Reading Lesson: Beginning Sounds

Reading Lesson: Beginning Sounds Grade Level: K

Lesson Summary: Students will learn that words have beginning sounds and begin to understand how to decode them. They work through an assessment, identifying the beginning sounds b, c, d, f, and g. Then they work through the PowerPoint presentation, identifying beginning sounds b, c, d, f, and g in other words. A walk around the classroom in which students identify an item in the room and its beginning sound and then share their findings concludes the whole class instruction. Advanced learners represent the letters that they think are the beginning sounds of the first names of people and pets in their family. Struggling learners review the beginning sounds of the words in the assessment, and then work through the PowerPoint again, identifying beginning sounds.

Lesson Objectives:

The students will know…  that letters are associated with sounds.

The students will be able to…  recognize beginning sounds.

Learning Styles Targeted:

Visual Auditory Kinesthetic/Tactile

Pre-Assessment Procedure: 1) Ask students to consider that words have beginning sounds. Ask them to identify beginning sounds in simple words: ball, cat, dog, face, and goat. Note students who have trouble.

Whole-Class Instruction

Materials Needed: PowerPoint presentation*, index cards, and pencils or pens

Procedure: Presentation 1) Ask students to say what sound the letter b makes.

2) Ask students to say what sound the letter c makes.

3) Ask students to say what sound the letter d makes.

4) Ask students to say what sound the letter f makes.

5) Ask students to say what sound the letter g makes.

Guided Practice 6) Use the PowerPoint presentation* to introduce picture words.

7) Ask students to identify the first picture—bat. (slide 2)

8) Ask students to pronounce the word that represents the picture in unison.

9) Ask students to identify the first sound of the word.

10)Ask students to identify the second picture—cake. (slide 3)

12) Ask students to identify the first sound of the word.

13) Ask students to identify the third picture—doll. (slide 4)

14)Ask students to pronounce the word that represents the picture in unison.

15)Ask students to identify the first sound of the word.

16)Ask students to identify the fourth picture—fish. (slide 5)

19)Ask students to identify the fifth picture—game. (slide 6)

Independent Practice 22) Students take a walk around the classroom and identify environmental words in the classroom: desk, board, door, and so on.

23) Students write down the letter they think represents the first sound of each item on an index card.

Closing Activity 24) Students share the environmental words they have used and the first sound of each.

Advanced Learner

Materials Needed: index cards or manuscript paper and pens or pencils

Procedure: 1) Tell students to think of the names of the people and pets in their family.

2) Have them represent the letters that they think are the beginning sounds of the first names on index cards or manuscript paper.

3) Allow time for students to share their beginning sounds with each other.

Struggling Learner

Materials Needed: PowerPoint presentation*, paper, and pens or pencils

Procedure: 1) Work through slides 7–11 with the students. These words represent the sounds in the pre- assessment.

2) Return to slides 1–5 and work with students on those same beginning sounds from instruction. *see supplemental resources