November 25, 2018
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By Jasmine Gibson

EL Support Lesson

What Does It Say?

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This lesson can be used as a pre-lesson for the The First Letter is...Lesson plan.
GradeSubjectView aligned standards
This lesson can be used as a pre-lesson for the The First Letter is...Lesson plan.
Academic

Students will be able to identify the beginning letter sound of a word.

Language

Students will be able to identify and generate the beginning sound in a grade level word using visual supports.

(2 minutes)
  • Introduce the lesson by gathering the students together.
  • Write the letter B on the board and say, ""This is the letter B. Let's look at some pictures of things that start with this letter. B says /b/ the same sound as (bear/bird/bee). Can you think of some other things that also start with the same sound (/b/)?""
  • Have students turn and talk to share their ideas with the class.
  • Encourage pairs to share out using the sentence frame: "____Also starts with the /b/ sound."
  • Record student ideas on the board (including pictures if you can).
(10 minutes)
  • Explain that today you will be listening for the beginning letter sounds in words.
  • Display an alphabet chart and point to the letter P. Say, ""This is the letter P. It makes the sound /p/. What are some words that also start with the /p/ sound? I'll start-- purple starts with /p/.
  • Display pictures and say each name aloud (pickle, pot, car) and ask students to turn and talk to share which of the pictures start with the /p/ sound.
  • Go over the pictures again and have students give a thumbs up to show which start with the /p/ sound.
  • Ask students to think of something else that starts with the same /p/ sound as the pictures. Have students turn and talk to share their ideas using the sentence frame: _____Starts with the /p/ sound.
  • As time allows, repeat this process using additional letters.
(10 minutes)
  • Have students choose one of the letters used in the prior section to focus on.
  • Ask students to turn and talk to share some things that start with the same sound (using their chosen letter). Have students share the name of their letter and the sound it makes with their partner (e.g. I chose S. The letter S makes the /s/ sound).
  • Explain that now students will practise writing their letter at the top of the page and then will draw as many things as they can that start with the same sound.
  • Pass out unlined paper and crayons for students to work independently.

Beginning

  • Choose target letters for students to focus on when coming up with words that begin with the same letter sound.
  • Work with a smaller group of students to practise finding the beginning sound in words.

Advanced

  • Have students choose an additional letter to focus on.
  • Ask students to practise labeling each of their pictures with their beginning letter.
(5 minutes)
  • As students are sharing ideas, assess if they are able to accurately choose additional things that start with the same beginning sound.
  • Collect student work samples to check students' ability to find multiple things that start with the same beginning letter sound.
(3 minutes)
  • Gather the class back together and have students share their work with a peer.
  • As time allows, share out several student work samples with the whole class.

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