SUMMARY OF WHY

THIS PLAN
SHOULD BE USED/
WHAT NEEDS IT
MEETS

This plan can be used to develop phonics skills and knowledge of

word families. This will help students with both read and writing and
they develop decoding and spelling skills.

STANDARD

CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.

OBJECTIVE

Your student will be able to change the initial sound in a word to

create a new sound.

INSTRUCTIONAL
INPUT (TEACHING
THE SKILL)

Choose a word family to work on with your student.

Your student should be familiar with the words you will be using. For
example, you may choose the word family that ends with at. Mat, cat, hat,
bat, rat, sat, pat, fat.
Read the passage to your student
Show the student a word by putting together the pre made base at and red
initial sound card m. Model putting the sounds together to make mat. Now
move the red card and replace it with a new card c. Now the word says cat.
Think aloud so the student can see how you know changing the first letter
changes only the first sound, but also creates a new word.

GUIDED PRACTICE
(PRACTICING THE
SKILL TOGETHER)

Prompt student to read words and move cards with your

guidance
Move to the next card and ask the student what the sound in red is. Ask the
student to repeat the root sound. Then put the sounds together for the

student.
Move to the next card and prompt student to say each sound and then to put
the sounds together independently.
After a few times of prompting, gradually allow student to take over the task
independently and move into independent practice.
INDEPENDENT
PRACTICE

ASSESSMENT

ADDITIONAL WAYS
TO USE THIS
LESSON PLAN

Student moves cards and read words on their own

While the student reads, use a timer to tell how long it takes them to read
the entire passage. Tell the student they can start reading when they are
reading, and press start when the student reads the first word. While they
read, mark any words that they read incorrectly. If the student takes more
than three seconds to read the word, say the word for them and mark it
incorrect.

Student should be able to read all words in the word family by

combining the initial sound and root sound.

Spelling
Students could create their own word families to practice writing and spelling
without using sound family cards.
Picture cards
Pictures could be used as an anticipatory set for word families for students
that need additional support.