ph /f/ gn /n/ kn /n/ ck /k/ wr /r/

Transcription

Lesson 40
The remaining five consonant digraphs are not new sounds
They are new spellings for the sound they represent.
gn kn ph ck wr
/n/ /n/ /f/ /k/ /r/
Contents
Page 2
Phonemic Awareness /n/
Page 3
Sound/Letter Relationship
Page 4
Blending-kn
Phonemic Awareness
Blending-gn
Phonemic Awareness
Blending
Phonemic Awareness
Phonemic Awareness
Blending /wr/
Phonemic Awareness /k/
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Blending-ck
Resources:
Resources:
Resources:
Resources:
Resources:
Resources:
Resources:
Resources:
Resources:
Resources:
American Pronunciation /n/
Sound/Symbol Cards (1)
kn Word Cards
kn Writing Practice Sheet
gn Word Cards
gn Writing Practice Sheet
American Pronunciation /f/
ph Word Cards
ph Writing Practice Sheet
American Pronunciation /r/
wr Word Cards
wr Writing Practice Sheet
American Pronunciation /k/
ck Word Cards
ck Writing Practice Sheet
website (40.01)
PDF color sheets (40.02)
PDF b+w sheets (40.04)
website (40.08)
website (40.12)
website (40.14)
PDF b+w sheet (40.15)
website (40.16)
Lesson Plans:
PHONEMIC AWARENESS
• Students learned in Week One that the
•
•
/ n / sound is represented by the
grapheme n N. We will now teach that
the the sound can be represented by
other letters.
To make the /n/ sound, press the front
and sides your tongue tightly against the
upper gum. This stops the vibrating
breath from coming through your
mouth.
Go to the Iowa University website link
and click on the triangle to hear how the
phoneme /n/ should be sounded.
PHONEMIC AWARENESS
• Show
the front of the sound/symbol
card for “nest” and ask what’s in the
picture.
• Ask
them what sound does the
word “nest” begin with.
Consonant Digraphs
2
American Pronunciation
University of Iowa
Australian Pronunciation
Get Reading Right
British Pronunciation
Phonics International
Scroll to the middle of the page.
You must have Flash 7 or higher
plug-in to use these pages.
Sound/Symbol Cards
Week 1 Cards
Print on a thick paper or card.
Fold the sheet down the center
on the dotted line. Cut the cards
into four and glue. For extra
durability, you can laminate the
cards.
them to say the /n/ sound
and do the “no” action that they
learned in Lesson 3.
• Ask
© 2010 ReadingLessons.com
Week 8 Lesson 40: Consonant Digraphs
Lesson Plans:
SOUND/LETTER RELATIONSHIP
Consonant Digraphs
3
Sound/Symbol Cards
Week 1 Cards
• Show the back of the nest card.
• Point to the word “nest” and say this is
how we write the word “nest.” Point out
the letter n and say this is how we write
the / n / sound at the beginning of the
word “nest.”
• Tell the students that there are some
words which use different letters to
write the /n / sound.
• Say that the /n/ sound is represented
by the two letters k and n in words like
“knife” and “knot.”
Sound/Symbol Cards
Week 8 Cards
•Get ReadingLessons sound/symbol card 40.
• Show the front of the card and ask
what is in the picture. Ask what
sound “knife“ begins with.
•Show the back of the card.
• Say that in the word “knife“ the
sound /n/ is represented by two
letters. Point to the kn and say this
is how we write the letters for the
sound / n / in the word “knife.“
Lesson Plans:
Consonant Digraphs
4
Word Cards
kn Word Cards
BLENDING
•Print out the Words Cards for the
digraph kn.
•Using a Word Card, point to the first
two letters of a word and say the
sound /n/.
•Then pass your finger to the next
letter and say the sound, and so on.
•For example, for the word knot say
/n/-/o/-/t.
•Do this again more quickly until the
word is pronounced naturally.
•Point out that in this word the letter
k is not pronounced.
Cut where indicated to
make eight cards
Writing Practice Sheets
kn Writing Practice Sheet
• Give out the KIDiddles writing
practice sheet for kn Kn.
• Point to kn and say this is how
we write the letters for the
sound /n/ in words with a silent
k at the beginning of the words.
• Model the formation of the letters
kn for the students.
• Ask the students to practice
writing kn and Kn on the practice
worksheets.
Lesson Plans:
Consonant Digraphs
5
Sound/Symbol Cards
Week 8 Cards
sound “gnome“ begins with.
• Say that in the word “gnome“ the
sound /n/ is represented by two
letters. Point to the gn and say this is
how we write the letters for the
sound / n/ in the word “gnome.“
Word Cards
gn Word Cards
BLENDING
digraph gn.
•Using a Word Card, point to the first
two letters of the word and say the
sound /n/.
•For example, for the word gnat say
/n/-/a/-/t.
•Point out that in this word the letter g
is not pronounced.
make eight cards
Lesson Plans:
Consonant Digraphs
6
gn Writing Practice Sheet
practice sheet for gn Gn.
• Point to the gn and say this is
how we write the letters for
the sound /n/ in words with a
silent g at the beginning of
some words.
gn for the students.
writing gn and Gn on the practice
worksheets.
PHONEMIC AWARENESS
• Students learned in Week Three that the
•
•
/ f / sound is represented by the
grapheme f F. We will now teach that
the the sound can be represented by
other letters.
To make the /f / sound, press the front
and sides your tongue tightly against the
upper gum. This stops the vibrating
breath from coming through your
mouth.
Go to the Iowa University website link
and click on the triangle to hear how the
phoneme /f / should be sounded.
University of Iowa
Get Reading Right
Lesson Plans:
Consonant Digraphs
7
Sound/Symbol Cards
Week 3 Cards
PHONEMIC AWARENESS
• Show
the front of the sound/symbol
card for “fish” and ask what’s in the
picture.
• Ask
them what sound does the
word “fish” begin with.
them to say the /f / sound and
do the “feet” movement that they
learned in Lesson 13.
• Ask
• Show the back of the fish card.
• Point to the word “fish” and say this is
how we write the word “fish.” Point out
the letter f and say this is how we write
the / f / sound at the beginning of the
word “fish.”
• Tell the students that there are some
words which have different ways to
write the /f / sound.
• Say that the /f/ sound is represented by
the two letters p and h in words like
“phone” and “photo.”
Lesson Plans:
Consonant Digraphs
8
Sound/Symbol Cards
Week 8 Cards
sound “phone“ begins with.
• Say that in the word “phone“ the
sound /f/ is represented by two
letters. Point to the ph and say this is
sound / f / in the word “phone.“
Word Cards
ph Word Cards
BLENDING
digraph ph.
•Using a Word Card, point to the ph
letters of the word and say the sound.
•For example, for the word photo
say /f/-/o/-/t/-/o/.
•Point out that in this word the letters
ph represent the /f / sound .
make eight cards
Lesson Plans:
Consonant Digraphs
9
ph Writing Practice Sheet
practice sheet for ph Ph.
• Point to the ph and say this is
sound /f/ at the beginning of
some words.
ph for the students.
writing ph and Ph on the practice
worksheets.
PHONEMIC AWARENESS
• Students learned in Week Four that the
/ r / sound is represented by the grapheme
r R. We will now teach that the the sound
can be represented by other letters.
•To make the / r / sound, open your mouth
enough for the tip of your tongue to go to
the top of your mouth. Your lips are slightly
rounded. Then immediately drop the
tongue back down.
• Use the link in the online lessons to go to
University of Iowa
Get Reading Right
the Iowa University website and click on the
triangle to hear how the phoneme short
vowel / r / should be sounded.
Lesson Plans:
Consonant Digraphs
10
Sound/Symbol Cards
Week 4 Cards
PHONEMIC AWARENESS
what is shown in the picture. Ask
what sound the word “robot“ begins
with.
• Ask the students to listen for the / r /
sound and repeat it in the word
“robot.” They should do the “race
car” motion as they say the / r /
sound.
Sound/Symbol Cards
Week 8 Cards
sound “wrench“ begins with.
• Say that in the word “wrench “ the
sound /r/ is represented by two
letters. Point to the wr and say this is
sound /r/ in the word “wrench.“
Lesson Plans:
Consonant Digraphs
11
Word Cards
wr Word Cards
BLENDING
digraph wr.
•Using a Word Card, point to the wr
letters of the word and say the sound.
•For example, for the word wrist
say /r/-/i/-/s/-/t/.
•Point out that in this word the letter
w is not pronounced.
make eight cards
wr Writing Practice Sheet
practice sheet for wr Wr.
• Point to the small wr and say
this is how we write the letters
for the sound /r/ in words with
a silent w at the beginning of
some words.
• Model the formation of the
letters wr for the students.
writing wr and Wr on the
practice worksheets.
Lesson Plans:
12
University of Iowa
PHONEMIC AWARENESS
• Students learned in Week Four that the
/ k / sound is represented by the
graphemes c and k. We will now teach
that the the sound can be represented
by other letters.
Get Reading Right
•To make the / k / sound,
• Use the link in the online lessons to go
to the Iowa University website and click
on the triangle to hear how the
phoneme short vowel / k / should be
sounded.
PHONEMIC AWARENESS
Consonant Digraphs
•Get ReadingLessons sound/symbol cards 18 and 18b.
Sound/Symbol Cards
Week 4 Cards
• Show the fronts of the
cards and ask what animals
are in the pictures. Ask
what sound the words “cat“
and “kitten” begin with.
• Ask the students to listen
for the / k / sound and
repeat it in the words “cat”
and “kitten.” They should
do the “clap” motion as
they say the / k / sound.
Lesson Plans:
Consonant Digraphs
13
Sound/Symbol Cards
Week 8 Cards
sound “sock“ end with.
• Say that in the word “sock“ the
sound /k/ is represented by two
letters. Point to the ck and say this is
sound /k / at the end of the word
“sock.“
Word Cards
ck Word Cards
BLENDING
digraph ck.
•Using a Word Card, point to the ck
letters at the end of the words and
say the sound.
•Point to the first letter of a word and
say the sound. Then pass your finger
to the next letter and say the sound,
and so on.
•For example, for the word chick
say /ch/-/i/-/k/.
make eight cards
Lesson Plans:
Consonant Digraphs
14
ck Writing Practice Sheet
practice sheet for ck.
• Point to the small ck and say
this is how we write the letters
for the sound /k/ in words with
ck at the end of some words.
ck for the students.
writing ck on the practice
worksheets.
NEXT LESSONS
• We have now completed lessons for all the
consonants and consonant digraphs.
• In the next three weeks we will be covering the
long vowels and the other more complex vowels.
• We will begin, in lesson 41, by reviewing the short
vowels, which we taught in earlier lessons.
Long vowels
a e
i
o
u
/ai/ /ee/ /igh/ /oa/ /yoo/

ph /f/ gn /n/ kn /n/ ck /k/ wr /r/

Transcription

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