Dayna Rodriguez

Literacy Instruction
EDUG 766-99
November 14, 2014
Topic: Phonemic Awareness
1st Grade (Academic Intervention Services)
Small group of 4 students
Lesson 3
Essential Question: Do I recognize the letter sounds that make up words?
Skills:
Listening
Recognizing letter sounds
Recognizing that digraphs have a distinct sound that is different from the sounds the
letters make separately
Sounding letter sounds
Tapping out each letter sound with fingers
Sounding digraphs
Tapping once for a sound composed of a digraph
Spelling
Reading
New Vocabulary:
Teacher will show students pictures of the following words and the teacher will define the new
vocabulary for the students:

ship
chin
deck
shed

Objectives:
Students will be able to:
Recognize orally produced letter sounds (phonemes)
Produce tapping motion with fingers when recognizing segmented orally produced letter
sounds
Recognize orally produced sounds that contain a digraph
Produce one tapping motion with fingers when recognizing orally produced letter sounds
that contain a digraph
Orally produce letter sounds
Produce finger tapping motion when orally segmenting letter sounds
Orally produce letter sounds containing digraphs

 Produce one tapping motion when orally segmenting letter sounds that contain digraphs.
Orally produce monosyllabic words by blending letter sounds
Produce finger tapping and sweeping motion when blending letter sounds to form
monosyllabic words
Orally produce monosyllabic words by blending letter sounds composed of digraphs
Produce one tapping motion for each digraph when orally blending letter sounds
composed of digraphs
Spell monosyllabic words by blending letter sounds including letter sounds composed of
digraphs
Read monosyllabic words by blending letter sounds including letter sounds composed of
digraphs
Common Core Standards:
CCSS.ELA.Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA.Literacy.RF.1.2B
Orally produce single-syllable words by blending sounds (phonemes)..
CCSS.ELA.Literacy.RF.1.2C
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
CCSS.ELA.Literacy.RF.1.2D
Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
CCSS.ELA.Literacy.RF.1. 3A
Know the spelling-sound correspondences for common consonant digraphs.
CCSS.ELA.Literacy.RF.1.3B
Decode regularly spelled one-syllable words.

Pre-Assessment:
(5 minutes)
The teacher will do a short practice drill to review the concepts covered in Lesson 1 and Lesson
2 before introducing the new material. To activate prior knowledge during this practice drill, the
teacher will first orally blend letter sounds to produce monosyllabic words while tapping her
fingers and producing a sweeping motion with her fingers (see step 7 in Lesson 1 and Lesson 2).
The teacher will then have the students orally blend letter sounds to produce monosyllabic words
while tapping and producing sweeping motion with their fingers (see step 8 in Lesson 1 and
Lesson 2).
Set Induction (5 minutes):
Teacher will let the students know that in this lesson they will learn about letter buddies. The
teacher will explain to the students that although letter buddies are composed of two letters
they have only one sound. Teacher will remind students that until now we have learned about
letter sounds that have one letter and one sound correspondence. She will tell the students that
letter buddies team up to make only one sound although they are made up of two letters.
Teacher will then model how to produce one sound for each letter card that contains a digraph.
After that the teacher will model how to tap once for each letter card that contains a digraph.
Finally, the teacher will model how to drag thumb across index, middle, and ring fingers making
three taps when orally blending all the letter sounds to produce a monosyllabic word composed
of a digraph.
Procedure (30 minutes):
1) Teacher shows students the /sh/ digraph letter card and says sh, shed and then orally
produces /sh/ sound while tapping her thumb to her index finger.
2) Teacher puts /sh/ diagraph letter card on the table and has students say sh, shed and
then has students orally produce the letter sound /sh/ while students tap thumb to index
finger (one tap).
3) Teacher shows students the /i/ letter card and says i, in and then orally produces /i/
sound while tapping her thumb to her middle finger.
4) Teacher puts /i/ letter card on the table and has students say i, in and then has students
orally produce the letter sound /i/ while students tap thumb to middle finger
5) Teacher shows students the /p/ letter card and says p, pin and then orally produces /p/
sound while tapping her thumb to her ring finger.
6) Teacher puts /p/ letter card on the table and has students say p, pin and then has
students orally produce the letter sound /p/ while students tap thumb to ring finger.
7) Teacher shows students the /sh//i//p/ letter cards and says ship and then orally blends all
letter sounds to say ship while she drags her thumb across her index, middle, and ring
finger (three taps).

8) Teacher puts /sh//i//p/ letter cards on the table and has students orally blend all letter
sound to say ship while students drag thumb across index, middle, and ring fingers
(three taps).
9) Teacher shows students the /ch/ digraph letter card and says ch, chat and then orally
produces /ch/ sound while tapping her thumb to her index finger.
10) Teacher puts /ch/ diagraph letter card on the table and has students say ch, chat and
then has students orally produce the letter sound /ch/ while students tap thumb to index
finger (one tap).
11) Teacher shows students the /i/ letter card and says i, in and then orally produces /i/
sound while tapping her thumb to her middle finger.
12) Teacher puts /i/ letter card on the table and has students say i, in and then has students
orally produce the letter sound /i/ while students tap thumb to middle finger
13) Teacher shows students the /n/ letter card and says n, net and then orally produces /n/
sound while tapping her thumb to her ring finger.
14) Teacher puts /n/ letter card on the table and has students say n, net and then has
students orally produce the letter sound /n/ while students tap thumb to ring finger
15) Teacher shows students the /ch//i//n/ letter cards and says chin and then orally blends
all letter sounds to say chin while she drags her thumb across her index, middle, and
ring finger (three taps).
16) Teacher puts /ch//i//n/ letter cards on the table and has students orally blend all letter
sound to say chin while students drag thumb across index, middle, and ring fingers
(three taps).
17) During steps 7-8 above the teacher will show the students a picture of a ship. During
steps 15-16 above the teacher will show the students a picture of a persons chin. This is
done to clarify the lesson concepts with a visual representation since the /sh/ and /ch/
sounds may be confused by the students because of their sound similarity.
18) Teacher shows students the /th/ digraph letter card and says th, thumb and then orally
produces /th/ sound while tapping her thumb to her index finger.
19) Teacher puts /th/ diagraph letter card on the table and has students say th, thumb and
then has students orally produce the letter sound /th/ while students tap thumb to index
finger (one tap).
20) Teacher shows students the /i/ letter card and says i, it and then orally produces /i/
sound while tapping her thumb to her middle finger.
21) Teacher puts /i/ letter card on the table and has students say i, it and then has students
orally produce the letter sound /i/ while students tap thumb to middle finger
22) Teacher shows students the /n/ letter card and says n, net and then orally produces /n/
sound while tapping her thumb to her ring finger.
23) Teacher puts /n/ letter card on the table and has students say n, net and then has
students orally produce the letter sound /n/ while students tap thumb to ring finger
24) Teacher shows students the /th//i//n/ letter cards and says thin and then orally blends all
letter sounds to say thin while she drags her thumb across her index, middle, and ring
finger (three taps).
25) Teacher puts /th//i//n/ letter cards on the table and has students orally blend all letter
sound to say thin while students drag thumb across index, middle, and ring fingers
(three taps).

26) Teacher repeats steps 1-8 for digraphs /qu/, and /wh/ to produce the monosyllabic words
quack, and what.
27) Teacher will show students pictures of a very thin man, a duck making a quacking sound,
and a little girl with a caption above her head asking what in steps 24-25 and step 26
respectively.
28) The teacher lets the students know that with the letter card /ck/ you usually hear the
sound at the end of the word. Then she proceeds to segment and blend the sound of the
letter card containing the /ck/ digraph for students.
29) Teacher shows students the /s/ letter card and says s, sad and then orally produces /s/
sound while tapping her thumb to her index finger.
30) Teacher puts /s/ letter card on the table and has students say s, sad and then has students
orally produce the letter sound /s/ while students tap thumb to index finger.
31) Teacher shows students the /o/ letter card and says o, on and then orally produces /o/
sound while tapping her thumb to her middle finger.
32) Teacher puts /o/ letter card on the table and has students say o, on and then has students
orally produce the letter sound /o/ while students tap thumb to middle finger.
33) Teacher shows students the /ck/ digraph letter card and says ck, neck and then orally
produces /ck/ sound while tapping her thumb to her ring finger.
34) Teacher puts /ck/ diagraph letter card on the table and has students say ck, neck and
then has students orally produce the letter sound /ck/ while students tap thumb to ring
finger (one tap).
35) Teacher shows students the /s//o//ck/ letter cards and says sock and then orally blends
all letter sounds to say sock while she drags her thumb across her index, middle, and
ring finger (three taps).
36) Teacher puts /s//o//ck/ letter cards on the table and has students orally blend all letter
sound to say thin while students drag thumb across index, middle, and ring fingers
(three taps).
37) Teacher will show students picture of a sock in steps 35 and 36 above.
38) After repeating steps 1-8 with the words shun, then, chat, and when and after repeating
steps 29-36 with the word neck, the teacher will pair students to continue practicing the
lesson concepts with the words shut, that, chip, whip and deck.
39) Teacher will observe students working in pairs in order to determine if a student needs
additional individual instruction in order to segment and blend digraphs to form
monosyllabic words.
40) If student needs individualized instruction, the teacher will go over the lesson concepts
once again with individual student while other students continue to work in a group or
individually on segmenting and blending monosyllabic words containing digraphs.
41) Teacher will observe students during individual, paired and group activity on digraphs
and will record observations on post assessment observation form attached (see Post
Assessment).
Closure (5 minutes):
The teacher will ask all the students in the classroom if they were able to hear the letter
sounds that made up the words that they segmented and blended during the lesson. The

teacher will also ask the students if they were able to tap their fingers every time they
segmented and blended the letter sounds of the words that they learned during the lesson. The
teacher will ask the students if they were able to hear the special sound that letter buddies
make and if they were able to tap out one sound for each letter buddy (digraph letter card).
The teacher will also ask the students if they were able to tap their fingers every time they
segmented and blended the letter sounds of the letter buddies (digraphs) they learned
during the lesson. The teacher will tell the students that they will continue to work and
practice segmenting and blending letter buddies in the next lesson.
Post Assessment:
1) Teacher will carefully observe individual students during paired, group, and individual
activities on segmenting and blending monosyllabic words containing digraphs in order
to ascertain that they have grasped the learning objectives of the lesson. Teacher will also
observe students during closure of the lesson to determine if they are aware of whether or
not they have grasped the lesson concepts on digraphs. Teacher will record observations
on the attached post assessment observation form.
Materials:
New Vocabulary Pictures
Letter cards
Pictures to clarify digraph sounds & monosyllabic words composed of digraphs
Resources:
www.wilsonlanguage.com
http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_st
andards_ela.pdf