Letter-sound Relationships

Kindergarten Reading Lesson Plans: Uses Knowledge of Letter-sound Relationships to Manipulate Sounds in the Written Word

1) Responds to a cue word with a word that begins with the same sound
Label a picture card and the student will give a word beginning with the same letter.

2) Responds to a cue word with a word that ends with the same sound
Label a picture card and the student will give a word ending with the same letter.

3) Responds to a cue word with a word that rhymes
Make a rhyming tree. Let the student say rhyming words as “leaves on the trees.” (Word families)
Play I Say - You Say. I say “cat,” you say “bat”; I say “car,” you say “star.”

4) Identifies the relationship between letters and sounds
Hold up letters and lets the student identify the sound. Utilize flash cards with picture cues and a few letters at first.
Make up fun tongue-twisters with the letters of the day. Use their names and let the whole class learn their twister (e.g., Joey just jumped up to a jet.).
Develop a story for letter/sound presentation. For each letter of the alphabet, turn the letter into some sort of living character and make up a story about this character. While telling the story, it is best to draw the character as the student watches. For example, write a large letter “O.” Draw on some ears, hair, eyes, nose, and a round circle for a mouth. Tell the student that “O” has a sore throat and must go to the doctor. The doctor tells him to open his mouth and say “Ahhh.” Display the letters on the wall or the student’s desk for easy reference. As the student sees the character letter, he will remember the story and the sound the character makes. When all the letters have been taught, two character letters can be combined to make a blend.

Demonstrates phonemic awareness

1) Distinguishes sound units/syllables (clapping/stomping/finger tapping)
Say a word. The student will clap every time a particular sound unit or syllable is heard (e.g., jump, stomp, etc.).

2) Produces rhyming words
Hold up simple pictures and let the student tell rhyming words.
Provide opportunities to rhyme words while developing movement skills. Example: Run —demonstrate the run; then say a word that rhymes with run, i.e. fun—demonstrate that word. Say a word that rhymes (e.g., sun—demonstrate the word, etc.).
Allow students to dramatize rhyming words using creative movement. Example: “walk, talk, stalk” --- “leap, beep, peep,” --- “slide, glide, ride, hide,” etc.

3) Recognizes the same phoneme orally
Say three (3) words—two that begin alike. Identify the two that match.
Sing a song that repeats words that start with the same sound or letter. Each time that sound or letter is repeated, perform a movement. Example: Sing the song “My Bonnie Lies Over the Ocean.” Each time a B word is sung, students will stand up, then sit down quickly for all other words. Sing the song through very slowly the first time. Then sing the song again several times, singing it faster each time. Make sure everyone stands for each B word and sits for the others. See how fast the class can sing the song while playing this game.

4)Isolates the beginning sound in a word orally
Display picture cards. The student will say the words and produce the beginning sounds.

5) Blends and segments sounds in two phonemes words (e.g., at—a-t, me—m-e)
Produce a picture dictionary of given words with short and long vowel sounds.
Have students use body motions to act out individual sounds in words. Teacher will create and assign a movement for each sound. Students will do the movements as teacher says a word. They may repeat this several times, blending the sound and movements each time.

 

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