Grade Band: Intermediate Unit 20 Unit Target: History and Government Unit Topic: This Is Our Government

© 2013 n2y ULS, January 2014

Lesson 10 Instructional Targets

Reading Standards for Foundational Skills • Phonics and Word Recognition: Use letter-sound knowledge and patterns to decode words. Which of your state standards are aligned to these instructional targets?

Classroom Activities/Lesson Plan Letter-Sound Sort: Short Vowels e and u; Initial Consonants v, y, z, j, q, x, sl

Letter-sound activities continue to build alphabetic principle and letter-sound associations. These emerging reading skills increase students’ strategies for decoding unfamiliar words they may encounter in text materials.

Present the vowel sound and letter to the student. This month the vowel is short e and u.

e: egg, elk, elephant, elevator u: up, uncle, umbrella, under

Present the consonant sound and letter to the student. Depending on each student’s ability level, the number of letters and sounds to be taught each month may vary.

v: vest, vegetable, violin, vote q: queen, quarter, quilt, quiz y: yarn, yellow, yo-yo, yawn x: X-ray z: zoo, zipper, zebra, zero sl: sled, slug, slippers, sleeve j: jet, jar, jump, junk

• Have students sort the pictures that begin with each sound. Instructional supports may include saying words aloud for the student or using the text on the picture/word card to have students match the initial sound or letter to a letter card.

• Pictures are provided with and without text. Select pictures that best support the student in this skill area. • Build vocabulary meaning from these words by describing pictures, using in-context sentences and acting out. • Sound cards are available to support sounds. These cards are provided in the ULS Instructional Tools: Sound Cards.

Phonemic Awareness • Say two words and have students indicate whether they hear the same or different sounds at the beginning of each word. • Use picture cards to have students identify two or more words that begin with the same sound. • Present three picture cards (two with the same sound) and ask students to identify the picture that does not start with the same sound as the

other two. • Create alliterative sentences, using pictures that start with the same sound. • Additional ideas for phonemic awareness instruction are provided in the ULS Instructional Guides: Phonemic Awareness.

Word Study • Present two or more word cards that begin with different letters or sounds. Read a word aloud and have students use the initial sound to

help them identify the correct card for the word you read. Continue with additional word card sets. • Additional ideas for word study instruction are provided in the ULS Instructional Guides: Word Study.

Standards Connection • Extend phonemic awareness and phonic skills with these activities.

Pre- and post-assessments are available through Monthly Checkpoints.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read and write

words by applying letter-sound correspondences.

• Students will select or point to a named word from a set of three words, using cues from letter-sound correspondence.

• Students will attend to activities that apply letter-sound correspondence to the reading of words.

Resources and Materials Notes Letter cards: e, u, v, y, z, j, q, x, sl Picture and Picture/Word cards: egg, elk, elephant, elevator, up, uncle, umbrella, under, vest, vegetable, violin, vote, yarn, yellow, yo-yo, yawn, zoo, zipper, zebra, zero, jet, jar, jump, junk, queen, quarter, quilt, quiz, X-ray, sled, slug, slippers, sleeve Standards Connection Lesson 10

Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com

Grade Band: Intermediate Unit 20 Unit Target: History and Government Unit Topic: This Is Our Government

© 2013 n2y ULS, January 2014

Standards Connection Lesson 10 Instructional Targets

Reading Standards for Foundational Skills • Phonics and Word Recognition: Use letter-sound knowledge and patterns to decode words.

Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently read and write words

by applying letter-sound correspondences. • Students will select or point to a named

word from a set of three words, using cues from letter-sound correspondence.

• Students will attend to activities that apply letter-sound correspondence to the reading of words.

Phonics is a learning process through which students begin to associate particular sounds (phonemes) with specific letters or letter combinations. This process is another critical skill in developing ease with word recognition, the ability to use letters to decode an unfamiliar word.

Present an array of pictures (no text) and a letter card, for example an m.

This is the letter m. Find two words that begin with the letter ___.

Present letter cards. (For ending sounds, you may need to use letter cards from previous lessons.) Show a picture containing (no text).

This is a (name picture). Listen to the sound you hear at the beginning of ______. Find the letter that has this sound.

This is a (name picture). Listen to the sound you hear at the end of ______. Find the letter that has this sound.