending words.
to model, etc.)

When the activity is nished, remove words from the board.

 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and words that
we know.” Learners to take out their writing instruments.
(10 minutes)
Instruct learners to take out their writing instruments (examples:
slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the sound, I
want you to write it with all the spellings we know. The rst sound is Learners listen and write the letter symbol in
/ch/. Say the sound. Now, write it. You have learned __ ways of their writing instrument as the teacher says it.
writing sound /ch/.”

As learners are writing, look at what learners are writing and check
for accuracy. This is a good time to take note of any sounds that
pupils are struggling with.

It is important to give learners immediate feedback. Before moving

to the next sound, write the correct sound on the board so learners
can check their work.

Say, “The sound is /ch/. This is how we write the sound /ch/. Did Learners continue writing the letter symbols.
you get it? The next way of writing /ch/ is __. (continue for each
way of spelling). The next sound is /w/. Say the sound. Now, write
it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in the
week. You can give the sounds in a di erent order than they were
introduced in the week.

Say, “Now let’s practice writing some words. The rst word is Learners listen to the word.
_____. Say the word. Good. What sounds do you hear in the word
Step Teacher Activity Learner Activity

____? (pupils answer) How many sounds do you hear in the word Learners say the beginning sound.
____. (pupils give answer) What is the rst sound? (pupils answer) Learners say the middle sound.
Yes, the beginning sound is ____. What is the middle sound? (pupils Learners say the ending sound.
answer). Good, the middle sound is ___. What is the ending sound?
(pupils answer) Yes! The ending sound is ___. Now write the word Learners write the word.
____.”

As learners are writing, look at what learners are writing and check
for accuracy. This is a good time to take note of any sounds or
words that pupils are struggling with.
It is important to give learners immediate feedback. Before moving
to the next sound, write the correct sound on the board so learners
can check their work.

Say, “The word we are writing is ____. This is how we write the Learners listen to the word.
word ____.“ Sound and read the word as you write it on the board. Learners see the word written.
“Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the
Pause as learners check that their written work matches what is on board matches the word written on their paper.
the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Whip
2. Snatch
3. When
4. Pitch
5. Whisk
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

The people come to watch when there is a match on the pitch. The men
kick the ball with a whack. The people watch the boss snatch the ball.
What man will fetch the ball back? The boss whips the ball across the
pitch, then stops to scratch an itch.

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 4 Lesson Plan: Day 4—Class Story Letters: tch, wh

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
45 46
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 47
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

45
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
46
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
47
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 5 Lesson Plan: Day 5—Story Writing Letters: tch, wh

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 48
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

48
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W05_TCHWH_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

people what there whip

fetch time whisk come
there pitch whi stretch
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)

Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 6
Matrix
Sound-Symbol Sequence #2, Week 6

Sound-Spelling Picture Sound Spelling Decodable High Decodable Passage

Clue and Story Words Frequency
Action Words
Pray (Put On Sunday play, hay, May, her, does, The queen is on holiday at the bay in May.
hands they go to day, Sunday, know, where The queen can see the bay is gray. The
together pray before clay, stay, stray, queen has lost her way. She can see three
/ay/ ay like you they may play. way, bray, stray sheep as they feed on hay, but does
are /ay/ay/ay/ crayon, display, not know where they stay.
praying) essay, gray,
holiday, lay, pay *queen, see, three, sheep, and feed are
spray, sway, teacher given words on Day 1
pray
Teeth Keep your sheep, cheek,
(smile big teeth neat and bee, teeth, feed,
to show clean. seen, seed, feet,
o your /ee/ee/ee/ peel, deed, keep,
/ee/ ee teeth) weed, queen,
speed, sixteen,
meet, tree, see,
three, bleed,
wheel, free, feel,
greet, sweep,
deep
Sound Spelling Cards

ay
/ay/ as in pray
 ee
/ee/ as in teeth
Day 1
Week 6 Lesson Plan: Day 1—Introduce New Letters Letters: ay

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

The queen is on holiday at the bay in

c l d
May. The queen can see the bay is
s t n

p r ay gray. The queen has lost her way.

She can see three stray sheep as they

feed on hay, but does not know

where they stay.

 Step Teacher Activity Learner Activity
49
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
50
Frequency HFW s for the week: her, does, know, where as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Ask learners to look at the picture of the sound.

1. Letter sound Learners see the picture of the praying.
story Say, “This is a picture of someone praying. What is the last sound in the
(Phonemic word pray?” Learners show that they can identify the
Awareness) /ay/ sound at the end of the word.
Direct learners to make the sound with you. Demonstrate how to put
Letter: ay their hands together like they are praying when they say /ay/ sounds. Learners use a kinesthetic prompt of
putting their hands together like they are
(5 minutes) Ask learners to listen to the following story: praying when they produce the /ay/ sound.

On Sunday, they go to pray before they may play. /ay/ay/ay/ Learners listen to the story for the /ay/
sound.
Repeat the story several times and ask learners to listen for the /ay/
sound. Ask them to show you on their ngers how many times they hear
the /ay/ sound. Learners show on their ngers how many
times they heard the sound /ay/.
Direct learners to say the story along with you, putting their hands
together like they are praying when they say /ay/ sounds.

49
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
50
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ay/ sound we have been making looks like this when we write Learners see the symbols for the /ay/
and sound it.” Point to the letters ay. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /ay/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /ay/ sound while they
/ay/.” make the motion for the picture.
Letter: ay
I have the sound /ay/ay/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /ay/ay/ in my mouth sing the song practicing the sound /ay/.
I have the sound /ay/ay/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to put their hands together like they
are praying each time they sing the /ay/ sound. Learners do the kinesthetic prompt of
putting their hands together like they are
Repeat the song 3 times. praying when they produce the /ay/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ay/ sound. As we read the words, I want you to listen for the /ay/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /ay/ at the beginning, where they hear the /ay/.
(5 minutes) middle or end of the word.”
play shay gray
Blend and segment each of the words written on the board or chart. Use way clay jay
the following techniques for each word: Sunday pay chay

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as c l d
you use the grid to create it, and when you write it on the board. (See s t n
chalkboard preparation and “learner column” for grid.) p r ay
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: queen, see, three, sheep, feed

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

The queen is on holiday at the bay in May. The queen can see the bay is
gray. The queen has lost her way. She can see three stray sheep as they
feed on hay, but does not know where they stay.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 6 Lesson Plan: Day 2—Introduce New Letters Letters: ee

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

The queen is on holiday at the bay in

sh qu t
May. The queen can see the bay is
d ee p

f n l gray. The queen has lost her way.

She can see three stray sheep as they

feed on hay, but does not know

where they stay.

 Step Teacher Activity Learner Activity
51
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
52
Frequency HFW s for the week: her, does, know, where as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Ask learners to look at the picture of the sound.

1. Letter sound Learners see the picture of the teeth.
story Say, “This is a picture of teeth. What is the second sound in the word
(Phonemic teeth?” Learners show that they can identify the
Awareness) /ee/ sound as the second sound of the
Direct learners to make the sound with you. Demonstrate how to smile word.
Letter: ee big to show o their teeth when they say /ee/ sounds.
Learners use a kinesthetic prompt of smiling
(5 minutes) Ask learners to listen to the following story: big to show o their teeth when they
produce the /ee/ sound.
Keep your teeth neat and clean. /ee/ee/ee/
Learners listen to the story for the /ee/
Repeat the story several times and ask learners to listen for the /ee/ sound.
sound. Ask them to show you on their ngers how many times they hear
the /ee/ sound.
Learners show on their ngers how many
Direct learners to say the story along with you, smiling big to show o times they heard the sound /ee/.
their teeth when they say /ee/ sounds.

51
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
52
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ee/ sound we have been making looks like this when we write Learners see the symbols for the /ee/
and sound it.” Point to the letters ee. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /ee/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /ee/ sound while they
/ee/.” make the motion for the picture.
Letter: ee
I have the sound /ee/ee/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /ee/ee/ in my mouth sing the song practicing the sound /ee/.
I have the sound /ee/ee/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to smile big to show o their teeth Learners do the kinesthetic prompt of
each time they sing the /ee/ sound. smiling big to show o their teeth when they
produce the /ee/ sound.
Repeat the song 3 times.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ee/ sound. As we read the words, I want you to listen for the /ee/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /ee/ at the beginning, where they hear the /ee/ sound.
(5 minutes) middle or end of the word.”
bee seen meep
Blend and segment each of the words written on the board or chart. Use keep zeetch sixteen
the following techniques for each word: queen leeg feed

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as sh qu t
you use the grid to create it, and when you write it on the board. (See d ee p
chalkboard preparation and “learner column” for grid.) f n l
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.

(5 minutes) Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: queen, see, three, sheep, feed Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.
The queen is on holiday at the bay in May. The queen can see the bay is
gray. The queen has lost her way. She can see three stray sheep as they
feed on hay, but does not know where they stay.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 6 Lesson Plan: Day 3—Review New or Familiar Letters Letters: ay, ee

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds The queen is on holiday at the bay in

1. 3.
does where know
2. 4.
May. The queen can see the bay is
her
gray. The queen has lost her way.
Words
1. She can see three stray sheep as
2.
gray seeb pay 3.
4. they feed on hay, but does not know
kay seed bee 5.
where they stay.
feed tay teeth
 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: her, does, know, where
Drill Learners look at the word and say the word as directed
(Remember drilling HFWs is one of the times it is by the teacher.
(3 min) appropriate for teachers to encourage learners to
memorize. The selected words drilled are used in the
decodable passage, so it is meaningful memorization.)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. The sound of these letters is ‘/ay/’. Look at (Learners repeat above for each letter story.)
this card and listen to the sentence.”
Learners answer teacher questions asked about each
On Sunday they go to pray before they may play. /ay/ay/ay/ letter and letter story.

Prompt learners to say the chant, make the sound and arm Learners sing the letter sound song.
movement. Repeat the activity for the following letters.
Learners draw the letter symbol in the air as they say
Keep your teeth neat and clean. /ee/ee/ee/ the letter name.

Take about 3 minutes to point and drill, prompting learners

to give you the sound of the symbol as you point to the
letters at random.
 Prompt learners to sing the letter sound song with all the Learners do kinesthetic action that goes with each
letters covered this week. letter as they say the letter sound.

I have the sound /ay/ay/ in my mouth

I have the sound /ee/ee/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

deed leeg crayon bleed

spray free essay shay

wheel sweep holiday zeetch

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /ay/. Say the writing instrument as the teacher says it.
sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /ay/. This is how we write the sound Learners continue writing the letter symbols.
/ay/. Did you get it? The next sound is /ay/. Say the sound.
Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.” Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Play
2. Seen
3. Weed
4. Sway
5. Greet
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

The queen is on holiday at the bay in May. The queen can see the bay is
gray. The queen has lost her way. She can see three stray sheep as they
feed on hay, but does not know where they stay.

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of
order and are not relying on memorization. Learners are listening to their peers.

Give positive reinforcement to learners who

● use their decoding strategies (sounding it out, trying it again, Learners give feedback to their peers.
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 6 Lesson Plan: Day 4—Class Story Letters: ay, ee

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
53 54
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 55
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

53
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
54
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
55
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 6 Lesson Plan: Day 5—Story Writing Letters: ay, ee

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 56
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

56
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W06_AYEE_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

queen where wheel day

does Sunday know stray
display sheep free her
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)

Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
Week 7
Matrix
Sound-Symbol Sequence #2, Week 7

Sound- Picture Clue Sound Spelling Decodable High Decodable Passage

Spelling and Action Story Words Frequency
Words

Flashlight A bright light in Tight, night, we, would,

/i/ igh (open and the night. bright, light, have, In the night we might
close both /igh/igh/igh/ sight, might, through, have a fright. We each
hands like ight, slight, make, each need a bright light to
lights ght, fright, show through the window
ashing) high, sigh at night. We would each
need to borrow a light to
Window (part In the window Window, glow, make the night bright.
your hands to you can show throw, show, These lights make the
make a what you grow. grow, ow, night bright.
/ō/ ow window /ow/ow/ow/ blow, own,
around your low, sow, *show, window and
face) slow, yellow, borrow are teacher given
hollow, words on Day 1
showing,
crow, fellow,
sorrow,
borrow
Sequence #2, Week 7 (-igh, -ow)
Sound Spelling Cards

igh
/igh/ as in ashlight
 Ow ow
/ow/ as in window
Day 1
Week 6 Lesson Plan: Day 1—Introduce New Letters Letters: igh

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

In the night we might have a fright.

t s l
We each need a bright light to show
n igh r

m b t through the window at night. We

would each need to borrow a light to

make the night bright. These lights

make the night bright.

 Step Teacher Activity Learner Activity
57
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
58
Frequency HFW s for the week: we, would, have, through, each as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the ashlight.
story
(Phonemic Say, “This is a picture of a ashlight. What is the middle sound in the Learners show that they can identify the
Awareness) word light?” /igh/ sound in the middle of the word.

Letter: igh Direct learners to make the sound with you. Demonstrate how to open Learners use a kinesthetic prompt of
and close both hands like lights ashing when they say /igh/ sounds. opening and closing both hands like lights
(5 minutes) ashing when they produce the /igh/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /igh/
A bright light in the night. /igh/igh/igh/ sound.

Repeat the story several times and ask learners to listen for the /igh/ Learners show on their ngers how many
sound. Ask them to show you on their ngers how many times they hear times they heard the sound /igh/.
the /igh/ sound.

Direct learners to say the story along with you, opening and closing both
hands like lights ashing when they say /igh/ sounds.

57
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
58
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /igh/ sound we have been making looks like this when we Learners see the symbols for the /igh/
and sound write it.” Point to the letters igh. sound.

(Letter Ask learners to trace the letters with you with their nger in the air. Learners write the symbol for the /igh/
Synthetic Prompt them to make the sound while they form the letters in the air. sound in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound
Principle) /igh/.” Learners produce the /igh/ sound while
they make the motion for the picture.
Letter: igh I have the sound /igh/igh/ in my mouth
I have the sound /igh/igh/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /igh/igh/ in my mouth, and I can read. sing the song practicing the sound /igh/.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to open and close both hands like
lights ashing each time they sing the /igh/ sound.
Learners do the kinesthetic prompt of
Repeat the song 3 times. opening and closing both hands like lights
ashing when they produce the /igh/ sound.
 Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /igh/ sound. As we read the words, I want you to listen for the /igh/ simple CVC or VC words and indicate
and Blending sound and be ready to tell me if you hear the /igh/ at the beginning, where they hear the /igh/.
middle or end of the word.”
(5 minutes) high night pright
Blend and segment each of the words written on the board or chart. Use light gh sight
the following techniques for each word: bright dighk ight

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as t s l
you use the grid to create it, and when you write it on the board. (See n igh r
chalkboard preparation and “learner column” for grid.) m b t
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: show, window, borrow

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.
In the night we might have a fright. We each need a bright light to show
through the window at night. We would each need to borrow a light to
make the night bright. These lights make the night bright.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 6 Lesson Plan: Day 2—Introduce New Letters Letters: ow

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

In the night we might have a fright.

b sh f
We each need a bright light to show
n ow l

g r p through the window at night. We

would each need to borrow a light to

make the night bright. These lights

make the night bright.

 Step Teacher Activity Learner Activity
59
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
60
Frequency HFW s for the week: we, would, have, through, each as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the window.
story
(Phonemic Say, “This is a picture of a window. What is the last sound in the word Learners show that they can identify the
Awareness) window?” /ow/ sound at the end of the word.

Letter: ow Direct learners to make the sound with you. Demonstrate how to part Learners use a kinesthetic prompt of
their hands to make a window around their face when they say /ow/ parting their hands to make a window
(5 minutes) sounds. around their face when they produce the
/ow/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /ow/
In the window you can show what you grow. /ow/ow/ow/ sound.

Repeat the story several times and ask learners to listen for the /ow/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /ow/ sound. times they heard the sound /ow/.

Direct learners to say the story along with you, parting their hands to

59
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
60
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 make a window around their face when they say /ow/ sounds.

Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ow/ sound we have been making looks like this when we write Learners see the symbols for the /ow/
and sound it.” Point to the letters ow. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /ow/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /ow/ sound while they
/ow/. make the motion for the picture.
Letter: ow
I have the sound /ow/ow/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /ow/ow/ in my mouth sing the song practicing the sound /ow/.
I have the sound /ow/ow/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to part their hands to make a window
around their face each time they sing the /ow/ sound. Learners do the kinesthetic prompt of
parting their hands to make a window
Repeat the song 3 times. around their face when they produce the
/ow/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ow/ sound. As we read the words, I want you to listen for the /ow/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /ow/ at the beginning, where they hear the /ow/ sound.
(5 minutes) middle or end of the word.”
window show fow
Blend and segment each of the words written on the board or chart. Use own yow glow
the following techniques for each word: borrow shown mrow

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as b sh f
you use the grid to create it, and when you write it on the board. (See n ow l
chalkboard preparation and “learner column” for grid.) g r p
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A
5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: window, borrow Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.
 In the night we might have a fright. We each need a bright light to show
through the window at night. We would each need to borrow a light to
make the night bright. These lights make the night bright.
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined wors.
Day 3

Week 7 Lesson Plan: Day 3—Review New or Familiar Letters Letters: igh, ow

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds In the night we might have a fright.

1. 3.
would make through
2. 4.
We each need a bright light to show
each we have
through the window at night. We
Words
1. would each need to borrow a light to
2.
ow might cight 3.
4. make the night bright. These lights
yellow low qow 5.
 pigh high crow make the night bright.

Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: we, would, have, through, Learners look at the word and say the word as directed
Drill each by the teacher.

(3 min) In addition to HFWs, also review previously taught sounds.

Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
1. Sound and Learners listen to letter story.
Symbol Review Remind learners of the chant for each sound taught, along Learners repeat letter story.
with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
(10 minutes) letter story.
Say, “This week we heard sentences that help us remember
our new sounds. Look at this card and listen to the (Learners repeat above for each letter story.)
sentence.”
Learners answer teacher questions asked about each
A bright light in the night. /igh/igh/igh/ letter and letter story.

Prompt learners to say the chant, make the sound and arm Learners sing the letter sound song.
movement. Repeat the activity for the following letters.
Learners draw the letter symbol in the air as they say
In the window you can show what you grow. /ow/ow/ow/ the letter name.

Learners do kinesthetic action that goes with each

 letter as they say the letter sound.
Take about 3 minutes to point and drill, prompting learners
to give you the sound of the symbol as you point to the
letters at random.

Step Teacher Activity Learner Activity

Prompt learners to sing the letter sound song with all the
letters covered this week.

I have the sound /igh/igh/ in my mouth

I have the sound /ow/ow/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

sight glow pright own

window mrow bright gh

yow ight shown borrow

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
 When the activity is nished, remove words from the board.

Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /igh/. Say writing instrument as the teacher says it.
the sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /igh/. This is how we write the sound Learners continue writing the letter symbols.
/igh/. Did you get it? The next sound is /ow/. Say the
sound. Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.
 Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst

Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Night
 2. Grow
3. Slight
4. Mellow
5. Flashlight

Step Teacher Activity Learner Activity

Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

In the night we might have a fright. We each need a bright light to show
through the window at night. We would each need to borrow a light to
make the night bright. These lights make the night bright.

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of
order and are not relying on memorization. Learners are listening to their peers.

Give positive reinforcement to learners who

● use their decoding strategies (sounding it out, trying it again, Learners give feedback to their peers.
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.
 Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”

Day 4
Week 7 Lesson Plan: Day 4—Class Story Letters: igh, ow

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
61 62
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 63
Play the “Sound Out” game. Learners identify the sounds that make up the word.

61
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
62
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
63
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
(3 minutes)

2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.
 Encourage learners to write the labels independently as Learners independently write the labels on their own
well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 7 Lesson Plan: Day 5—Story Writing Letters: igh, ow

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 64
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Learners say “I will think of a time, a place, a person,
Say, “Yes, good writers always include a place, a time, a something that happens.”
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

64
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W07_IGHOW_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

borrow would sight own

through glow hollow
fellow have grow might
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)

Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 8

Matrix
Sound-Symbol Sequence #2, Week 8

Sound-Spelling Picture Clue Sound Spelling Story Decodable Words High Frequency Decodable Passage
and Action Words
/oo/ oo Spoon The baboon used a spoon baboon, spoon, Now, out At the zoo, a baboon took a hook
(pretend to to scoop the moon. moon, noon, shoot, with his foot to pop a balloon. A kid
eat with a /oo/oo/oo/ zoo, room, broom, with a broom shook the baboon. She
spoon to your tooth, proof, root, took a good look in the room and
mouth) smooth, scoop took a book to block the baboon out.
/oo/ oo Foot (point to It is good to look in a book. took, hook, foot, Now, she has the balloon! The
your foot) /oo/oo/oo/ good, look, book, balloon is good and smooth.
shook, wood, cook,
textbook, wool *took, hook, foot, shook, look, book,
good are teacher given words on
Day 1
Sound Spelling Cards

oo
/oo/ as in spoon
 oo
/oo/ as in foot
Day 1
 Week 8 Lesson Plan: Day 1—Introduce New Letters Letters: oo

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

At the zoo, a baboon took a hook

s t n
with his foot to pop a balloon. A kid
r oo p

n m f with a broom shook the baboon. She

took a good look in the room and took

a book to block the baboon out. Now,

she has the balloon! The balloon is

good and smooth.

 Step Teacher Activity Learner Activity
65
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
66
Frequency HFW s for the week: now, out as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the spoon.
story
(Phonemic Say, “This is a picture of a spoon. What is the third sound in the word Learners show that they can identify the
Awareness) spoon?” /oo/ sound in the word.

Letter: oo Direct learners to make the sound with you. Demonstrate how to Learners use a kinesthetic prompt of
pretend to eat with a spoon when they say /oo/ sounds. pretending to eat with a spoon when they
(5 minutes) produce the /oo/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /oo/
The baboon used a spoon to scoop the moon. /oo/oo/oo/ sound.

Repeat the story several times and ask learners to listen for the /oo/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /oo/ sound. times they heard the sound /oo/.

Direct learners to say the story along with you, pretending to eat with a
spoon when they say /oo/ sounds.

65
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
66
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /oo/ sound we have been making looks like this when we write Learners see the symbols for the /oo/
and sound it.” Point to the letters oo. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /oo/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /oo/ sound while they
/oo/.” make the motion for the picture.
Letter: oo
I have the sound /oo/oo/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /oo/oo/ in my mouth sing the song practicing the sound /oo/.
I have the sound /oo/oo/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along, pretending to eat with a spoon each time
they sing the /oo/ sound. Learners do the kinesthetic prompt of
pretending to eat with a spoon when they
Repeat the song 3 times. produce the /oo/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /oo/ sound. As we read the words, I want you to listen for the /oo/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /oo/ at the beginning, where they hear the /oo/.
(5 minutes) middle or end of the word.”
zoo soock spoon
Blend and segment each of the words written on the board or chart. Use moon scoop doop
the following techniques for each word: proof baboon joom

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s t n
you use the grid to create it, and when you write it on the board. (See r oo p
chalkboard preparation and “learner column” for grid.) n m f
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: took, hook, foot, shook, look, book, good
5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

At the zoo, a baboon took a hook with his foot to pop a balloon. A kid
with a broom shook the baboon. She took a good look in the room and
took a book to block the baboon out. Now, she has the balloon! The
balloon is good and smooth.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 8 Lesson Plan: Day 2—Introduce New Letters Letters: oo

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

At the zoo, a baboon took a hook

t m p
with his foot to pop a balloon. A kid
c oo k

g f d with a broom shook the baboon. She

took a good look in the room and took

a book to block the baboon out. Now,

she has the balloon! The balloon is

good and smooth.

 Step Teacher Activity Learner Activity
67
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
68
Frequency HFW s for the week: now, out as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the foot.
story
(Phonemic Say, “This is a picture of a foot. What is the middle sound in the word Learners show that they can identify the
Awareness) foot?” /oo/ sound in the middle of the word.

Letter: oo Direct learners to make the sound with you. Demonstrate how to point Learners use a kinesthetic prompt of
to their foot when they say /oo/ sounds. pointing to their foot when they produce the
(5 minutes) /oo/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /oo/
It is good to look in a book. /oo/oo/oo/ sound.

Repeat the story several times and ask learners to listen for the /oo/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /oo/ sound. times they heard the sound /oo/.

Direct learners to say the story along with you, pointing to their foot
when they say /oo/ sounds.

67
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
68
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /oo/ sound we have been making looks like this when we write Learners see the symbols for the /oo/
and sound it.” Point to the letters oo. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /oo/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /oo/ sound while they
/oo/.” make the motion for the picture.
Letter: oo
I have the sound /oo/oo/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /oo/oo/ in my mouth sing the song practicing the sound /oo/.
I have the sound /oo/oo/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to point to their foot each time they
sing the /oo/ sound. Learners do the kinesthetic prompt of
pointing to their foot when they produce the
Repeat the song 3 times. /oo/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /oo/ sound. As we read the words, I want you to listen for the /oo/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /oo/ at the beginning, where they hear the /oo/ sound.
(5 minutes) middle or end of the word.”
took shoov foot
Blend and segment each of the words written on the board or chart. Use good textbook joop
the following techniques for each word: hooks wool snoob

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as t m p
you use the grid to create it, and when you write it on the board. (See c oo k
chalkboard preparation and “learner column” for grid.) g f d
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A

5. Decodable Say, “Now we are going to look at our story from yesterday. There are
Passage some words we can now blend using our new sounds from today.”

(5 minutes) Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After
blending a word once, you do not need to do so again in the passage.
Learners listen to the teacher Think Aloud
Words which are now decodable: took, hook, foot, shook, look, book, as s/he models sounding out words in the
good sentences.

Say, “Now let’s read the whole passage together.” Learners practice sounding out the words
with the teacher.
Read the passage with learners using choral reading. If learners
struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.
Learners read with expression and
Reread the passage a couple of times, encouraging di erent accuracy.
combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

At the zoo, a baboon took a hook with his foot to pop a balloon. A kid
with a broom shook the baboon. She took a good look in the room and
 took a book to block the baboon out. Now, she has the balloon! The
balloon is good and smooth.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3

Week 8 Lesson Plan: Day 3—Review New or Familiar Letters Letters: oo, oo

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds At the zoo, a baboon took a hook

Insert High Frequency Words
1. 3.
2. 4.
with his foot to pop a balloon. A kid
now out
with a broom shook the baboon. She
Words
1. took a good look in the room and
2.
root wood clood shook 3.
4. took a book to block the baboon out.
proof woof scoop good 5.
 kood look moon moot Now, she has the balloon! The

balloon is good and smooth.

Note: Letter and decodable word tables above and the decodable passage should be erased or covered during dictation in Step 3.

Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: now, out
Drill Learners look at the word and say the word as directed
In addition to HFWs, also review previously taught sounds. by the teacher.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. The sound of these letters is /oo/. Look at (Learners repeat above for each letter story.)
this card and listen to the sentence.”
Learners answer teacher questions asked about each
The baboon used a spoon to scoop the moon. /oo/oo/oo/ letter and letter story.

Prompt learners to say the chant, make the sound and arm Learners sing the letter sound song.
movement. Repeat the activity for the following letters.
Learners draw the letter symbol in the air as they say
 It is good to look in a book. /oo/oo/oo/ the letter name.

Learners do kinesthetic action that goes with each

letter as they say the letter sound.
Take about 3 minutes to point and drill, prompting learners
to give you the sound of the symbol as you point to the
letters at random.

Prompt learners to sing the letter sound song with all the
letters covered this week. Be sure to do both of the /oo/
sounds!

I have the sound /oo/oo/ in my mouth

I have the sound /oo/oo/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Teacher Activity Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

baboon foot doop shoot

hook look spoon snoob

wool shoov room moon

 Give learners opportunities to practice blending. (Call up
individuals to model, etc.) Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.

Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /oo/. Say the writing instrument as the teacher says it.
sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /oo/. This is how we write the sound Learners continue writing the letter symbols.
/oo/. Did you get it? The next sound is /oo/. Say the sound.
Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.
 Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst

Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
 1. Doom
2. Textbook
3. Cook
4. Scoop
5. Proof

Step Teacher Activity Learner Activity

Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

At the zoo, a baboon took a hook with his foot to pop a balloon. A kid
with a broom shook the baboon. She took a good look in the room and
took a book to block the baboon out. Now, she has the balloon! The
balloon is good and smooth.

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace
 Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”

Day 4
Week 8 Lesson Plan: Day 4—Class Story Letters: oo, oo

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
69 70
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

69
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
70
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
1. Spelling Ready Learners hear a word.
Activity 71
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.

71
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
(6 minutes) correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
Learners attempt to spell words with the sounds they
sound has been previously taught. Learners should be able
have learned when asked by the teacher
to spell previously taught HFWs, but not rely on sounding
them out.) If the word has little to no sounds the learner
would know, spell it for them.
Learners independently write the labels on their own
Encourage learners to write the labels independently as
well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)
Day 5
Week 8 Lesson Plan: Day 5—Story Writing Letters: oo, oo

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)

72
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself

72
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
 today?” Learners say “I will think of a time, a place, a person,
something that happens.”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
 know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S1_W08_OOOO_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

textbook baboon now

cook broom smooth out
scoop wool noon zoo
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)

Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 9

Matrix
Sound-Symbol Sequence #2, Week 9

Sound-Spelling Picture Clue Sound Spelling Decodable Words High Frequency Decodable Passage
and Action Story Words
Star (draw a How far is the star Star, far, car, arm, while, day, use
star with and how sharp is start, part, hard, On the dark night, people can see a
your nger) the arc? /ar/ar/ar/ sharp, dart, smart, star which is far while they sit on a
/ar/ ar arc, art, park, carpet in the park. You can use a star
arch, artist, card, chart to see the farthest star. The
bark, carpet, north star is bright in the night. If
cartoon, chart, there is a storm, it is hard to see the
dark, farming star. The sun is a star you can see in
Thorn In the north there Or, pork, sort, the day.
(pretend to was a storm in the born, lord, torn,
poke your morning when the short, thorn, form, *north and storm are teacher given
/or/ or nger on a short boy was north, morning, words on Day 1
thorn) born. /or/or/or/ snort, worn,
sworn, storm
 Ar ar
Sound Spelling Cards

/ar/ as in star
 Or or
/or/ as in thorn
Day 1
Week 9 Lesson Plan: Day 1—Introduce New Letters Letters: ar

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

On the dark night, people can see a

s d k
star which is far while they sit on a
ch ar m

sh p t carpet in the park. You can use a

star chart to see the farthest star.

The north star is bright in the night.

If there is a storm, it is hard to see

the star. The sun is a star you can

see in the day.

 Step Teacher Activity Learner Activity
73
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
74
Frequency HFW s for the week: while, use as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the star.
story
(Phonemic Say, “This is a picture of a star. What is the last sound in the word Learners show that they can identify the
Awareness) star?” /ar/ sound at the end of the word.

Letter: ar Direct learners to make the sound with you. Demonstrate how to draw a Learners use a kinesthetic prompt of
star with their nger when they say /ar/ sounds. drawing a star with their nger when they
(5 minutes) produce the /ar/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /ar/
How far is the star and how sharp is the arc? /ar/ar/ar/ sound.

Repeat the story several times and ask learners to listen for the /ar/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /ar/ sound. times they heard the sound /ar/.

Direct learners to say the story along with you and to draw a star with
their nger when they say /ar/ sounds.

73
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
74
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ar/ sound we have been making looks like this when we write Learners see the symbols for the /ar/
and sound it.” Point to the letters ar. sound.

(Letter Ask learners to trace both letters with you with their nger in the air. Learners write the symbol for the /ar/
Synthetic Prompt them to make the sound while they form the letters in the air. sound in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound
Principle) /ar/.” Learners produce the /ar/ sound while they
make the motion for the picture.
Letter: ar I have the sound /ar/ar/ in my mouth
I have the sound /ar/ar/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /ar/ar/ in my mouth, and I can read. sing the song practicing the sound /ar/.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to draw a star with their nger each
time they sing the /ar/ sound.
Learners do the kinesthetic prompt of
Repeat the song 3 times. drawing a star with their nger when they
produce the /ar/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ar/ sound. As we read the words, I want you to listen for the /ar/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /ar/ at the beginning, where they hear the /ar/ sound.
(5 minutes) middle or end of the word”.
star arc varl
Blend and segment each of the words written on the board or chart. Use farm jarns chart
the following techniques for each word: glarf artist sharp

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s d k
you use the grid to create it, and when you write it on the board. (See ch ar m
chalkboard preparation and “learner column” for grid.) sh p t
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

5. Decodable Teacher given words: north, storm
Passage
When these words come up in the passage, the teacher reads them
(5 minutes) uently (do NOT sound them out) for the learners.

Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model
how to blend (or sound out) new words. After blending a new word, Learners listen to the teacher Think Aloud
reread the sentence uently from the beginning of the sentence. Once a as s/he models sounding out words in the
word has been blended, you do not need to explicitly model how to blend sentences.
it again in the passage. Refer to list of HFWs/ Word Wall as needed.
Learners practice sounding out the words
Reread the rst sentence with the learners, using echo reading. Help with the teacher.
learners to blend any new words. After blending a new word, reread the
sentence uently from the beginning of the sentence.

Repeat with each sentence until the passage is nished.

Learners read with expression and
Reread the entire passage using choral reading accuracy.

Emphasize tone and expression.

On the dark night, people can see a star which is far while they sit on a
carpet in the park. You can use a star chart to see the farthest star.
The north star is bright in the night. If there is a storm, it is hard to see
the star. The sun is a star you can see in the day.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 9 Lesson Plan: Day 2—Introduce New Letters Letters: or

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

On the dark night, people can see a

s d n
star which is far while they sit on a
f or k

m h t carpet in the park. You can use a

star chart to see the farthest star.

The north star is bright in the night.

If there is a storm, it is hard to see

the star. The sun is a star you can

see in the day.

 Step Teacher Activity Learner Activity
75
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
76
Frequency HFW s for the week: while, use as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the thorn.
story
(Phonemic Say, “This is a picture of a thorn. What is the middle sound in the word Learners show that they can identify the
Awareness) thorn?” /or/ sound in the middle of the word.

Letter: or Direct learners to make the sound with you. Demonstrate how to Learners use a kinesthetic prompt of
pretend to poke their nger on a thorn when they say /or/ sounds. pretending to poke their nger on a thorn
(5 minutes) when they produce the /or/ sound.
Ask learners to listen to the following story:

In the north there was a storm in the morning when the short boy was Learners listen to the story for the /or/
born. /or/or/or/ sound.

Repeat the story several times and ask learners to listen for the /or/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /or/ sound. times they heard the sound /or/.

Direct learners to say the story along with you and to pretend to poke

75
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
76
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 their nger on a thorn when they say /or/ sounds.

Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /or/ sound we have been making looks like this when we write Learners see the symbols for the /or/
and sound it.” Point to the letters or. sound.

(Letter Ask learners to trace both the letters with you with their nger in the Learners write the symbol for the /or/
Synthetic air. Prompt them to make the sound while they form the letters in the sound in the air.
Phonics- air.
Alphabetic
Principle) Say, “Now we are going to sing a song to help us remember the sound Learners produce the /or/ sound while they
/or/.” make the motion for the picture.
Letter: or
I have the sound /or/or/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /or/or/ in my mouth sing the song practicing the sound /or/.
I have the sound /or/or/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to pretend to poke their nger on a

thorn each time they sing the /or/ sound. Learners do the kinesthetic prompt of
pretending to poke their nger on a thorn
Repeat the song 3 times. when they produce the /or/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /or/ sound. As we read the words, I want you to listen for the /or/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /or/ at the beginning, where they hear the /or/ sound.
(5 minutes) middle or end of the word”.
pork born jorp
Blend and segment each of the words written on the board or chart. Use thorn morning horsh
the following techniques for each word: lord sorts zortch

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s d n
you use the grid to create it, and when you write it on the board. (See f or k
chalkboard preparation and “learner column” for grid.) m h t
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

5. Decodable Teacher given words: N/A
Passage
When these words come up in the passage, the teacher reads them
(5 minutes) uently (do NOT sound them out) for the learners.

Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: north, storm Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.
On the dark night, people can see a star which is far while they sit on a
carpet in the park. You can use a star chart to see the farthest star.
The north star is bright in the night. If there is a storm, it is hard to see
the star. The sun is a star you can see in the day.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 9 Lesson Plan: Day 3—Review New or Familiar Letters Letters: ar, or

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds On the dark night, people can see a

1. 3.
while use
2. 4.
star which is far while they sit on a
day
carpet in the park. You can use a
Words
1. star chart to see the farthest star.
arch north mort 2.
3.
card park art 4. The north star is bright in the night.
5.
worn arc dorn If there is a storm, it is hard to see

the star. The sun is a star you can

see in the day.

 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: while, use
Drill Learners look at the word and say the word as directed
by the teacher.
(3 min) In addition to HFWs, also review previously taught sounds.

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. Look at this card and listen to the (Learners repeat above for each letter story.)
sentence.”
Learners answer teacher questions asked about each
How far is the star and how sharp is the arc? /ar/ar/ar/ letter and letter story.

Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters. Learners draw the letter symbol in the air as they say
the letter name.
In the north there was a storm in the morning when the
short boy was born. /or/or/or/ Learners do kinesthetic action that goes with each
letter as they say the letter sound.

Take about 3 minutes to point and drill, prompting learners

to give you the sound of the symbol as you point to the
 letters at random.

Prompt learners to sing the letter sound song with all the Learners sing the letter sound song.
letters covered this week.

I have the sound /ar/ar/ in my mouth

I have the sound /or/or in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Teacher Activity Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

star arc horsh morning

north zortch chart sworn

artist storm snort varl

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /ar/. Say the writing instrument as the teacher says it.
sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /ar/. This is how we write the sound Learners continue writing the letter symbols.
/ar/. Did you get it? The next sound is /ar/. Say the sound.
Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Born
2. Sharp
3. Sorts
4. Farm
5. Pork
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.
Say either, “Today you are going to practice reading a story on your own
(12 minutes) in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
On the dark night, people can see a star which is far while they sit on a
carpet in the park. You can use a star chart to see the farthest star.
The north star is bright in the night. If there is a storm, it is hard to see
the star. The sun is a star you can see in the day.

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of
order and are not relying on memorization.
Learners are listening to their peers.
Give positive reinforcement to learners who
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence) Learners give feedback to their peers.
● read with accuracy, expression and pace
Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 9 Lesson Plan: Day 4—Class Story Letters: ar, or

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
77 78
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 79
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

77
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
78
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
79
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 9 Lesson Plan: Day 5—Story Writing Letters: ar, or

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 80
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 nutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Learners say “I will think of a time, a place, a person,
Say, “Yes, good writers always include a place, a time, a something that happens.”
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.

80
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
Writing begin to draw pictures, label their pictures, and write their Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W09_AROR_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

use card short north

pork cartoon sharp day
while morning farming
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 10

Matrix
Sound-Symbol Sequence #2, Week 10

Sound-Spelling Picture Clue Sound Spelling Story Decodable Words High Frequency Decodable Passage
and Action Words
Chair (sit in Her hair is on the chair air, hair, chair, little, years, old, The little girl has a birthday! She
/air/ air imaginary and in the air. /air/air/air/ air, pair, fair, around is now thirteen years old. The girl
chair) stairs, lair is sitting in the chair with her
gifts around the chair. She got a
pair of pants, a red shirt, and a
Bird ( ap Sir, it’s the girl’s sir, girl, bird, third hat to put on her hair. The
/ir/ ir arms at thirteenth birthday today! thirteen, shirt, air took her hat o her hair!
sides) /ir/ir/ir/ skirt, birth,
birthday, thirst, *girl, birthday, thirteen, shirt,
dirt, smirk, third third are teacher given words on
Day 1
 Air air
Sound Spelling Cards

/air/as in chair
 ir
/ir/ as in bird
Day 1
Week 10 Lesson Plan: Day 1—Introduce New Letters Letters: air

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

The little girl has a birthday! She is

s p b
now thirteen years old. The girl is
t air l

ch f h sitting in the chair with her gifts

around the chair. She got a pair of

pants, a red shirt, and a third hat to

put on her hair. The air took her hat

o her hair!
 Step Teacher Activity Learner Activity
81
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
82
Frequency HFW s for the week: little, years, old, around as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the chair.
story
(Phonemic Say, “This is a picture of a chair. What is the second sound in the word Learners show that they can identify the
Awareness) chair?” /air/ sound at the end of the word.

Letter: air Direct learners to make the sound with you. Demonstrate how to sit in Learners use a kinesthetic prompt of sitting
an imaginary chair when they say /air/ sounds. in an imaginary chair when they produce the
(5 minutes) /air/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /air/
Her hair is on the chair and in the air. /air/air/air/ sound.

Repeat the story several times and ask learners to listen for the /air/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /air/ sound. times they heard the sound /air/.

Direct learners to say the story along with you, sitting on an imaginary
chair when they say /air/ sounds.

81
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
82
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /air/ sound we have been making looks like this when we write Learners see the symbols for the /air/
and sound it.” Point to the letters air. sound.

(Letter Ask learners to trace the letters with you with their nger in the air. Learners write the symbol for the /air/
Synthetic Prompt them to make the sound while they form the letters in the air. sound in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound
Principle) /air/.” Learners produce the /air/ sound while they
make the motion for the picture.
Letter: air I have the sound /air/air/ in my mouth,
I have the sound /air/air/ in my mouth, Learners listen to the song once and then
(5 minutes) I have the sound /air/air/ in my mouth, and I can read. sing the song practicing the sound /air/.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to sit in an imaginary chair each time
they sing the /air/ sound.
Learners do the kinesthetic prompt of
Repeat the song 3 times. sitting in an imaginary chair when they
produce the /air/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /air/ sound. As we read the words, I want you to listen for the /air/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /air/ at the beginning, where they hear the /air/.
(5 minutes) middle or end of the word.”
hair mair stairs
Blend and segment each of the words written on the board or chart. Use jair pair air
the following techniques for each word: lair fair chair

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s p b
you use the grid to create it, and when you write it on the board. (See t air l
chalkboard preparation and “learner column” for grid.) ch f h
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: girl, birthday, thirteen, shirt, third

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

The little girl has a birthday! She is now thirteen years old. The girl is
sitting in the chair with her gifts around the chair. She got a pair of
pants, a red shirt, and a third hat to put on her hair. The air took her hat
o her hair!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 10 Lesson Plan: Day 2—Introduce New Letters Letters: ir

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

The little girl has a birthday! She is

th f d
now thirteen years old. The girl is
g ir t

b l s sitting in the chair with her gifts

around the chair. She got a pair of

pants, a red shirt, and a third hat to

put on her hair. The air took her hat

o her hair!
 Step Teacher Activity Learner Activity
83
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
84
Frequency HFW s for the week: little, years, old, around as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the bird.
story
(Phonemic Say, “This is a picture of a bird. What is the middle sound in the word Learners show that they can identify the
Awareness) bird?” /ir/ sound in the middle of the word.

Letter: ir Direct learners to make the sound with you. Demonstrate how to ap Learners use a kinesthetic prompt of
their arms at their sides when they say /ir/ sounds. apping their arms at their sides when they
(5 minutes) produce the /ir/ sound.
Ask learners to listen to the following story:

Sir, it’s the girl’s thirteenth birthday today! /ir/ir/ir/ Learners listen to the story for the /ir/
sound.
Repeat the story several times and ask learners to listen for the /ir/
sound. Ask them to show you on their ngers how many times they hear
the /ir/ sound. Learners show on their ngers how many
times they heard the sound /ir/.
Direct learners to say the story along with you, apping their arms at
their sides when they say /ir/ sounds.

83
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
84
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ir/ sound we have been making looks like this when we write Learners see the symbols for the /ir/ sound.
and sound it.” Point to the letters ir.
Learners write the symbol for the /ir/ sound
(Letter Ask learners to trace both letters with you with their nger in the air. in the air.
Synthetic Prompt them to make the sound while they form the letters in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound Learners produce the /ir/ sound while they
Principle) /ir/.” make the motion for the picture.

Letter: ir I have the sound /ir/ir/ in my mouth Learners listen to the song once and then
I have the sound /ir/ir/ in my mouth sing the song practicing the sound /ir/.
(5 minutes) I have the sound /ir/ir/ in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to ap their arms at their sides each
time they sing the /ir/ sound. Learners do the kinesthetic prompt of
apping their arms at their sides when they
Repeat the song 3 times. produce the /ir/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ir/ sound. As we read the words, I want you to listen for the /ir/ sound simple CVC or VC words and indicate
and be ready to tell me if you hear the /ir/ at the beginning, middle or where they hear the /ir/ sound.
(5 minutes) end of the word.”
sir girl kirt
Blend and segment each of the words written on the board or chart. Use shirl birth dirt
the following techniques for each word: nirtch thirst bird

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as th f d
you use the grid to create it, and when you write it on the board. (See g ir t
chalkboard preparation and “learner column” for grid.) b l s
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.

(5 minutes) Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: girl, birthday, thirteen, shirt, third Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.
The little girl has a birthday! She is now thirteen years old. The girl is
sitting in the chair with her gifts around the chair. She got a pair of
pants, a red shirt, and a third hat to put on her hair. The air took her hat
o her hair!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 10 Lesson Plan: Day 3—Review New or Familiar Letters Letters: air, ir

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds The little girl has a birthday! She is

little years around
1. 3.
2. 4.
now thirteen years old. The girl is
old
sitting in the chair with her gifts
Words
fair shirt birt 1. around the chair. She got a pair of
2.
dirt kair air 3.
4. pants, a red shirt, and a third hat to
girl third tird 5.
put on her hair. The air took her hat

o her hair!
 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: little, years, old, around
Drill Learners look at the word and say the word as directed
In addition to HFWs, also review previously taught sounds. by the teacher.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. The sound of these letters is ‘/air/’. Look at (Learners repeat above for each letter story.)
this card and listen to the sentence.”
Learners answer teacher questions asked about each
Her hair is on the chair and in the air. /air/air/air/ letter and letter story.

Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters.
Learners draw the letter symbol in the air as they say
Sir, it’s the girl’s thirteenth birthday today! /ir/ir/ir/ the letter name.

Learners do kinesthetic action that goes with each

letter as they say the letter sound.

Take about 3 minutes to point and drill, prompting learners

to give you the sound of the symbol as you point to the
letters at random.
 Prompt learners to sing the letter sound song with all the
letters covered this week. Learners sing the letter sound song.

I have the sound /air/air/ in my mouth

I have the sound /ir/ir/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Teacher Activity Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

shirt girl chair jair

stairs kirt hair birth

shirl fair bird pair

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /air/. Say writing instrument as the teacher says it.
the sound. Now, write it. ”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /air/. This is how we write the sound Learners continue writing the letter symbols.
/air/. Did you get it? The next sound is /ir/. Say the sound.
Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Lair
2. Thirteen
3. Dirt
4. Flair
5. Thirst
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

The little girl has a birthday! She is now thirteen years old. The girl is
sitting in the chair with her gifts around the chair. She got a pair of
pants, a red shirt, and a third hat to put on her hair. The air took her hat
o her hair!

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 10 Lesson Plan: Day 4—Class Story Letters: air, ir

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
85 86
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 87
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

85
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
86
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
87
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 10 Lesson Plan: Day 5—Story Writing Letters: air, ir

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 88
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”

88
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
 “Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.

Special Note: While learners are doing independent writing

use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W10_AIRIR_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

birthday around stairs

third air years little air
hair thirteen thirst around
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 11

Matrix
Sound-Symbol Sequence #2, Week 11

Sound- Picture Sound Spelling Decodable High Decodable Passage

Spelling Clue and Story Words Frequency
Action Words
Joy (jazz A toy for a boy will boy, toy, joy, was, are, The boy was shouting for joy when he found a toy.
/oy/ oy hands bring him joy. joyful, enjoy mother It was a loud shout from his mouth. “What are
next to /oy/oy/oy/ employ, annoy you shouting about?”said his mother.
face) “I found a toy!” the boy said with joy.
Mouth A shout is a loud Found, sound, “Enjoy the toy!” said his mother.
(point to sound from my house, mouse,
/ou/ ou your mouth. /ou/ou/ou/ shout, about, *shout, found, loud, mouth, and about are
mouth) dropout, teacher given words on Day 1
round, mouth

Sequence #2, Week 11 (oy, ou)

Sound Spelling Cards

oy
/oy/ as in joy
 Ou ou
/ou/ as in mouth
Day 1
Week 11 Lesson Plan: Day 1—Introduce New Letters Letters: oy

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

The boy was shouting for joy when he

t e b
found a toy. It was a loud shout from
p a l

j n oy his mouth. “What are you shouting

about?” said his mother.

“I found a toy!” the boy said with

joy. “Enjoy the toy!” said his mother.

 Step Teacher Activity Learner Activity
89
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
90
Frequency HFW s for the week: was, are, mother as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of joy.
story
(Phonemic Say, “This is a picture of joy. What is the last sound in the word joy?” Learners show that they can identify the
Awareness) /oy/ sound at the end of the word.
Direct learners to make the sound with you. Demonstrate how to make
Letter: oy jazz hands next to their face when they say /oy/ sounds. Learners use a kinesthetic prompt of making
(5 minutes) jazz hands next to their face when they
Ask learners to listen to the following story: produce the /oy/ sound.

A toy for a boy will bring him joy. /oy/oy/oy/ Learners listen to the story for the /oy/
sound.
Repeat the story several times and ask learners to listen for the /oy/
sound. Ask them to show you on their ngers how many times they hear
the /oy/ sound. Learners show on their ngers how many
times they heard the sound /oy/.
Direct learners to say the story along with you, making jazz hands next
to their face when they say /oy/ sounds.

89
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
90
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /oy/ sound we have been making looks like this when we write Learners see the symbols for the /oy/
and sound it.” Point to the letters oy. sound.

(Letter Ask learners to trace both letters with you with their nger in the air. Learners write the symbol for the /oy/
Synthetic Prompt them to make the sound while they form the letters in the air. sound in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound
Principle) /oy/.” Learners produce the /oy/ sound while they
make the motion for the picture.
Letter: oy I have the sound /oy/oy/ in my mouth
I have the sound /oy/oy/ in my mouth Learners listen to the song once and then
(5 minutes) I have the sound /oy/oy/ in my mouth, and I can read. sing the song practicing the sound /oy/.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to make jazz hands next to their face
each time they sing the /oy/ sound.
Learners do the kinesthetic prompt of
Repeat the song 3 times. making jazz hands next to their face when
they produce the /oy/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /oy/ sound. As we read the words, I want you to listen for the /oy/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /oy/ at the beginning, where they hear the /oy/.
(5 minutes) middle or end of the word.”
boy toy doy
Blend and segment each of the words written on the board or chart. Use kloy enjoy joyful
the following techniques for each word: woych employ annoy

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as t e b
you use the grid to create it, and when you write it on the board. (See p a l
chalkboard preparation and “learner column” for grid.) j n oy
 Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: shout, found, loud, mouth, about

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

The boy was shouting for joy when he found a toy. It was a loud shout
from his mouth. “What are you shouting about?”said his mother.
“I found a toy!” the boy said with joy.
“Enjoy the toy!” said his mother.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 11 Lesson Plan: Day 2—Introduce New Letters Letters: ou

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

The boy was shouting for joy when he

f p n
found a toy. It was a loud shout from
sh ou d

t b s his mouth. “What are you shouting

about?” said his mother. “I found a

toy!” the boy said with joy. “Enjoy

the toy!” said his mother.

 Step Teacher Activity Learner Activity
91
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
92
Frequency HFW s for the week: was, are, mother as directed by the teacher.
Word Drill
In addition to HFWs, also review previously taught sounds.
(3 minutes)
(Remember drilling HFWs is one of the times it is appropriate for
teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Ask learners to look at the picture of the sound. Learners see the picture of the mouth.
story
(Phonemic Say, “This is a picture of a mouth. What is the middle sound in the word Learners show that they can identify the
Awareness) mouth?” /ou/ sound in the middle of the word.

Letter: ou Direct learners to make the sound with you. Demonstrate how to point Learners use a kinesthetic prompt of
to their mouth when they say /ou/ sounds. pointing to their mouth when they produce
(5 minutes) the /ou/ sound.
Ask learners to listen to the following story:
Learners listen to the story for the /ou/
A shout is a loud sound from my mouth. /ou/ou/ou/ sound.

Repeat the story several times and ask learners to listen for the /ou/
sound. Ask them to show you on their ngers how many times they hear Learners show on their ngers how many
the /ou/ sound. times they heard the sound /ou/.

Direct learners to say the story along with you, pointing to their mouth
when they say /ou/ sounds.

91
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
92
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Step Teacher Activity Learner Activity

2. Letter symbol Say, “The /ou/ sound we have been making looks like this when we write Learners see the symbols for the /ou/
and sound it.” Point to the letters ou. sound.

(Letter Ask learners to trace both letters with you with their nger in the air. Learners write the symbol for the /ou/
Synthetic Prompt them to make the sound while they form the letters in the air. sound in the air.
Phonics-
Alphabetic Say, “Now we are going to sing a song to help us remember the sound
Principle) /ou/.” Learners produce the /ou/ sound while they
make the motion for the picture.
Letter: ou I have the sound /ou/ou/ in my mouth,
I have the sound /ou/ou/ in my mouth, Learners listen to the song once and then
(5 minutes) I have the sound /ou/ou/ in my mouth, and I can read. sing the song practicing the sound /ou/.
(Sung to the tune of “Whole World in His Hands.)

Prompt learners to sing along and to point to their mouth each time they
sing the /ou/ sound.
Learners do the kinesthetic prompt of
Repeat the song 3 times. pointing to their mouth when they produce
the /ou/ sound.
 Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /ou/ sound. As we read the words, I want you to listen for the /ou/ simple CVC or VC words and indicate
sound and be ready to tell me if you hear the /ou/ at the beginning, where they hear the /ou/ sound.
(5 minutes) middle or end of the word.”
found toup out
Blend and segment each of the words written on the board or chart. Use shout zound mouth
the following techniques for each word: hround about sound

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as f p n
you use the grid to create it, and when you write it on the board. (See sh ou d
 chalkboard preparation and “learner column” for grid.) t b s

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.

(5 minutes) Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: shout, found, loud, mouth, and about Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.

Reread the passage a couple of times, encouraging di erent

combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

The boy was shouting for joy when he found a toy. It was a loud shout
from his mouth. “What are you shouting about?”said his mother.
“I found a toy!” the boy said with joy.
“Enjoy the toy!” said his mother.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 11 Lesson Plan: Day 3—Review New or Familiar Letters Letters: oy, ou

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds The boy was shouting for joy when he

1. 3.
mother are
2. 4.
found a toy. It was a loud shout from
was
his mouth. “What are you shouting
Words
1. about?”said his mother.
about cout enjoy 2.
3.
moy boy round 4. “I found a toy!” the boy said with
5.
joy sound poy joy.

“Enjoy the toy!” said his mother.

 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: was, are, mother
Drill Learners look at the word and say the word as directed
In addition to HFWs, also review previously taught sounds. by the teacher.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. This sound is /oy/. Look at this card and (Learners repeat above for each letter story.)
listen to the sentence.”
Learners answer teacher questions asked about each
A toy for a boy will bring him joy. /oy/oy/oy/ letter and letter story.

Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters. Learners draw the letter symbol in the air as they say
the letter name.
A shout is a loud sound from my mouth. /ou/ou/ou/
Learners do kinesthetic action that goes with each
letter as they say the letter sound.
Take about 3 minutes to point and drill, prompting learners
to give you the sound of the symbol as you point to the
letters at random.

Prompt learners to sing the letter sound song with all the
letters covered this week.
 Learners sing the letter sound song.
I have the sound /ou/ou/ in my mouth
I have the sound /oy/oy/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Teacher Activity Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

house doy mouse kloy

boys sound enjoy zoup

zound joyful found annoy

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /ou/. Say the writing instrument as the teacher says it.
sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /ou/. This is how we write the sound Learners continue writing the letter symbols.
/ou/. Did you get it? The next sound is /oy/. Say the sound.
Now, write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Toy
2. Shout
3. About
4. Mouth
5. Employ
 Step Teacher Activity Learner Activity
Learners read the decodable passage to a
4. Decodable Learners will do one of the following: partner.
Passage Partner reading—Learners take turns reading the passage to a partner.
Read to self—Learners read the passage to themselves in a whisper Learners read to self.
(12 minutes) voice.

Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
The boy was shouting for joy when he found a toy. It was a loud shout
from his mouth. “What are you shouting about?”said his mother.
“I found a toy!” the boy said with joy.
“Enjoy the toy!” said his mother.

Move around the room or group and listen to a few learners read the Learners are listening to their peers.
passage. Check that they are able to read words in the passage out of
order and are not relying on memorization.
Learners give feedback to their peers.
Give positive reinforcement to learners who
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.
Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 11 Lesson Plan: Day 4—Class Story Letters: oy, ou

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
93 94
word wall ) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 95
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

93
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
94
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
95
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5

Week 11 Lesson Plan: Day 5—Story Writing Letters: oy, ou

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 96
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Learners say “I will think of a time, a place, a person,
Say, “Yes, good writers always include a place, a time, a something that happens.”
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.

96
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
Writing begin to draw pictures, label their pictures, and write their Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W11_OYOU_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

are dropout mouse was

employ toy round mother
house annoy found boy
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 12

Matrix
Sound-Symbol Sequence #2, Week 12

Sound- Picture Sound Spelling Decodable High Decodable Passage

Spelling Clue and Story Words Frequency
Action Words
Zipper Zack zips the zipper Bows, plays, is, some, many, Some children go in cars to visit the farm. Many
(open and on his zany jacket as as, his, was, great animals live at the farm. There are hens. The
/z/ s close a he zigzags on the ows, visit, hens are active. The children see blossoms.
zipper road. /z/z/z/ days, dolls, Blossoms are attractive to bees. The boys see
while cars, bees, some cows. A cow plays with his pal. The mama
making a hens, songs, cow gives the children milk. The children enjoy
zipping baptism their visit to the farm. Farms are great!
sound)
Vicky visits the Give, live, *live, active, attractive, and give are teacher
Village
village in the valley attractive, given words on Day 1
(use both
/v/ ve hands to every week. /v/v/v/ captive, solve,
motion involve, active,
the area olive
around)
 Z z
Sound Spelling Cards

/z/ as in zipper
 Vv
/v/ as in village
Day 1
Week 12 Lesson Plan: Day 1—Introduce New Letters Letters: s

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

Some children go in cars to visit the

i h e
farm. Many animals live at the farm.
a s n

t i v There are hens. The hens are active.

The children see blossoms. Blossoms

are attractive to bees. The boys see

some cows. A cow plays with his pal.

The mama cow gives the children

milk. The children enjoy their visit to

 the farm. Farms are great!

Step Teacher Activity Learner Activity

97
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
98
Frequency HFW s for the week: some, many, great as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the zipper.
1. Letter sound
story Say, “We saw this picture of a zipper a couple of weeks ago. What is the Learners show that they can identify the /z/
(Phonemic rst sound in the word zipper?” sound at the beginning of the word.
Awareness)
Ask, learners if they remember the action for /z/. Demonstrate how to Learners use a kinesthetic prompt of
Letter: s open and close a zipper when they say /z/ sounds. Have learners opening and closing a zipper when they
practice the action and sound. produce the /z/ sound.
(5 minutes)
Zack zips the zipper on his zany jacket as he zigzags on the road. Learners listen to the story for the /z/
/z/z/z/ sound.

Direct learners to open and close a zipper when they hear the /z/
sounds.

2. Letter symbol Say, “We learned that the /z/ sound we have been making looks like this Learners see the new symbol for the /z/

97
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
98
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
and sound when we write it.” Point to the letters Z z. sound.

Say, “Today, we will learn a new spelling for the /z/ sound.” Show new
Letter: s letter s. “This letter can also make the /z/ sound.”

(5 minutes) Ask learners to trace the new spelling with you with their nger in the Learners write the new symbol for the /z/
air. Prompt them to make the sound while they form the letters in the sound in the air.
air.

Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /z/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
listen for the /z/ sound and be ready to tell me if you hear the /z/ at the where they hear the /z/.
(5 minutes) beginning, middle or end of the word.”
is ris as
Blend and segment each of the words written on the board or chart. Use visit days crees
the following techniques for each word: songs hens lobs

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)
4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as i h e
you use the grid to create it, and when you write it on the board. (See a s n
chalkboard preparation and “learner column” for grid.) t i v

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: live, active, attractive, give

5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.
Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

Some children go in cars to visit the farm. Many animals live at the farm.
There are hens. The hens are active. The children see blossoms.
Blossoms are attractive to bees. The boys see some cows. A cow plays
with his pal. The mama cow gives the children milk. The children enjoy
their visit to the farm. Farms are great!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 12 Lesson Plan: Day 2—Introduce New Letters Letters: ve

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

Some children go in cars to visit the

s o t
farm. Many animals live at the farm.
g l ve

h a c There are hens. The hens are active.

The children see blossoms. Blossoms

are attractive to bees. The boys see

some cows. A cow plays with his pal.

The mama cow gives the children

 milk. The children enjoy their visit to

the farm. Farms are great!

Step Teacher Activity Learner Activity

99
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
100
Frequency HFW s for the week: some, many, great as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Show learners the sound card featuring the picture clue and original Learners see the picture of the village.
story spelling from Sequence 1.
(Phonemic Learners show that they can identify the
Awareness) Say, “We saw this picture of a village a couple of weeks ago. What is the /v/ sound at the beginning of the word.
rst sound in the word village?”
Letter: ve Learners use a kinesthetic prompt of using
Ask, learners if they remember the action for /v/. Demonstrate how to both hands to motion the area around
(5 minutes) use both hands to motion the area around when they say /v/ sounds. when they produce the /v/ sound.
Have learners practice the action and sound.
Learners listen to the story for the /v/
Vicky visits the village in the valley every week. /v/v/v/ sound.

Direct learners to use both hands to motion the area around when they
hear the /v/ sounds.

99
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
100
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
2. Letter symbol Say, “We learned that the /v/ sound we have been making looks like this
and sound when we write it.” Point to the letters V v.
Learners see the new spelling symbols for
Letter: ve Say, “Today, we will learn a new spelling for the /v/ sound.” Show new the /v/ sound.
letters ve. “These letters also make the /v/ sound.”
(5 minutes) Learners write the new spelling symbol for
Ask learners to trace the new spelling with you with their nger in the the /v/ sound in the air.
air. Prompt them to make the sound while they form the letters in the air.

Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
and Blending /v/ sound. As we read the words, I want you to listen for the /v/ sound simple CVC or VC words and indicate
and be ready to tell me if you hear the /v/ at the beginning, middle or where they hear the /v/ sound.
(5 minutes) end of the word.”
give have dalve
Blend and segment each of the words written on the board or chart. Use solve forve involve
the following techniques for each word: chorve captive motive

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)
4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as s o t
you use the grid to create it, and when you write it on the board. (See g l ve
chalkboard preparation and “learner column” for grid.) h a c

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A
5. Decodable
Passage Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”
(5 minutes)
Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After
blending a word once, you do not need to do so again in the passage.
Learners listen to the teacher Think Aloud
Words which are now decodable: live, active, attractive, give as s/he models sounding out words in the
sentences.
Say, “Now let’s read the whole passage together.”
Learners practice sounding out the words
Read the passage with learners using choral reading. If learners with the teacher.
struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.

Reread the passage a couple of times, encouraging di erent Learners read with expression and
combinations of learners to read (for example: boys only, girls only; accuracy.
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

Some children go in cars to visit the farm. Many animals live at the farm.
There are hens. The hens are active. The children see blossoms.
Blossoms are attractive to bees. The boys see some cows. A cow plays
with his pal. The mama cow gives the children milk. The children enjoy
their visit to the farm. Farms are great!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 12 Lesson Plan: Day 3—Review New or Familiar Letters Letters: s, ve

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:
Letter Dictation Decodable Passage

Sounds Some children go in cars to visit the

1. 3.
some many
2. 4.
farm. Many animals live at the farm.
great
There are hens. The hens are active.
Words
1. The children see blossoms. Blossoms
2.
give plays dars 3.
4. are attractive to bees. The boys see
cars bees pive 5.
some cows. A cow plays with his pal.
mis olive his

The mama cow gives the children

milk. The children enjoy their visit to

 the farm. Farms are great!

Note: Letter and decodable word tables above and the decodable passage should be erased or covered during dictation in Step 3.

Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: some, many, great
Drill Learners look at the word and say the word as directed
In addition to HFWs, also review previously taught sounds. by the teacher.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. Look at this card and listen to the (Learners repeat above for each letter story.)
sentence.”
Learners answer teacher questions asked about each
Zack zips the zipper on his zany jacket as he zigzags on the letter and letter story.
road. /z/z/z/

Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters. Learners draw the letter symbol in the air as they say
the letter name.
Vicky visits the village in the valley every week. /v/v/v/
Learners do kinesthetic action that goes with each
 letter as they say the letter sound.
Take about 3 minutes to point and drill, prompting learners
to give you the sound of the symbol as you point to the
letters at random.

Prompt learners to sing the letter sound song with all the Learners sing the letter sound song.
letters covered this week.

I have the sound /z/z/ in my mouth

I have the sound /v/v/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

Step Teacher Activity Learner Activity

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

plays captive baptism ris

live chorve solve bees

hens olive dolls crees

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
 Learners practice blending words.
When the activity is nished, remove words from the board.

Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /z/. Say the writing instrument as the teacher says it.
sound. Now, write it.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /z/. This is how we write the sound /z/. Learners continue writing the letter symbols.
Did you get it? The next sound is /v/. Say the sound. Now,
write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
 is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst

Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Visit
2. Days
 3. Active
4. Cars
5. Involve

Step Teacher Activity Learner Activity

Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
Some children go in cars to visit the farm. Many animals live at the farm.
There are hens. The hens are active. The children see blossoms.
Blossoms are attractive to bees. The boys see some cows. A cow plays
with his pal. The mama cow gives the children milk. The children enjoy
their visit to the farm. Farms are great!

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.
 Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”

Day 4
Week 12 Lesson Plan: Day 4—Class Story Letters: s, ve

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
101
word wall
102
) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 103
Play the “Sound Out” game. Learners identify the sounds that make up the word.

101
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
102
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
103
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
(3 minutes)

2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.
 Encourage learners to write the labels independently as Learners independently write the labels on their own
well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 12 Lesson Plan: Day 5—Story Writing Letters: s, ve

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 104
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Learners say “I will think of a time, a place, a person,
Say, “Yes, good writers always include a place, a time, a something that happens.”
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.

104
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
Writing begin to draw pictures, label their pictures, and write their Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W12_SVE_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

attractive many live is

involve visit great dolls
songs hens was some
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 13

Matrix
Sound-Symbol Sequence #2, Week 13

Sound- Picture Sound Spelling Story Decodable High Decodable Passage

Spelling Clue and Words Frequency
Action Words
Nose Needles are needed Knee, kneel, house, On a dark night in a big house the little knight was
(tap/poin to notice nice know, knight, large, very, in a battle with a large beetle. The large beetle
/n/ kn t to nose) owers. /n/n/n/ knit, knock, because stuck the little knight in the knee with a sharp
knob, knot, needle. The little knight started to wobble and fell
known to his knees. The little knight let out a very loud
Middle, ddle, shout. The large beetle let out a giggle because
Love A leaf landed in my
needle, little, the little knight was kneeling on the ground. The
(cross lap on my legs. /l/l/l/
cattle, battle, little knight lost his battle with the large beetle. It
arms
kettle, puzzle, is a puzzle how the little knight lost the battle
across
cuddle, peddle, with the large beetle.
chest like
/l/ le giving a bubble,
dribble, *little, battle, beetle, needle, wobble, giggle,
hug)
scribble, puzzle are teacher given words on Day 1
wobble, beetle,
knuckle, giggle,
marble,
puddle, uncle
 Nn
Sound Spelling Cards

/n/ as in nose
 L l
/l/ as in love
Day 1
Week 13 Lesson Plan: Day 1—Introduce New Letters Letters: kn

Materials

Chalkboard or chart
chalk or markers
Chalkboard Preparation:
Letter Word Building Decodable Passage

On a dark night in a big house the little

t b ck
knight was in a battle with a large beetle.
kn ee s
The large beetle stuck the little knight in
i o l
the knee with a sharp needle. The little

knight started to wobble and fell to his

knees. The little knight let out a very loud

shout. The large beetle let out a giggle

because the little night was kneeling on the

ground. The little knight lost his battle

with the large beetle. It is a puzzle how the

little knight lost the battle with the large

 beetle.

Step Teacher Activity Learner Activity

105
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
106
Frequency HFW s for the week: house, large, very, because as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

1. Letter sound Show learners the sound card featuring the picture clue and original
story spelling from Sequence 1. Learners see the picture of the nose.
(Phonemic
Awareness) Say, “We saw this picture of a nose a couple of weeks ago. What is the Learners show that they can identify the
rst sound in the word nose?” /n/ sound at the beginning of the word.
Letter: kn
Ask, learners if they remember the action for /n/. Demonstrate how to Learners use a kinesthetic prompt of
(5 minutes) tap or point to their nose when they say /n/ sounds. Have learners pointing or tapping their nose when they
practice the action and sound. produce the /n/ sound.

Tell learners the sound story from Sequence 1, direct learners to tap or Learners listen to the story for the /n/
point to their nose when they hear the /n/ sounds. sound.

Needles are needed to notice nice owers. /n/n/n/

2. Letter symbol Say, “We learned that the /n/ sound we have been making looks like this
and sound when we write it. ” Point to the letters N n.

105
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
106
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 Learners see the new letters for the /n/
Letter: kn Say, “Today, we will learn a new spelling for the /n/ sound.” Show new sound.
letters kn. “These letters also make the /n/ sound.”
(5 minutes)
Ask learners to trace the new spelling with you with their nger in the Learners write the symbol for the /n/ sound
air. Prompt them to make the sound while they form the letters in the in the air.
air.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /n/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /n/ sound and be ready to tell me if you hear the /n/ at the where they hear the /n/.
beginning, middle or end of the word.”
(5 minutes) knee knid knob
Blend and segment each of the words written on the board or chart. Use know knav knock
the following techniques for each word: knuz knit kneel

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
Learners sound out real and nonsense
3. Arm segmenting and blending. words.

Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as t b ck
you use the grid to create it, and when you write it on the board. (See kn ee s
chalkboard preparation and “learner column” for grid.) i o l

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: little, battle, beetle, needle, wobble, giggle, puzzle
5. Decodable
Passage When these words come up in the passage, the teacher reads them
uently (do NOT sound them out) for the learners.
(5 minutes)
Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.

Repeat with each sentence until the passage is nished. Learners practice reading each sentence
Reread the entire passage using choral reading with the teacher.
Emphasize tone and expression.
Learners read with expression and
On a dark night in a big house the little knight was in a battle with a accuracy.
large beetle. The large beetle stuck the little knight in the knee with a
sharp needle. The little knight started to wobble and fell to his knees.
The little knight let out a very loud shout. The large beetle let out a
giggle because the little knight was kneeling on the ground. The little
knight lost his battle with the large beetle. It is a puzzle how the little
knight lost the battle with the large beetle.

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 13 Lesson Plan: Day 2—Introduce New Letters Letters: le

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:
Letter Word Building Decodable Passage

On a dark night in a big house the little knight

l bb i
was in a battle with a large beetle. The large
p tt le
beetle stuck the little knight in the knee with a
b dd u
sharp needle. The little knight started to wobble

and fell to his knees. The little knight let out a

very loud shout. The large beetle let out a giggle

because the little night was kneeling on the

ground. The little knight lost his battle with the

large beetle. It is a puzzle how the little knight

lost the battle with the large beetle.

 Step Teacher Activity Learner Activity
107
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
108
Frequency HFW s for the week: house, large, very, because as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture representing love.
story
(Phonemic Say, “We saw this picture representing love a couple of weeks ago. Learners show that they can identify the /l/
Awareness) What is the rst sound in the word love?” sound at the beginning of the word.

Letter: le Ask, learners if they remember the action for /l/. Demonstrate how to Learners use a kinesthetic prompt of
cross their arms across their chest, like giving a hug, when they say /l/ crossing their arms across their chest, like
(5 minutes) sounds. Have learners practice the action and sound. giving a hug, when they produce the /l/
sound.
Tell learners the sound story from Sequence 1, direct learners to cross
their arms across their chest, like giving a hug, when they hear the /l/ Learners listen to the story for the /l/
sounds. sound.

A love to leap with my legs and land. /l/l/l/

2. Letter symbol Say, “We learned that the /l/ sound we have been making looks like this
and sound when we write it.” Point to the letters L l.

107
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
108
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
Letter: le Say, “Today, we will learn a new spelling for the /l/ sound.” Show new Learners see the new spelling symbols for
letters le. “These letters also make the /l/ sound.” the /l/ sound.
(5 minutes)
Ask learners to trace the new spelling with you with their nger in the Learners write the new spelling symbol for
air. Prompt them to make the sound while they form the letters in the the /l/ sound in the air.
air.

Step Teacher Activity Learner Activity

3. Segmenting Say, “Now we are going to work on reading some words that have the /l/ Learners listen to the individual sounds in
and Blending sound. As we read the words, I want you to listen for the /l/ sound and simple CVC or VC words and indicate
be ready to tell me if you hear the /l/ at the beginning, middle or end of where they hear the /l/ sound.
(5 minutes) the word.”
little puttle uncle
Blend and segment each of the words written on the board or chart. Use tibble cattle scribble
the following techniques for each word: kettle wobble mebble

1. Board Blending; using your nger or pointer make the rst sound, Learners look at CVCV, CVC, CV or VC
then the middle sound, blend the two sounds together. Make the words written and produce sounds from
middle sound and the ending sound blend them together. Make the the word in isolation and blended
beginning, middle and ending sound, blend them together. together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners sound out real and nonsense
Note: There should be 6 real words and 3 nonsense words for learners to words.
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)

4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as l bb i
you use the grid to create it, and when you write it on the board. (See p tt le
chalkboard preparation and “learner column” for grid.) b dd u

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: N/A
Say, “Now we are going to look at our story from yesterday. There are
5. Decodable some words we can now blend using our new sounds from today.”
Passage
Read any sentences using words which are now decodable from the
(5 minutes) passage using the think aloud/echo reading techniques. After blending
a new word, reread the sentence uently from the beginning. After
blending a word once, you do not need to do so again in the passage.

Words which are now decodable: little, battle, beetle, needle, wobble, Learners listen to the teacher Think Aloud
giggle, puzzle as s/he models sounding out words in the
sentences.
Say, “Now let’s read the whole passage together.”
Learners practice sounding out the words
Read the passage with learners using choral reading. If learners with the teacher.
struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word
is now correct. Continue reading the passage.

Reread the passage a couple of times, encouraging di erent Learners read with expression and
combinations of learners to read (for example: boys only, girls only; accuracy.
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

On a dark night in a big house the little knight was in a battle with a
large beetle. The large beetle stuck the little knight in the knee with a
sharp needle. The little knight started to wobble and fell to his knees.
The little knight let out a very loud shout. The large beetle let out a
giggle because the little knight was kneeling on the ground. The little
knight lost his battle with the large beetle. It is a puzzle how the little
knight lost the battle with the large beetle.
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 13 Lesson Plan: Day 3—Review New or Familiar Letters Letters: kn, le

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds On a dark night in a big house the little knight was in

large very because 1. 3. a battle with a large beetle. The large beetle stuck
2. 4.
house the little knight in the knee with a sharp needle. The

Words little knight started to wobble and fell to his knees.

1.
bubble trouble knit 2. The little knight let out a very loud shout. The large
3.
beetle pattle known 4. beetle let out a giggle because the little night was
5.
mittle knide uncle kneeling on the ground. The little knight lost his

battle with the large beetle. It is a puzzle how the

little knight lost the battle with the large beetle.

 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: house, large, very, because
Drill Learners look at the word and say the word as directed
In addition to HFWs, also review previously taught sounds. by the teacher.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard sentences that help us remember
our new sounds. The sound of these letters is ‘/n/’. Look at (Learners repeat above for each letter story.)
this card and listen to the sentence.”
Learners answer teacher questions asked about each
Needles are needed to notice nice owers. /n/n/n/ letter and letter story.

Prompt learners to say the chant, make the sound and arm
movement. Repeat the activity for the following letters.
Learners draw the letter symbol in the air as they say
I love to leap and land with my legs. /l/l/l/ the letter name.

Learners do kinesthetic action that goes with each

letter as they say the letter sound.

Take about 3 minutes to point and drill, prompting learners

to give you the sound of the symbol as you point to the
 Step Teacher Activity Learner Activity

letters at random.

Prompt learners to sing the letter sound song with all the
letters covered this week. Learners sing the letter sound song.

I have the sound /n/n/ in my mouth

I have the sound /l/l/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and Learners see teacher model making sounds.
nonsense words from Days 1 and 2 with learners. The Learners see teacher model blending sounds into words.
emphasis with this activity should be on uency, particularly
accuracy and speed.

knob knuz cattle knock

scribble knit mebble know

tibble knee uncle wobble

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes)
Instruct learners to take out their writing instruments Learners to take out their writing instruments.
(examples: slates and chalk, paper and pencil, etc.).

Say, “First, let’s practice writing sounds. I will say the Learners listen and write the letter symbol in their
sound, I want you to write it. The rst sound is /n/. Say the writing instrument as the teacher says it.
sound. Now, write it. ”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /n/. This is how we write the sound /n/. Learners continue writing the letter symbols.
Did you get it? The next sound is /l/. Say the sound. Now,
write it.”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. “Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Little
2. Kneel
3. Bubble
4. Kettle
5. Needle
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.
Say either, “Today you are going to practice reading a story on your own
(12 minutes) in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:
On a dark night in a big house the little knight was in a battle with a
large beetle. The large beetle stuck the little knight in the knee with a
sharp needle. The little knight started to wobble and fell to his knees.
The little knight let out a very loud shout. The large beetle let out a
giggle because the little knight was kneeling on the ground. The little
knight lost his battle with the large beetle. It is a puzzle how the little
knight lost the battle with the large beetle.

Move around the room or group and listen to a few learners read the Learners are listening to their peers.
passage. Check that they are able to read words in the passage out of
order and are not relying on memorization.
Learners give feedback to their peers.
Give positive reinforcement to learners who
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace
Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 13 Lesson Plan: Day 4—Class Story Letters: kn, le

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
109
word wall
110
) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 111
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

109
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
110
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
111
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 1 Lesson Plan: Day 5—Story Writing Letters: kn, le

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 112
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Learners say “I will think of a time, a place, a person,
Say, “Yes, good writers always include a place, a time, a something that happens.”
person and something that happens in their stories.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

4. Independent Move around the room and monitor the learners as they Learners draw pictures.

112
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
Writing begin to draw pictures, label their pictures, and write their Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S1W8_ZCH_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

middle very kneel ddle

knuckle cattle knob house
puzzle battle knee because
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)
 Week 14

Matrix
Sound-Symbol Sequence #2, Week 14

Sound- Picture Sound Spelling Decodable High Decodable Passage

Spelling Clue and Story Words Frequency
Action Words
Snake Seven sneaky snakes fence, eece, over, into, There was an incident at the zoo! Alice the elephant
/s/ ce (wiggle slide slowly malice, o ce, any got loose and left the zoo. The force of her step
arm side southward. /s/s/s/ Alice, prince, made a fence fall over and into the house of a
to side since, chance, prince! Since it was an accident, the prince let Alice
like a cell, divorce, go. Now she gets to dance any chance she gets.
snake) force, dance Dance, Alice, dance!

Snake Seven sneaky snakes accident,

/s/ ci (wiggle slide slowly incident,
arm side southward. /s/s/s/ placid, rancid,
to side speci c, pencil
like a *elephant, incident, and accident are teacher given
snake) words on Day 1

Sequence #2, Week 14 (ce, ci)

 S s
Sound Spelling Cards

/s/ as in snake
Day 1
Week 14 Lesson Plan: Day 1—Introduce New Letters Letters: ce

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

There was an incident at the zoo!

f a s
Alice the elephant got loose and left
v e ch

n i ce the zoo. The force of her step made a

fence fall over and into the house of

a prince! Since it was an accident,

the prince let Alice go. Now she gets

to dance any chance she gets. Dance,

 Alice, dance!

Step Teacher Activity Learner Activity

113
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
114
Frequency HFW s for the week: over, into, any as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
spelling from Sequence 1. Learners see the picture of the snake.
1. Letter sound
story Say, “We saw this picture of a snake a couple of weeks ago. What is the Learners show that they can identify the /s/
(Phonemic rst sound in the word snake?” sound at the beginning of the word.
Awareness)
Ask, learners if they remember the action for /s/. Demonstrate how to Learners use a kinesthetic prompt of waving
Letter: ce wave their hand back and forth like a snake when they say /s/ sounds. their hand back and forth like a snake when
Have learners practice the action and sound. they produce the /s/ sound.
(5 minutes)
Tell learners the sound story from Sequence 1, direct learners to wave Learners listen to the story for the /s/
their hand back and forth like a snake when they hear the /s/ sounds. sound.

Seven sneaky snakes slide slowly southward. /s/s/s/

Learners see the upper and lower case

2. Letter symbol Say, “We learned that the /s/ sound we have been making looks like this symbols for the /s/ sound.

113
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
114
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
and sound when we write it.” Point to the letters S s and ss.

Letter: ce Say, “Today, we will learn a new spelling for the /s/ sound.” Show new
letters ce. “These letters also make the /s/ sound.”
(5 minutes) Learners write the new symbol for the /s/
Ask learners to trace the new spelling with you with their nger in the sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /s/ sound and the new spelling. As we read the words, I want you to simple CVC or VC words and indicate
and Blending listen for the /s/ sound and be ready to tell me if you hear the /s/ at the where they hear the /s/.
beginning, middle or end of the word.”
(5 minutes) since fence drace
Blend and segment each of the words written on the board or chart. Use o ce malice gluce
the following techniques for each word: chance cell yonce

1. Board Blending; using your nger or pointer make the rst sound,
then the middle sound, blend the two sounds together. Make the Learners look at CVCV, CVC, CV or VC
middle sound and the ending sound blend them together. Make the words written and produce sounds from
beginning, middle and ending sound, blend them together. the word in isolation and blended
2. Finger segmenting and blending, or together.

3. Arm segmenting and blending. Learners sound out real and nonsense
words.
Note: There should be 6 real words and 3 nonsense words for learners to
practice blending and segmenting. Words at this level should be CVC,
VC, or CV spelling patterns. (See chalkboard preparation.)
4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and
letters in this grid to make words.” construct CVC, CV, or VC words both
(5 minutes) orally and in writing.
Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as f a s
you use the grid to create it, and when you write it on the board. (See v e ch
chalkboard preparation and “learner column” for grid.) n i ce

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

5. Decodable Teacher given words: elephant, incident, accident

Passage
When these words come up in the passage, the teacher reads them
(5 minutes) uently (do NOT sound them out) for the learners.

Say, “Now we are going to read a story using words with sounds we
know. Remember to sound out new words.”

Read the rst sentence in the passage below, use a think aloud to model Learners listen to the teacher Think Aloud
how to blend (or sound out) new words. After blending a new word, as s/he models sounding out words.
reread the sentence uently from the beginning of the sentence. Once a
word has been blended, you do not need to explicitly model how to blend
it again in the passage. Refer to list of HFWs/ Word Wall as needed.

Reread the rst sentence with the learners, using echo reading. Help
learners to blend any new words. After blending a new word, reread the Learners practice sounding out the words
sentence uently from the beginning of the sentence. with the teacher.
Repeat with each sentence until the passage is nished. Learners practice reading each sentence
with the teacher.
Reread the entire passage using choral reading
Learners read with expression and
Emphasize tone and expression. accuracy.

There was an incident at the zoo! Alice the elephant got loose and left
the zoo. The force of her step made a fence fall over and into the house
of a prince! Since it was an accident, the prince let Alice go. Now she
gets to dance any chance she gets. Dance, Alice, dance!

Italics = HFW words

Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 2
Week 14 Lesson Plan: Day 2—Introduce New Letters Letters: ci

Materials

Chalkboard or chart
chalk or markers

Chalkboard Preparation:

Letter Word Building Decodable Passage

There was an incident at the zoo!

a c d
Alice the elephant got loose and left
r ci dent

pe i n the zoo. The force of her step made a

fence fall over and into the house of

a prince! Since it was an accident,

the prince let Alice go. Now she gets

to dance any chance she gets. Dance,

Alice, dance!
 Step Teacher Activity Learner Activity
115
Warm Up: High Use ashcards (to later add to word wall ) or pointer to introduce the Learners look at the word and say the word
116
Frequency HFW s for the week: over, into, any as directed by the teacher.
Word Drill
(Remember drilling HFWs is one of the times it is appropriate for
(3 minutes) teachers to encourage learners to memorize. The selected words drilled
are used in the decodable passage, so it is meaningful memorization.)

Show learners the sound card featuring the picture clue and original
1. Letter sound spelling from Sequence 1. Learners see the picture of the snake.
story
(Phonemic Say, “We saw this picture of a snake a yesterday. What is the rst Learners show that they can identify the /s/
Awareness) sound in the word snake?” sound at the beginning of the word.

Letter: ci Ask, learners if they remember the action for /s/. Demonstrate how to Learners use a kinesthetic prompt of waving
wave their hand like a snake when they say /s/ sounds. Have learners their hand like a snake when they produce
(5 minutes) practice the action and sound. the /s/ sound.

Tell learners the sound story from Sequence 1, direct learners to wave Learners listen to the story for the /s/
their hand like a snake when they hear the /s/ sounds. sound.

Seven sneaky snakes slide slowly southward. /s/s/s/

2. Letter symbol Say, “We learned that the /s/ sound we have been making looks like this
and sound when we write it.” Point to the letters S s, ss, and ce.
Learners see the new spelling symbols for
Letter: ci Say, “Today, we will learn a new spelling for the /s/ sound.” Show new the /s/ sound.

115
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
116
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
 letters ci. “These letters also make the /s/ sound.”
(5 minutes) Learners write the new spelling symbol for
Ask learners to trace the new spelling with you with their nger in the the /s/ sound in the air.
air. Prompt them to make the sound while they form the letters in the
air.

Step Teacher Activity Learner Activity

Say, “Now we are going to work on reading some words that have the Learners listen to the individual sounds in
3. Segmenting /s/ sound. As we read the words, I want you to listen for the /s/ sound simple CVC or VC words and indicate
and Blending and be ready to tell me if you hear the /s/ at the beginning, middle or where they hear the /s/ sound.
end of the word.”
(5 minutes)
Blend and segment each of the words written on the board or chart. Use
civil pencil plecif
the following techniques for each word:
rancid tracit accident
1. Board Blending; using your nger or pointer make the rst sound,
then the middle sound, blend the two sounds together. Make the noncib incident speci c
middle sound and the ending sound blend them together. Make the
beginning, middle and ending sound, blend them together.
2. Finger segmenting and blending, or
3. Arm segmenting and blending.
Learners look at CVCV, CVC, CV or VC
words written and produce sounds from
Note: There should be 6 real words and 3 nonsense words for learners to
the word in isolation and blended
practice blending and segmenting. Words at this level should be CVC,
together.
VC, or CV spelling patterns. (See chalkboard preparation.)
Learners sound out real and nonsense
words.
4. Word Say, “Now we are going to make some words using the sounds that we Learners look at a 3x3 grid of letters
Building learned. These words can be real words or nonsense words. Let’s use the (known or newly introduced) and construct
letters in this grid to make words.” CVC, CV, or VC words both orally and in
(5 minutes) writing.
 Model making one CVC word, use the pointer to point to each letter and
write the word on the board. Practice orally blending the word both as a c d
you use the grid to create it, and when you write it on the board. (See r ci dent
chalkboard preparation and “learner column” for grid.) pe i n

Invite learners to come up to the board and make words, or to copy the
grid (exercise book, slate, air, buddy’s back or on the ground) and create
words on their own.

Step Teacher Activity Learner Activity

Teacher given words: elephant

5. Decodable When these words come up in the passage, the teacher reads them
Passage uently (do NOT sound them out) for the learners.

(5 minutes) Say, “Now we are going to look at our story from yesterday. There are
some words we can now blend using our new sounds from today.”

Read any sentences using words which are now decodable from the
passage using the think aloud/echo reading techniques. After blending Learners listen to the teacher Think Aloud
a new word, reread the sentence uently from the beginning. After as s/he models sounding out words in the
blending a word once, you do not need to do so again in the passage. sentences.

Words which are now decodable: accident, incident Learners practice sounding out the words
with the teacher.
Say, “Now let’s read the whole passage together.”

Read the passage with learners using choral reading. If learners

struggle with a word: model how to blend the word, blend the word with
the learners, have learners reread the sentence and make sure the word Learners read with expression and
is now correct. Continue reading the passage. accuracy.
Reread the passage a couple of times, encouraging di erent
combinations of learners to read (for example: boys only, girls only;
di erent rows). If class culture allows, you could have individual pupils
read a sentence or the whole passage.

There was an incident at the zoo! Alice the elephant got loose and aleft
the zoo. The force of her step made a fence fall over and into the house
of a prince! Since it was an accident, the prince let Alice go. Now she
gets to dance any chance she gets. Dance, Alice, dance!
Italics = HFW words
Underlined = teacher given words
Italics and underline are given for teachers purposes. The chart that learners see should not have
italics or underlined words.
Day 3
Week 14 Lesson Plan: Day 3—Review New or Familiar Letters Letters: ce, ci

Materials

Chalkboard or chart
HFW Cards

Chalkboard Preparation:

Letter Dictation Decodable Passage

Sounds There was an incident at the zoo!

1. 3.
into over
2. 4.
Alice the elephant got loose and left
any
the zoo. The force of her step made a
Words
1. fence fall over and into the house of
2.
prince placid to ce 3.
4. a prince! Since it was an accident,
tacit stencil dance 5.
the prince let Alice go. Now she gets
kencil o ce acid

to dance any chance she gets. Dance,

Alice, dance!

Note: Letter and decodable word tables above and the decodable passage should be erased or covered during dictation in Step 3.
 Step Teacher Activity Learner Activity

Warm Up: High Use ashcards (to later add to word wall) or pointer to
Frequency Word review the HFWs for the week: over, into, any Learners look at the word and say the word as directed
Drill by the teacher.
In addition to HFWs, also review previously taught sounds.
(3 min)

1. Sound and Review each letter symbol and sound taught in Days 1-2 Learners look at letter card.
Symbol Review Learners listen to letter story.
Remind learners of the chant for each sound taught, along Learners repeat letter story.
(10 minutes) with the name of the letter, sound, and movement. Learners do kinesthetic prompt for letter as they say
letter story.
Say, “This week we heard a sentence that helps us
remember our new sounds. These letters make the sound (Learners repeat above for each letter story.)
/s/. Look at this card and listen to the sentence.”
Learners answer teacher questions asked about each
Seven sneaky snakes slide slowly southward. /s/s/s/ letter and letter story.

Prompt learners to say the chant, make the sound and arm
movement.
Learners draw the letter symbol in the air as they say
Take about 3 minutes to point and drill, prompting learners the letter name.
to give you the sound of the symbol as you point to the
letters at random. Learners do kinesthetic action that goes with each
letter as they say the letter sound.
 Step Teacher Activity Learner Activity

Prompt learners to sing the letter sound song with all the
sounds covered this week.

I have the sound /s/s/ in my mouth Learners sing the letter sound song.
I have the sound /s/s/ in my mouth
I have the whole alphabet in my mouth, and I can read.
(Sung to the tune of “Whole World in His Hands.)

2. Blending Say, “Let’s practice sounding and reading some words from
Practice this week.”

(5 minutes) Practice sounding and reading decodable words and

nonsense words from Days 1 and 2 with learners. The
emphasis with this activity should be on uency, particularly
accuracy and speed. Learners see teacher model making sounds.
Learners see teacher model blending sounds into words.
civil gluce fence accident

plecif cell since incident

o ce pencil tracit yonce

Give learners opportunities to practice blending. (Call up

individuals to model, etc.)
Learners see words blended.
Learners practice blending words.
When the activity is nished, remove words from the board.
 Step Teacher Activity Learner Activity

3. Dictation Say, “Now it is time for us to practice writing sounds and

words that we know.”
(10 minutes) Instruct learners to take out their writing instruments
(examples: slates and chalk, paper and pencil, etc.). Learners to take out their writing instruments.

Say, “First, let’s practice writing sounds. I will say the

sound, I want you to write it with all the spellings we know. Learners listen and write the letter symbol in their
The rst sound is /s/. Say the sound. Now, write it. You writing instrument as the teacher says it.
have learned __ ways of writing sound /s/.”

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The sound is /sound 1/. This is how we write the Learners continue writing the letter symbols.
sound /sound 1/. Did you get it? The next way of writing
/sound 1/ is __. (continue for each way of spelling)”

Repeat the process of dictating sounds, giving feedback, and

correcting on the board for each of the sounds introduced in
the week. You can give the sounds in a di erent order than
they were introduced in the week.

Say, “Now let’s practice writing some words. The rst word
is _____. Say the word. Good. What sounds do you hear in Learners listen to the word.
the word ____? (pupils answer) How many sounds do you
hear in the word ____. (pupils give answer) What is the rst
Step Teacher Activity Learner Activity

sound? (pupils answer) Yes, the beginning sound is ____. Learners say the beginning sound.
What is the middle sound? (pupils answer). Good, the Learners say the middle sound.
middle sound is ___. What is the ending sound? (pupils Learners say the ending sound.
answer) Yes! The ending sound is ___. Now write the word
____.” Learners write the word.

As learners are writing, look at what learners are writing

and check for accuracy. This is a good time to take note of
any sounds or words that pupils are struggling with.

It is important to give learners immediate feedback. Before

moving to the next sound, write the correct sound on the
board so learners can check their work.

Say, “The word we are writing is ____. This is how we write Learners listen to the word.
the word ____.“ Sound and read the word as you write it on Learners see the word written.
the board. Is this the same as the word you wrote?” Learners read the word aloud.
Learners check to see if the word written on the board
Pause as learners check that their written work matches matches the word written on their paper.
what is on the board.

Say, “Correct your work, if needed.” Learners rewrite misspelled words.

Repeat for each word for dictation.

Dictation Words
1. Chance
2. Malice
3. Rancid
4. Speci c
5. Force
 Step Teacher Activity Learner Activity
Learners will do one of the following: Learners read the decodable passage to a
Partner reading—Learners take turns reading the passage to a partner. partner.
4. Decodable Read to self—Learners read the passage to themselves in a whisper
Passage voice. Learners read to self.

(12 minutes) Say either, “Today you are going to practice reading a story on your own
in a whisper voice,” or “Today you are going to practice reading a story
with a partner. Take turns reading and listen to each other read.”

Story:

There was an incident at the zoo! Alice the elephant got loose and left
the zoo. The force of her step made a fence fall over and into the house
of a prince! Since it was an accident, the prince let Alice go. Now she
gets to dance any chance she gets. Dance, Alice, dance!

Move around the room or group and listen to a few learners read the
passage. Check that they are able to read words in the passage out of Learners are listening to their peers.
order and are not relying on memorization.

Give positive reinforcement to learners who Learners give feedback to their peers.
● use their decoding strategies (sounding it out, trying it again,
rereading the sentence)
● read with accuracy, expression and pace

Ask 2-3 learners to stand up and read aloud to the group. Ask the group
what they heard their peers do well.

Say, “We know good readers _______. What habits of a good reader
did ____ demonstrate for us today?”
Day 4
Week 14 Lesson Plan: Day 4—Class Story Letters: ce, ci

Materials

Chalkboard or chartchalk or markers

HFW ashcards for Zap! (see page ___ for directions)

List of words for Sound Out

Step Teacher Activity Learner Activity

Warm Up: High

Frequency Word Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
Game to review this week’s HFW’s. Use ashcards (to later add to
117
word wall
118
) or pointer to review the HFWs for the week. Learners call the HFW.
(5 minutes)

1. Spelling Ready Learners hear a word.

Activity 119
Play the “Sound Out” game. Learners identify the sounds that make up the word.
(3 minutes)

117
Word Wall is a collec on of common vocabulary words displayed in easy to read place so that students can refer to them during literacy exercises.
118
High Frequency Words are commonly used words in print that should be memorized to include be er reading fluency.
119
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
2. Visualizing and The teacher and learners will generate a story together. Learners listen to teacher think aloud.
Drawing to Elements of a story should include:
Organize One’s
a. place
Thoughts Learners give input on place, time, characters, and what
b. time
is happening.
(11 minutes) c. characters

Step Teacher Activity Learner Activity

d. action

The teacher asks some or all of the following:

“Where does this happen? When does it happen?

Who is in the story? What is happening?”

As the teacher or learners give ideas, draw a picture for

each element of the story. Teacher thinks aloud as s/he
draws on the board and encourages learners to draw on
their own.

3. Label pictures Call on learners to help label each picture and attempt to Learners provide labels for the pictures for the teacher
spell words that use sounds they have learned. (Do not to write on board.
(6 minutes)
correct spelling mistakes when there are sounds they have
not learned in the word. Only correct spelling mistakes if the
sound has been previously taught. Learners should be able Learners attempt to spell words with the sounds they
to spell previously taught HFWs, but not rely on sounding have learned when asked by the teacher
them out.) If the word has little to no sounds the learner
would know, spell it for them.

Encourage learners to write the labels independently as Learners independently write the labels on their own
 well.

4. Write simple Ask learners for simple sentence(s) to write the story. Be Learners write the sentences on their own as the
sentences sure to model Think Aloud while writing. teacher models.

(12 minutes)

5. Story Reading Read the story once, pointing to each word as it is spoken, Learners echo read the story.
then lead the class in echo reading.
(3 minutes)

Day 5
Week 14 Lesson Plan: Day 5—Story Writing Letters: ce, ci

Materials

HFW ashcards for Zap!

List of CVC words for Sound Out
Weekly Progress Monitoring Tool

Step Teacher Activity Learner Activity

1. Warm Up Instruct students in how to play the “Zap!” sight word game Learners see the HFW.
with HWFs to review this week’s HFW’s. Use ashcards (to later add to
Learners call the HFW.
word wall) or pointer to review the HFWs for the week.
(5 minutes)
 120
2. Spelling Ready Play the “Sound Out” game. Learners hear a word.
Activity
Learners identify the sounds that make up the word.
(5 minutes)

3. Review the Tell students to take out class story from the day before. Learners say the place, time, who or what the story was
Writing Process Say, “Yesterday we wrote a class story. Can you tell me the about and what happened from the story.
place, time, who or what the story was about and what
happened in the story we wrote yesterday?” (Break this
(5 minutes) question apart, as necessary.)
Say, “What would you do to write a story by yourself
today?”
Say, “Yes, good writers always include a place, a time, a
person and something that happens in their stories.” Learners say “I will think of a time, a place, a person,
something that happens.”

Step Teacher Activity Learner Activity

(Ask the following questions. Pause and take learners’

answers between questions.)
Learners say, “We draw pictures.”
“What do good writers do next?”
Learners say, “We label pictures.”
“What else do good writers do?”
Say, “You are telling me what good writers do.”
Learners say, “We write a story.”
“Now you’re ready to write your story.”

120
Sound Out—Learners are arranged in a circle. One says a word and points to someone in the circle who says the first sound you hear in the word, then points
to another learner in the circle un l the word is complete. Yell “Sound Out” when the word is completely sounded. The last player to make a correct sound
selects a new word and the game begins again.
4. Independent Move around the room and monitor the learners as they Learners draw pictures.
Writing begin to draw pictures, label their pictures, and write their
Learners label pictures.
stories.
(20 minutes) Learners write a story.
Special Note: While learners are doing independent writing
use the weekly progress monitoring tool to assess what
letter sounds and HFWs they have mastered. Make notes on
any learners that are struggling and consult the “If ____,
then_____” chart on the Progress Monitoring Tool for next
steps.
As you move around the room, and nd a learner is
struggling with an idea, ask simple questions to help them
along. (Ex. Who is the story about? Where does it happen?
What happens?)
Remind learners to use the spellings for the sounds they
know to try their best to spell words.
Remind learners to use the HWF word wall as needed.

5. Story Sharing Call on learners to volunteer to read their story to the class. Learners read their stories to the class.
Time
(5 minutes)
Progress Monitoring Tool
S2_W14_CICE_ProgressMonitoringTool

During Story Writing time on Day 5, pull a single learner aside and ask them to read the words in the word bank below. If a
learner can decode 3/5 words and call the 3/4 decodable words they do not need re-teaching at this time. Once that learner
has done their best to read the words below, make a couple notes on what they struggle with. Then call another learner and
repeat the process, until you have checked in with each of your learners.

Decodable Word Bank and HFWs

pencil into divorce cell

incident rancid over into
accident eece force fence
 If/Then Chart
Weekly “If ____, then ____” Chart
(What to do for commonly observed challenges when learning to read and write.)
Phonemic Awareness Alphabetic Principle Fluency Writing: Ideas and Writing: Style and
Organization Conventions
If a learner...cannot identify If a learner...cannot make the sound If a learner...gets If a learner… cannot If a learner… misspells
beginning, middle or ending for a letter sound when asked to read stuck on HFWs when construct a simple HFWs in their story then…
sounds of a word, then… a word then... re-teach Steps 1-3 of reading then...drill sentence in their story refer them to a word chart of
teach the learner nger (or daily lesson. See… the Day 1 or Day 2 using only HFWs that then…model and HFWs. See… Word wall.
arm)blending technique. lessons for the needed sound. have been taught. encourage use of (Footnote 1 in Day 1 lesson
See… Finger blending (pg. 4) See... ZAP! (pg. 8) invented spelling to under chalkboard
or Sound boxes. (pg. 2) If a learner...says the name of the make words for simple preparation)
letters in a word (spelling, instead of sentences that match
If a learner...cannot say if a reading) then...practice blending If a learner...reads each the story. See...
sound comes at the words. See… Word families in pocket the decodable passage Comic strips (pg. 10) If a learner… uses the same
beginning, middle or end of chart (pg. 6) word by word (like a simple words over and over
a word given orally (Ex. robot) then…model in their writing (Ex. overuse
Can’t hear the /m/ sound in If a learner...reads the word sound by reading with If a learner… struggles of the words happy, sad,
ham, mat, or amen.) then… sound then… practice onset and rime expression. See... to put their ideas in a mad) then… do a vocabulary
practice with sound boxes with written words. See… Word Repeated Readings logical order then…do activity that exposes them to
for isolating sounds within a building with bottle caps (pg. 6) (pg. 9) an activity on similar words. See…
word. See...Sound Out! (pg. sequencing and Semantic gradients (pg. 12)
4) or Sound Sort (pg. 4) If a learner...skips or reverses sounds sequencing words ( rst,
within a word they read, then… If a learner...struggles then, next, nally, etc.)
If a learner...makes the practice blending by using CVC or to read words that See…Sequencing cards. If a learner…consistently
beginning sound of a word, CVVC words and change out the have more than 1 (pg. 10) uses words in the wrong
but guesses the middle and middle sound. See… Word building syllable, then… place within a sentence,
end, then… do a sound sort with bottle caps (pg. 6) practice segmenting then…do a vocabulary
with words that have the or word building with If a learner… is super activity on the part of speech
speci c sound at the If a learner...makes the short sound syllables. See… frustrated with writing, (noun, verb, adjective, etc.)
beginning, middle and end. for the long spelling, or long sound Sylla-search (pg. 9) then… have the learner they are struggling with.
See ...Onset and rime with for the short spelling, then… sort or tell you their story and See… Vocabulary mapping
sock puppet. (pg. 3) hunt for long and short spellings. you write it down and (pg. 11)
See… Spelling Sorts and/or Hunting they can copy it.
(pg. 7-8)