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K-5 Phonics/Spelling

Phoneme Identification- ABC Chart

Grades K-1



Common Core State Standards

• RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the frequent sounds for each consonant.

 

Rationale

Students need a strong foundation in Phonemic awareness in order to proceed to word decoding.

 

Materials

  • ABC chart containing upper/lower case letters with accompanying pictures.

 

Direct Explanation

“Every sound that we hear in words has a letter that goes with it. We are going to use the ABC chart to help us understand which letters go with the sounds we know. Everyday, we are going to use the ABC chart and say the letter names and the names of the pictures that go with each letter. Those pictures begin with the sounds of the letters.”

 

Model

1. Teacher has a large ABC chart that is stationary at the front of the classroom.

Each student will have a smaller copy of the teacher version.

2. Each day the teacher will go over the chart beginning with Aa, saying and

pointing to the letter, Aa apple and the sound. Teacher will go through each

letter pointing and saying letters and sounds. Students will choral read with the

teacher.

 

Guided Practice

Students have their own chart that they can use after the first 6 weeks. During

this time routine and repetition is established.

 

Independent Practice

Students keep a small chart at their desk to remind them of routine and sounds. They may use this chart in writing practice, as well as practicing the letters with the sounds.

 

Assessment/Application

Students will say the letter sound as the teacher presents it.

 

**This lesson could be used with pictures only (no letters) for phonemic

awareness instruction. Letters could be covered on the ABC chart, with

teacher only focusing on sounds.

 

Tier II Additions

  • Give more practice time.

  • Use larger letters.

  • Present smaller amounts of material at a time.

 

Tier II Assessment

When given needed accommodations, student will say the letter sound as teacher presents the letter.

 

Tier III Accommodations/Modifications

  • Use picture cues to help student with the letter sound.

  • Use color differences in printed word to help student focus on a particular letter and its sound.

  • Offer multiple repetitions and vary practice length based on student’s ability to attend.

 

Tier III Assessment

When given needed modifications, student will say the letter sound as teacher presents the letter.

 

Tier IV Modifications

  • Use any modification or accommodations that have been previously listed that is needed by the student.

  • Offer more intensive practice but in short sessions.

  • Have student work in a small group or in 1:1 session with paraprofessional, parent volunteer or teacher.

 

Tier IV Assessment

When given needed modifications, student will say the letter sound as teacher presents the letter.

 

Tier V Modifications

  • Use any previously listed modification or accommodation that the student needs.

  • Have student practice first in a small group or 1:1 setting.

  • Do not change fonts from practice sessions to assessment.

  • Present fewer letters at a time.

 

Tier V Assessment

When given needed modifications, student will say the letter sound as teacher presents the letter.

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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