A. Demonstrate letter-sound association (initial consonant, final consonant, and medial short vowel sounds)

1. recognize letters a. identify names letters, b. produce sounds of letters, c. supply a word that has the same initial sound
2. recognize similar initial, final, and medial phonemes examples (ball, bat, bug)
3. segment words into phonemes using manipulatives, examples: magnetic letters, letter tiles, etc.
4. blend two or three phonemes into words using manipulatives, examples: magnetic letters, letter tiles, etc.
5. recognize that words have letter patterns that are connected to sounds

Lesson Plans:
 

The Magic Hat
This activity offers the children an opportunity to practice sound substitution and sound blending both orally and with concrete materials.

Whole-to-Parts Phonics Instruction: Teaching Letter-Sound Correspondences

This lesson uses whole-to-parts phonics instruction as an approach to beginning reading. Letter-sound correspondences are taught within a meaningful context, and in an explicit, systematic, and extensive manner. This lesson uses onset-rime analogy to present word families and spelling patterns.

Gingerbread Phonics

In this lesson, early readers in grades K–2 use familiar words from a traditional story to learn letter–sound correspondence. The teacher conducts a shared reading of The Gingerbread Man with the whole class. Students then use words from the story to practice letter–sound correspondence and write and publish their own stories online using some of these words.
 

Word Recognition Strategies Using Nursery Rhymes

Students can learn to identify written words with similar endings by singing and reciting nursery rhymes. This lesson will generate enthusiasm as your students learn to create and categorize words that have similar endings.

Word Wizards: Students Making Words

*Learn how to look for patterns in words
*Learn how changing one letter or where you put a letter changes the whole word
*Construct new words by manipulating and reordering a set of letters from another word (i.e., anagrams)
*Use meaning clues and phonics patterns to make words

Phonics Through Literature: Learning About the Letter M
This lesson incorporates the use of children's literature, in addition to various learning centers and activities that focus on learning about the letter m. Students will learn about phonics by participating in an integrated array of activities, including reading, writing, mathematics, music, art, and technology.
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Movement ABC's
Students will use a variety of locomotive movements to find upper/lower case letters.

Name Talk: Exploring Letter-Sound Knowledge in the Primary Classroom
This lesson invites pre-school through first grade students to share what they know about letters and sounds with a small group of their peers, as well as gives teachers an opportunity to assess that knowledge in a more meaningful context than traditional “screening” sessions achieve.

Student of the Day: Create Sound/Letter Understanding With Names

Students can learn to identify letters and words by exploring one another's names and other words. Each student gets to be "Student of the Day," and the class will explore his or her name and life. Students will be encouraged to draw and write messages to each other on a daily basis.

Kindergarten KidPix ABC
After listening to an alphabet book the student will: verbally identify the letters of the alphabet; locate them in the alphabet stamps in Kidpix; stamp the alphabet in order; stamp their name; type the alphabet in order; type their name; use the paintbrush to print the alphabet; and use the pencil to write their name

Swat the Spot
Associate beginning sounds and letters
 

Leo Loves to Spell: Several different activities for learning letters

Beginning Letter Sounds: Free software for learning phonics

Julia's Rainbow Corner

n this interactive game, from Julia's Rainbow Corner, children click on letters of the alphabet to see pictures of words that begin with each letter and hear the letter names.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify and restate format elements of book (i.e. front cover, title, back cover).
E/B: Identify and restate symbols and signs within classroom and community environment; D: Identify and restate symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Identify and express beginning sounds of words.
E/B: Recognize some simple sight words; D: Recognize and produce some simple sight words; E: Recognize and produce various sight words.
E/B: Listen and repeat rhyming patterns in language; D: Listen and produce rhyming patterns in language.
E/B: Distinguish between capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a spoken word.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
D: Blend two to four phonemes into recognizable words.
D: Recognize and identify capital and lowercase letters.
D: Distinguish between individual sounds and syllables; E: Blend vowel-consonant sounds orally to make words or syllables.
D: Begin to correct self when reading simple words or sentences aloud; E: Correct self when reading simple words and sentences aloud.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

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