Sample

Teacher's Guide

Level K

Lesson 2   Level k                                          b  B

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Alphabet  Phonemic Awareness

Written above the lines in the lessons are charts that can be placed on the board or the overhead.  The teacher can best guide the students through the lesson by following theinstructions precisely as written.  However, the teacher is expected to add creative and teachablemoments to make instructions even more interesting, enjoyable, as well as beneficial to the student(s).  If the student does not master skills presented the teacher should re-teach, and reviewparts or the entire lesson before moving on.  In all lessons the teacher must check visually, and listen carefully for the student's oral enunciation, in order to correct oral production of consonant sounds.

The focused consonants in the "Rhythms and Consonants" should be repeated by the teacher until the student is able to articulate the shortened unvoiced sound.  I will read the teacher's part, and let you the student(s) answer with the student's part.  I will  place emphasis on bu (as in bug) to purposely make my voice carry, however you the student(s) will place the emphasis only on  the consonant and not the short u.  Point out differences between the (partner letters) lowercase b, and the uppercase B.

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Objective:   To introduce the name, sound, and forms ofconsonants.

Chart

--------------------------------------------b  B-------------------------------------------------------

Rhythms and Consonants

Teacher                   Student                                                                            Teacher                          Student

I say bu, you say          b'                                                                                I say Bu, you say                B'

I say bu, you say          b'                                                                                I say Bu, you say                B'

I say bu, you say          b'                                                                                I say Bu, you say                B'

I say bu, you say          b'                                                                                I say Bu, you say                B'

I say bu, you say         b'                                                                                I say Bu, you say                B'

The teacher will read the lesson on the worksheet page, and explain that the student willwrite the sound that the teacher says.  The student will write the lowercase and uppercase as they are written on the lines.  Allow time for the students to color all pictures on the pages after eachassignment.

Name _____________________________

Rhythms and Consonants (c)

Teacher                                     Student                Teacher                   Student

I say b, you write                 b                      I say B, you write             B               _

I say b, you write                 b                      I say B, you write             B                 _

I say b, you write                  b                    I say B, you write              B                  _

Lesson 3   Level k                                          bB

Alphabet  Phonemic Awareness

Read the lesson on the worksheet page, and explain that the student will write the sound that the teacher says.  The student will write the lowercase and uppercase as they are written on the lines. First, have students practice writing their names at the top of the page.  Next, write the lower case b and the uppercase B on the board.

Look at the two different ways of writing the letter b.  We call writing the same letter two different ways lowercase and uppercase  (Point to the board).  This b is the lower case b.  This B is the upper case  B.  Look at your worksheet and place your finger under the b.  First, class after I say bu you say b', and you write the lowercase b like the one on your worksheet.

Write one consonant, then two more consonants on your display board.  Make one of the two consonants the same.  Then ask the students to look at the first consonant, and pick out the letters next to it that are alike.   Circle the letters that look exactly the same as the first letter. Erase the first example.  Then have a student come to the board to point to the consonants that are the same as another example that you have written on the board.  Read the directions on the worksheet, and have the students circle the consonants that are the same.  Ask the students to complete the worksheet, and when the page is completed have the students tell which letters are the matching letters.  Then have the students tell why the other letters on the row do not match.

Objective: To develop skills in discriminating consonants.

Name ______________________________________

 Lesson 4   Level k                                        b B

Alphabet  Phonemic Awareness

Read the directions.  Ask for a volunteer to say the name of the first picture.  Ask for a volunteer to say the first sound or beginning sound of the picture.  Write the lowercase letter on the display board.  Continue this procedure with the other pictures on the page.  Then, erase the beginning letters, and have the students to complete the page independently.  Allow time for the students to color all pictures on the pages after eachassignment.

Objective: To reinforce beginning sound-symbol association.

Name                 _                _                _                _

Lesson 5   Level k                                          d  D

Alphabet and  Phonemic Awareness

Read the teacher's part, and let the student(s) answer with the student's part. The teacher will place emphasis on du (as in dug) to purposely make the voice carry, however the student places the emphasis only on  the consonant and not the short u(as in up).  Point out the difference between the lowercase d, and the uppercase D.

Objective: To introduce the name, sound, and forms of consonant d.

Chart

--------------------------------------------d D-------------------------------------------------------

Rhythms & Consonants

Teacher                          Student           Teacher                Student

I say du, you say                d'        I say Du, you say         D'

I say du, you say               d'       I say Du, you say          D'

I say  du  you say             d'       I say Du, you say          D'

I say du, you say              d'       I say Du, you say         D'

I say du, you say              d'       Isay Du, you say        D'

Then, the teacher will read the lesson on the activity sheet page, and explain that the student will write the sound that the teacher says.  The student will write the lowercase and uppercase as they are written on the lines.

Name  _____________________________________________

Rhythms and Consonants (c)

Teacher                         Student                                  Teacher                              Student

I say d, you write                d                                         I say D, you write                  D

I say d, you write                d                                         I say D, you write                   D

I say d, you write                d                                         I say D, you write                   D

Lesson 6   Level k                                      d D

Alphabet  and  Phonemic Awareness

Read the teacher's part, and let the student(s) answer with the student's part. The teacher will place emphasis on du (as in dug), and  bu (as in bug) to purposely make the voice carry, however the student places the emphasis only on  the consonants, and not the short u (as in up).  Point out the differences between the lowercase band d, and the uppercase D and B.

Objective: To introduce the name, sound, and forms of consonant b and d.

Chart

-----------------------------------------b B ---d D-----------------------------------------------

Teacher                     Student                                                            Teacher                       Student

I say bu, you say           b'                                                         I say Bu, you say                    B'

I say du, you say           d'                                                        I say Du, you say                     D'

I say bu, you say          b'                                                        I say Bu, you say                      B'

I say du, you say          d'                                                       I say Du, you say                      D'

I say bu, you say          b'                                                      I say Bu, you say                       B'

Then, the teacher will read the lesson on the worksheet page, and explain that the student will write the sound that the teacher says.  The student will write the lowercase and uppercase as they are written on the lines.

Name______________________________________________

Rhythms and Consonants (c)

You write   b B    d D-----------------------------------------------------------------------------------------

Teacher                Student                    Teacher                Student

_ _ _ _ _ _ _ _ _ _ _                                  _ _ _ _ _ _ _ _ _ _ _

I say b, you write            b                     I say B, you write                 B_________

_ _ _ _ _ _ _ _ _ _ _                                  _ _ _ _ _ _ _ _ _ _ _

I say d, you write              d                    I say D, you write               D__________

_ _ _ _ _ _ _ _ _ _ _                                  _ _ _ _ _ _ _ _ _ _ _

I say b, you write               b                  I say B, you write                  B_________

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Lesson 7   Level k                                      d D

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Alphabet and Phonemic Awareness

Draw one consonant, then two consonants on your display board.  Make one of the two consonants the same.  Then ask the students to look at the first consonant, and pick out the letters next to it that are alike.  Circle the letters that look exactly the same as the first letter.  Erase the first example.  Then, have a student come to the display board to point to the consonants that are the same as another example that you have written on the display board. Read the directions to the worksheet, and have the students to circle the consonants that are the same.  Continue with this method, and when the page is completed have the students tell which letters are the matching letters.  Ask the students to tell what are the differences in each letter that are unlike it on the same row. Then have students to tell why the other letters on the row do not match.

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Sample   Lesson Plan K

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