migrant literacy net instructional resources emergent ... 12 letter sounds... · consonants, short...

Skill Area(s):

Materials:

Reading Stage:

Outcome(s):

Duration ofLesson:

ELLRecommendations:

Assessment:

Emergent Developmental Fluent

See attached pages.

Migrant Literacy NET Instructional Resources

Emergent Lesson 12: Letter Sounds–Consonants, Short Vowels

Reading Dimension:

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Letter Sounds–Consonants, Short Vowels

Students will be able to name the pictures beginning with the target sound.

Students will be able to identify the beginning sound of the word that

names each picture.

Pretest/Posttest for every set of five letters

Alphabet Letter Cards (included)

Alphabet Sound Picture Chart (included)

Alphabet Picture Cards (included)

English/Spanish Word Glossary (included)

Letter Sound Student Worksheets

One 15-minute session for each letter of the alphabet

One 10-minute pretest session for each five lesson set

One 10-minute posttest session for each five lesson set

Time and duration of lesson may be adjusted as needed.

Please see NOTE in Teacher Procedures ELL Recommendations

for this lesson.

Letter Sound Student Worksheets: The key picture in the middle of the

page inside the sun needs to be the same as the one in the Alphabet

Sound Picture Chart (included) to facilitate vocabulary understanding and

to concentrate on target sound only, not new vocabulary.

The teacher will administer the assessment to the students by reading the

directions to them for completion. The pre- and posttest assessments are

at the end of the lesson.

Procedures and

Answer Key(s):

Emergent Lesson 12: Letter Sounds–

Consonants, Short Vowels Lesson Procedures

Teacher Procedures

Lesson Procedures:

Each day use a different letter until all letter sounds are introduced. Use a set of five letters per

week starting with A-E.

Day 1:

1. Give the pretest for this set of letters using the Assessment Procedures given on

the next page. The teacher should rate the student’s skill level subjectively using the

4-point rubric indicated.

2. On the board the teacher displays the Alphabet Letter Card (included) of the letter sound to be

learned and identifies the letter and its sound.

3. The teacher then displays the corresponding Alphabet Picture Cards (included) and asks the

class to identify the picture on the cards and the beginning sound of each word. The students

should repeat the letter and its sound for each word on the cards.

Example: say the name of the letter “s”: “s” sound: “sssssss” as in “sun”

4. The teacher distributes the Letter Sound Student Worksheet for the selected letter. The picture

inside the sun on the worksheet is the “key picture”–the one that represents the selected letter

and its sound. The students should name all the pictures aloud with the teacher. Then they

should draw a line from the key picture to each picture that begins with the same sound as the

key picture.

Days 2-5:

Repeat the procedure with each of the other four letters for the week.

After introducing three or four sounds, the teacher should ask the students if two sounds are the

same or different.

Example: /s/ - /s/ (same)

/s/ - /m/ (different)

Place three Alphabet Letter Cards on the board and sort the

corresponding Alphabet Picture Cards in three groups according to the beginning sound.

5. Administer the posttest using the Assessment Procedures given on the next page for

these five letters to determine the student’s level of proficiency following the

instruction of these skill(s). The teacher should rate the student’s skill level

subjectively using the 4-point rubric indicated.

6. For the other sections of the alphabet (F-J; K-O; P-T; U-Z), repeat Steps 1-4.

Mm Ss Dd

ELL Recommendations:

Letter Sound Student Worksheet: The key picture in the middle of the page inside the sun needs to

be the same as the one in the Alphabet Sound Picture Chart (included) to facilitate vocabulary

understanding and to concentrate on target sound only, not new vocabulary.

NOTE: The English alphabet has 26 letters, but the Spanish alphabet contains 30. The additional

letters are ch, ll, ñ, and rr. Although the letters k and w are in the Spanish alphabet, they appear

only in foreign words. It is important to note that in Spanish, unlike English, each vowel possesses

only one sound: a, ah; e, ay; o, oh; u, u (in bull); y, ee. Teachers who are teaching students who

are learning to read in English and who are Spanish speakers, readers, and/or writers must be

cognizant of these aspects of both languages. Consequently, every effort was made to include

vocabulary words that share similar labels in both English and Spanish to help facilitate vocabulary

development and reading fluency whenever it was possible and appropriate. Therefore, when

planning for instruction, teachers should review the letter/letter sounds they intend to teach and

select pictures/words accordingly.

Whenever possible, use pictures with names that start with the same sound in English and Spanish to

facilitate understanding of vocabulary and letter sound association.

Example: /T/ turtle tortuga

/S/ sun sol

Using many of the words/pictures from the English/Spanish Glossary (included) facilitates the

process for ELL students since many of the names of the pictures start with the same sound in

English and Spanish and the students can identify the picture in their native language. Please note

that all vowels in Spanish possess a single sound. Words beginning with short vowel sounds in

English are limited. The teacher may want to consider introducing short vowel sounds by

introducing c-v-c (consonant-vowel-consonant) pattern-type words; i.e., hat, cap, pan, sun, cup,

tub, etc.

Assessment Procedures:

The pre- and posttest assessments are at the end of the lesson.

Pretest:

1. Give the pretest for the set of letters being taught prior to that set’s instruction.

2. The teacher should read the directions to the students.

3. The teacher should rate the student’s skill level subjectively using the 4-point rubric indicated.

Posttest:

1. Administer the posttest every five days or at the end of that five-letter set’s instruction to

determine the student’s level of proficiency following instruction in this skill.

2. The teacher should read the directions to the students.

3. The teacher should rate the student’s skill level subjectively using the 4-point rubric indicated.

Teacher Procedures (cont.)

Answer Key(s)

Student Worksheet Answer Keys:

Students should draw lines to the following pictures:

Letter A: animals, apple, ant, alligator

Letter B: bubbles, boots, button, bell,

Letter C: castle, camel, corn, candle

Letter D: doctor, deer, dog, dinosaur

Letter E: elf, eggs, envelope

Letter F: fire, fruit, five, family, finger

Letter G: goose, gum, garage, gorilla, game

Letter H: hose, hippo, hole, hospital, hamburger

Letter I: invitation, insects, Indian, iguana

Letter J: jar, jacket, juice, jelly

Letter K: king, kite, kangaroo, karate

Letter L: lips, lake, lace, lemon

Letter M: milk, mask, mountains

Letter N: numbers, nose, needle, nine, nickel

Letter O: ox, olives, octopus, on

Letter P: penny, penguin, pear, picnic

Letter Q: quiet, queen, question mark

Letter R: radio, rake, robot, rectangle

Letter S: six, sweater, snake, salt

Letter T: triangle, tiger, top, taxi

Letter U: underwear, up, under

Letter V: vest, volcano, vase, vine

Letter W: well, window, wig, wagon

Letter X: x-ray

Letter Y: yogurt, yarn, yolk

Letter Z: zebra, zipper, zigzag

Pretest/Posttest Assessment Answer Keys:

The following pictures should be circled on the student’s pretest/posttest assessment:

Pretest/Posttest Assessment A-E: cactus, cake; apple, alligator; desk, door; bed, ball; elf,

Pretest/Posttest Assessment F-J: hill, house; insects, iguana; fox, fire; jar, juice; goat, globe

Pretest/Posttest Assessment K-O: karate, kangaroo; lock, lemon; mouse, mask; nail, nine;

octopus, olives

Pretest/Posttest Assessment P-T: pear, panda; queen, quilt; radio, rake; snake, seeds; tent,

telephone

Pretest/Posttest Assessment U-Z: up, underwear; volcano, vine; window, well; x-ray; yogurt,

yard; zipper, zebra

Alphabet Letter Cards

Alphabet Sound Picture Chart

A B C D

F G H I

K L M N

P Q R S

U V W X Y Z

a b c d ea

f g h i jg

k l m n o

p q r s t

v w x y zu

Alphabet Picture Cards--A

Alphabet Picture Cards--B

Alphabet Picture Cards--C

Alphabet Picture Cards--D

Alphabet Picture Cards--E

Alphabet Picture Cards--F

Alphabet Picture Cards--G

Alphabet Picture Cards--H

Alphabet Picture Cards--I

Alphabet Picture Cards--J

Alphabet Picture Cards--K

Alphabet Picture Cards--L

Alphabet Picture Cards--M

Alphabet Picture Cards--N

Alphabet Picture Cards--O

Alphabet Picture Cards--P

Alphabet Picture Cards--Q

Alphabet Picture Cards--R

Alphabet Picture Cards--S

Alphabet Picture Cards--T

Alphabet Picture Cards--U

Alphabet Picture Cards--V

Alphabet Picture Cards--W

Alphabet Picture Cards--X

Alphabet Picture Cards--Y

Alphabet Picture Cards--Z

PLEASE NOTE: The English alphabet has 26 letters, but the Spanish alphabet contains 30. The

additional letters are ch, ll, ñ, and rr. Although the letters k and w are in the Spanish alphabet, they

appear only in foreign words. It is important to note that in Spanish, unlike English, each vowel possesses

only one sound: a, ah; e, ay; o, oh; u, u (in bull); y, ee. Teachers who are teaching students who are

learning to read in English and who are Spanish speakers, readers, and/or writers must be cognizant of

these aspects of both languages. Consequently, every effort was made to include vocabulary words that

share similar labels in both English and Spanish to help facilitate vocabulary development and reading

fluency whenever it was possible and appropriate. Therefore, when planning for instruction, teachers

should review the letter/letter sounds they intend to teach and select pictures/words accordingly.

Aa album/álbum, alligator/caimán, animals/animales, alphabet/alfabeto, astronaut/astronauta,

ambulance/ambulancia, ant/hormiga, apple/manzana, anchor/ancla, aquarium/acuario

Bb baby/bebé, bag/saco, ball/pelota, balloon/globo, basketball/baloncesto, baseball/béisbol,

bat/bate, bed/cama, bee/abeja, bell/campana, bench/banco, bike/bicicleta, boat/barco,

boots/botas, bread/pan, bubbles/burbujas, bus/autobús, omnibus, butterfly/mariposa,

button/botón

Cc cactus/cacto, cake/torta (pastel), calculator/calculadora, calendar/calendario, camera/

cámara, camel/camello, candle/vela, canoe/canoa, car/carro, coche, castle/castillo, cattle/

ganados, cone/cono, corn/maíz, cow/vaca, crown/corona, cube/cubo, cup/taza, curve/curva

Dd deer/venado, dentist/dentista, desert/desierto, desk/escritorio, dice/dados, dictionary/

diccionario, diamond/diamante, dinosaur/dinosaurio, disk/disco, doctor/doctor, dog/

perro, dollar/dólar (“peso fuerte”), dolphin/delfín, door/puerta, dragon/dragón, duck/pato

Ee eggs/huevos, elbow/codo, elf/enano (duende), envelope/sobre de carta, elephant/elefante,

escalator/escalera mecánica, exercise/ejercicio

Ff fair/feria, family/familia, fan/abanico, finger/dedo, fire/fuego, fireman/bombero, five/cinco,

flag/bandera, flower/flor, flute/flauta, fox/zorra, fruit/fruta

Gg gallon/galón, game/juego, garage/garaje, gas/gasolina, giant/gigante, girl/niña (muchacha),

glasses/lentes, globe/globo, gloves/guantes, goat/cabra (chivo), goose/ganso, gorilla/gorila,

grain/grano, grapes/uvas, group/grupo, guitar/guitarra, gum/chicle (goma)

Hh ham/jamón, hamburger/hamburguesa, hammer/martillo, hay/heno, heart/corazón, helicopter/

helicóptero, hero/héroe, hill/loma (cuesta), hippopotamus/hipopótamo, hole/hoyo, hose/

manguera, horse/caballo, hospital/hospital, house/casa

Ii idea/idea, igloo/iglu, iguana/iguana, Indian/indio, inset/insecto, invitation/invitación

Jj jacket/chaqueta, jar/jarra, jeans/pantalones de mezelilla, jeep/jeep, jelly/jalea, jewelry/

joyería, juice/jugo, jug (generally made from clay with a cork top/jarro (de barro y con

tapón)

Kk kangaroo/canguro, karate/karate, kilogram/kilograma, kindergarten/jardín infantil, king/rey,

kite/papalote (cometa), kiosk/kiosco, koala/koala

English/Spanish Word Glossary

Ll lace/encaje (lasos, cordones), lake/lago (laguna), lamb/oveja (borrego/a), lamp/lámpara,

leaf/hoja, lemon/limón, letter/letra, lettuce/lechuga, light/luz, lime/lima, lion/leon, lips/labios,

list/lista, lock/cerra con llave, long/largo

Mm map/mapa, mask/máscara, medicine/medicina, men/hombres, milk (qt)/leche (un cuarto),mitten/mitón, mom/mamá, monkey/mono, moon/luna, mop/aljofifa (estropajo), mountains/

montañas, mouse/ratón

Nn nail/clavo, needle/aguja, nest/nido, nickle/cinco centavos, night/noche, nine/nueve, nose/

nariz, note/nota, numbers/números, nuts/nueces

Oo octopus/pulpo, office/oficina, olives/aceitunas, on-off/puesto-cerrado, ostrich/avestruz, ox/

Pp package/paquete, page/página, paint/pintura, pair/pareja, pajamas/pijamas, pan/cazuela,

panda/panda, paper/papel, parachute/paracaídas, park/parque, parrot/perico, pear/pera,

pedal/pedal, penguin/pingüino, penny/un centavo, period/punto, piano/piano, picnic/picnic

(merienda al aire libre), pig/cerdo, pine/pino, plane/avión, planet/planeta, plant/planta,

police/policia, pony/caballito, pot/olla, potato/papa, pumpkin/calabaza, purse/bolsa

Qq quack (sound that ducks make)/quack (grito de patos), quart (one fourth of a gallon)/cuarta

(cuarto de galón), quarter/cuarto del dólar, queen/reina, quesadilla/quesadilla, question

mark/marca de interrogación, quetzal/quetzal, quiet/quieto (silencio), quilt/colcha

Rr rabbit/conejo, radio/radio, radish/rabano, rain/lluvia, rake/rastrillo, rat/ratón, rectangle/

rectángulo, ring/anillo, river/río, robot/robot, roots/raíces, rose/rosas, ruler/regla

Ss salt/sal, sandwich/sandwich, satellite/satelite, saw/serrucho, seal/foca, seeds/semillas, sign/

señal, six/seis, scissors/tijeras, snail/caracol, snake/serpiente, soldier/soldado, soup/sopa,

spoon/cuchara, stove/estufa, submarine/submarino, sum/suma, sun/sol, sweater/suerter

Tt table/mesa, tank/tanque, taxi/taxi, tea/té, telephone/teléfono, telescope/telescopio, ten/diez,

tent/tienda de campana, tiger/tigre, toaster/tostador, tomatoes/tomates, top/trompo, towel/

toalla, toys/juguetes, train/tren, tree/árbol, triangle/triángulo, tricycle/triciclo, turtle/tortuga,

television set (T.V.)/televisor (tele)

Uu umpire/arbitrador, under/debajo (abajo), underwear/ropa interior, unhappy/infeliz, umbrella/

paraguas, up/arriba

Vv vampire/vampiro, vase/vaso, vegetables/vegetales, vest/chaleco, vines/vides, violet/violeta,

violin/violín, volcano/volcán, van/van

Ww wagon/carretón (vagón), web/telaraña, well/pozo (fuente), wig/peluca, window/ventana,

worm/gusano (lombriz), wrist watch/reloj de pulsera

*This letter does not belong to the Spanish alphabet and is only used in terms, chiefly

proper names, taken from languages of Northern Europe. It is named V doble (doble v).

Xx xylography (art of wood engraving/xilografía, xylophone/xilofono, x-ray/”rayos x”

Yy yard/patio (de una casa), yarn/hilo de lana, yolk/yema, yogurt/yogurt, yoyo/yoyo

Zz zebra/cebra, zero/cero, zigzag/zigzag, zipper/cierre relampago, zoo/zoológico

English/Spanish Word Glossary (cont.)

Consonants, Short Vowels Student Worksheet

Student Worksheet

3 6257

Student Worksheet

Consonants, Short Vowels Assessment

AssessmentPRETEST

Name___________________________________________

Directions: Put your finger on the star in the top row. Say the name of the pictures with me. Circle

the pictures that start with the same sound as the picture in the box. Repeat for the rest of the letters in

the sun, moon, flower, and house rows.

Teacher Rating for Student

Proficiency in this Skill(4 = advanced; 3 = proficient;

2 = partly proficient; 1 = unsatisfactory)

Assessment POSTTEST

Name___________________________________________