EL Support Lesson

Hands On Reading

Challenge your emerging readers to segment words into individual sounds with this phonemic awareness lesson. Use alone or with the "Read with Beads" lesson plan.
This lesson can be used as a pre-lesson for theRead with BeadsLesson plan.
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This lesson can be used as a pre-lesson for theRead with BeadsLesson plan.
Academic

Students will be able to isolate the sounds in three and four letter short A words.

Language

Students will be able to isolate the sounds in three and four letter short A words using repetition, movements and visual supports.

(2 minutes)
Teach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: Hands on ReadingGlossary: Hands on ReadingShort A WordsFour Letter Short A Words
  • Ask students what a vowel is.
  • Remind students that a vowel is a letter, and that every word has at least one vowel.
  • Point to the letters on a class alphabet chart as you name the five vowels with your students.
  • Review the short vowel sounds with students, using an image if possible. For example, "A says ah-ah-apple, E says e-e-egg, I says i-i-igloo, O says o-o-octopus, and U says u-u-under."
  • Tell students that today you will be listening for the different sounds that make up a word, and focusing on the letter A.
  • Show students the Vocabulary Cards to review the vocabulary.
(5 minutes)
  • Display an image of a CVC word with a short A sound from the Short A Words worksheet (e.g., hat).
  • Ask students to name the picture. Have students act out putting an imaginary hat on their heads.
  • Tell students to listen carefully as you segment the word into sounds, "h-a-t."
  • Ask students to show you with fingers how many sounds they heard in the word. Model raising three fingers spread wide apart.
  • Tell students that they are correct, the word hat has three sounds. Have students point to each of their raised fingers as they repeat the sounds "h-a-t." Then, model moving your three fingers to touch and pronouncing the word hat naturally as one syllable. Have students repeat the word "hat."
  • Repeat this process with other three letter short A words. As students demonstrate mastery of this skill, introduce a four letter short A word from the Vocabulary Cards.
(5 minutes)
  • Read the sentence frame, "The word ____Has ____Sounds." Point below each word in the sentence frame as you read it.
  • Tell students you will call out mystery words. Show students a picture of a short A word with three or four sounds. Name the picture (e.g., band) enunciating each sound as you segment the word, "b-a-n-d."
  • Ask students to show you with their fingers how many sounds are in the word.
  • Ask students what the mystery word was, and have students blend the sounds together to tell you the word.
  • Have students tell a partner how many sounds they heard in the word using a complete sentence, "The word ____Has ____Sounds."
(10 minutes)
  • Distribute paper or individual whiteboards and markers to students.
  • Tell students that they will practise listening for the different sounds in a word.
  • Call out simple short A words fluently without enunciating individual sounds. Display an image of the word if possible.
  • Have students write the number of sounds they hear in the word on their whiteboards or paper.
  • Practise isolating the sounds with the students by having students repeat the word, first segmenting and then blending.

Beginning

  • Practise segmenting and blending words with a small group of students using visual supports (e.g., pictures, objects).
  • Work with students to utilize the classroom alphabet chart to match each sound with a letter.

Advanced

  • Have students practise segmenting and blending words with different short vowel sounds.
  • Observe students during the whole group portion of the lesson to assess whether they accurately show the number of sounds in a word with their fingers.
  • Have students show you the number of sounds they heard on the whiteboard or paper as they write them to check for accuracy.
(3 minutes)
  • Display additional images and have students turn and talk to a partner to practise segmenting the word into individual sounds.

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