GRADE : VI-WISDOM

DATE: JANUARY 26, 2024

Objectives:
 Students will learn to identify initial consonant sounds and the letters that represent
those sounds.
 Students will indicate awareness of consonant sounds and letters by responding
with a physical movement.

About the Concept:

As students transition from phonemic awareness to phonological awareness, they acquire an
important skill: the ability to convert sounds that are heard into the letters that represent those
sounds. We begin the process of teaching letter/sound relationships with the consonants since
they are more predictable than the vowels. For example, the consonant letter b nearly always
represents the beginning sound in the word ball, whereas the vowel letter a can be short (cat),
long (made), or neither (ball). The auditory discrimination that students develop in preschool
years or kindergarten prepares them for decoding and spelling words through phonics. This
lesson plan uses music, rhythm, and play activities to encourage students to identify the
beginning letter in words that they hear. Each time two words are sung in the question parts of
the song, students respond by naming the initial consonant and by pointing to that letter on the
charts, reinforcing the concept by including more of the total body in the learning experience.
One way of singing the song in this lesson is to cover the box containing the letters at the bottom
of each Mini-Chart page until the students have identified them. In this way, the song Who
Knows the Letter? becomes a kind of guessing game with clues, giving students the feeling that
they are playing, rather than learning. It should be stressed that, at this stage of development
letter/sound matching is both an auditory skill and a visual one. In other words, students can not
only name the letters that begin each target set of words, they also identify those letters in both
capital and lower-case forms. However, most students at this level do not generally have the skill
level to read or spell all the words in the song. For students who can already read some simple
words, song lyrics on the Mini-Charts can help build additional skills in spelling and reading.
This lesson is the fifth in a series of five phonemic awareness lessons. The previous
lesson, Kindergarten Phonics Phonemic Awareness: Sounding Out Words, teaches students to
blend onset and rime into words. Once students have mastered the phonemic awareness skills in
these five lessons, they can proceed to more advanced skills dealing with letters and
sounds in Sing Your Way Through Phonics Volume 1.

Materials:
 Sing Your Way Through Phonics Ready-to-Read! CD, Tracks 9 and 10 (Listen to
audio sample)
 Sing Your Way Through Phonics Ready-to-Read! Mini-Charts (pp. 64-75)
 Capital and lower-case consonant letter cards
Ex: B, b, D, d, F, f, L, l, M, m, N, n, P, p, R, r, T, t, V, v, W, w, Z, z
 Picture cards (that can be paired with initial consonant letter cards above)
Ex: Bananas (B or b), Duck (D or d), Flowers (F or f), Jacket (J or j), Lion (L or
l), Mittens (M or m), Newspaper (N or n), Pig (P or p), Rooster (R or r), Table (
T or t), Violin (V or v), Zebra (Z or z)
 Small size sticky note pad
 Optional: Magnetic letter sets including upper and lower-case letters
Note: If you do not have the CD or Mini-Charts, you can still teach this letter sounds
lesson plan using the folk tune listed on the Who Knows the Letter? Song Lyrics page.
For this level, it is good practice to include pictures, for visual reinforcement.
Find out more about Sing Your Way Through Phonics products.
Order our cost-saving Ready to Read Combo online.
Procedure:
1. Say, “Today we are going to sing a song about letter sounds. First, let’s see if we
recognize all the capital and lower-case letters we need for the song.” Play a
Concentration or matching game using capital and lower-case letter cards or
magnetic letters for Bb, Dd, Jj, Kk, Pp, Tt, Ss, Ff. For Concentration, mix up the
cards and turn each of the letter cards face down. Allow a player to turn over two
cards. The player must name the letter on each card. If capital/lower-case partners
are turned over, the player keeps the cards and takes another turn. If overturned
cards are not partners, cards are re-placed face down and the next player gets a
turn. Play continues until all cards are matched. Player (or team) with the most
matches wins. To play a matching game, scramble up the set of letter cards or
magnetic letters. Students unscramble the letters by matching pairs of
capital/lower-case letters. For added incentive, use a timer and have students try to
beat their own or others’ completion time.
2. Turn to Mini-Chart page 64-65. Point to the picture of the boy with the ball.
Enunciate very clearly and say, “Boy and ball both begin with what letter?” (B)
Point to the box at the bottom of the page and say, “Notice that we can begin these
words with either capital B or lower-case b.” Point to the picture of the dog with
the dish. Enunciate very clearly and say, “Dog and dish both begin with what
letter?” (D) Point to the box at the bottom of the page and say, “Notice that we can
begin these words with either capital D or lower-case d.”
3. Say, “Now we are going to learn a song about beginning letters in words. The song
asks you a question about the pictures on each page. Let’s listen to the music and
see if we can sing the correct answers to the questions. When you think you can
sing along with the words, go ahead and join in the singing.”
4. Play Track 9 of Sing Your Way Through Phonics Ready to Read! CD, pointing to
the pictures and the letter boxes on Mini-Chart pages 64-75.
5. Say, “Now, let’s practice this song again, and we’ll give some of you a chance to
cover and uncover the boxes of beginning letters.” Choose two students to stand to
the left and right sides of the Mini-Charts. Each student covers the letter box on
his/her side of the charts. Each student uncovers the picture after the phrase, “They
 both begin with ___.” Play CD Track 9 again and assist the letter box coverers, if
necessary, by guiding their hands and reminding them to turn pages as the song
continues.
6. Cover each letter box with a small sticky note on Mini-Chart pages 64-67 and 70-
73. Sing the song again, but this time let students lift the sticky note to reveal the
beginning letters instead of removing their hands.
7. Give a letter card used in Step 1 to each child. If necessary, make enough duplicate
copies so that every student is holding a letter. Ask each student to identify the
capital or lower-case letter s/he is holding.
8. Say, “Now we are going to sing this song one more time. But this time, we are
going to leave the sticky notes covering the letter boxes. When we sing about
things that begin with the letter you are holding, stand up and hold your letter card
high.” Play CD Track 9 again and be sure that all students holding capital or lower-
case forms of the beginning letters are rising “on cue.”

Follow-up:

1. Practice singing Who Knows the Letter? every day for a week. Then try singing the
song with the instrumental track on the CD (Track 10). Do the students remember
all the words to the song? Review any parts of the song that are giving them
difficulty and use the pictures on the Mini-Charts to aid memory.
2. Help students create other sets of words for the song. Make 8 copies of Mini-Chart
template page 88 and 2 copies of Mini-Chart templates pp. 89-91. At first, you
might use only the consonants already in use, but change the pictures. Example:
Replace boy and ball with bag and boat. Eventually, use the song to teach other
initial consonants such as Gg (gorilla, gum), Hh (heart, hand), Ll (ladder,
leaf), Mm (monkey, milk), Nn (nail, net), Qq (quilt, queen), Rr (rooster,
 rake), Vv (violin, vase), Ww (wagon, watch), Yy (yo-yo, yarn), and Zz (zebra,
zipper). Pictures may be replaced with drawings, clip art, magazine cut-outs, or
photos.

Extensions:

1. Practice matching letters and beginning sounds by holding up a picture card and
giving students a choice of two letter cards. Example: Picture of banana, letter
cards B and J. Ask the students to echo you as you say the name of a picture and
the name of a letter: “Banana-banana-B-B” and then “Banana-banana-J-J.”
Point to the picture card and each letter card and say, “Which letter sounds like the
beginning of banana--B or J?” (J)
2. Repeat Step 2 with several more picture cards, always giving students a choice of
two different letters for their choice of beginning sound. At first, use only capital
letters. Gradually add lower-case letters if students succeed in correctly naming the
beginning letter for most of the pictures.
3. Use the instrumental track of the song to create a themed song using describing
words (ex. l=little and light, s=sunny and strong, b=bumpy and big), action
words (ex. j=jump and jog, c=creep and crawl,
r=run and reach, b=bend and bounce), animals
(ex. b=bear and bee, d=deer and dog, f=fox and flea, l=lion and lamb).
4. Sing Guess Who Knows the Letter? and add the ASL hand signs for the beginning
letters. A printable chart is available
at http://www.enchantedlearning.com/language/asl/abc/print.shtml
5. Students who are ready to read simple words can help spell or write words created
for the song’s instrumental track. They can also try reading the original words for
the song, since there is much repetition

Evaluation:
1. Students sing all the words to the song on Mini-Charts pp. 64-75 without
assistance, or
2. Students indicate ability to identify beginning consonants by correctly singing the
beginning letters when the letter boxes in the song are covered.
Prepared by:

AL N. ADLAW
CLASS ADVISER

Verified/Rated: Approved:

JEAN L. ABLANQUE SAMY T. IGLORIA

Assistant Principal/MT II Principal II

Lesson 1: Letter Pp Alphabet Lesson Plan

Phonological Awareness:

 “I’m going to say the sounds in a mystery word. You tell me what the mystery
word is! Ready?” /i//n/ (in); /r//ā/ (ray); /a//t/ (at); /t/ /ī/ (tie); /m//i//t/ (mit);
/f//ē//l/ (feel); /s/ /ē/ /t/ (seat); /p/ /ō/ /k/ (poke). Have students do the open
palm chopping motion you previously taught with blending. (Remember to
adjust this based on what students need. If blending is challenging for
students, tell them the entire word after the sounds and have them repeat
the sounds + word. Or, leave very little space between sounds so the word is
more obvious to students.)
 “Now let’s play a different game! I’m going to say a word, and then you’re
going to add another word to the end of it. For example, if I say RAIN, add
BOW at the end, then we get rainbow! Now your turn. Cup. Repeat.”
(Students say ‘cup’) “Cup, add cake at the end and we get…” (Students should
say ‘cupcake.’) Repeat with the following: sun + light; air + port; cow +
girl; every + one; snow + storm; milk + shake; meat + ball.
Review Activities:

 Go through the sound cards for the sounds you’ve taught so far. Have
students say each letter name and sound. (Example: ’r says /r/.’)
 Go through the blending drill. Arrange your sound cards like this: First stack =
b, m, s, r, l. Middle stack = a, o. Last stack = t, n. Alternate between flipping a
card in the first stack, middle stack, or last stack. Remember to adjust your
process to match students’ abilities. You may be able to stop modeling for
students, or even take out the part where you do it together and just have
students blend on their own.
Letter & Sound Introduction:

 “Today we’re going to practice the letter P. Can you point to the letter P on
our alphabet chart?” Show students the letter. “This is the capital P. Say
‘capital P.’” (Capital P) “This is the lowercase p. Say ‘lowercase p.’” (Lowercase
p)
 Show students the rhyme for Pp (“Pete loves to pick peaches…”) “This little
rhyme has a lot of words that start with P. Do you see any of them?” Have
students help you point out a few. (You can highlight them on the poster, if
you like.)
 “I’m going to read you the rhyme. Listen for the sound that P makes. Ready?”
Read aloud the rhyme. See if students can identify the sound for the letter P.
 “This letter’s name is P, and the sound is /p/. Say /p/ with me. /p/. There’s a
penguin for P on our alphabet poster because penguin begins with the letter
p that says /p/. P says /p/. Say that with me: P says /p/.”
  Say, “Penguin starts with /p/. What other words start with /p/?” See what
students can come up with. Write their suggestions on the board (or on chart
paper to save for later). If someone suggests a word that does not begin with
p, write it off to the side and show them that it begins with a different letter.
 Optional: Show students the Letter Pp video clip (with the letter name,
sound, and movement). Have students practice doing the chant and watch
the video another time. (You can also show them the real object, if you
brought one.)
 Ask, “Is P a consonant or a vowel?” Have students say /p/ with their hands
under their chins. They should conclude that p is a consonant.

Picture Sound Sort

 (Do a stretch/movement break if needed.)

 Display a copy of the Pp vs. not Pp picture sort so that students can see it
clearly (ideally, under a document camera if available). “We’re going to sort
some pictures. Some of these pictures begin with the /p/ sound. Some do
not. Let’s say the names of the pictures.” Have students help you name each
picture (dig, pencil, pumpkin, pig, taco, queen).
 Model cutting out and gluing down 1 picture and model how you use
invented spelling, stretching out each word and listening for the sounds.
 Pass out the sorts and have students complete them. Remind students to
use invented spelling to write each word under the picture.
High Frequency Word Introduction:

 Set up one of the Pocket Chart Sentence Cards sentences (i.e. “We see a pig.”)
in your pocket chart (or otherwise display it so students can see the cards).
  Read the sentence to students, pointing under each word as you say it out
loud. Have students read the sentence with you.
 Ask, “Which word says, ‘see’?” Have a volunteer come and point it out. Take it
out of the pocket chart and show the card to students. “Good job! This word
says ‘see.’ Notice how it starts with an s, /s/. And then there are two ee’s
together that say ē. /S/ /ē/, see. What does this word say?” (see)
 Put ‘see’ back in the sentence. “We see a pig. Which word says ‘a’?” Have a
volunteer come up and point it out. Take ‘a’ out of the pocket chart and show
the card to students. “You know the letter a, don’t you? Something cool about
the letter a is that it can be part of a word, like in the word ‘cat,’ for
example…” (Write ‘cat’ on the board) “But it can also be a word by itself. When
the a is all by itself, it says ‘a.’”
 Put ‘a’ back in the sentence. “We see a pig. Which word says ‘we’?” Have a
volunteer come up and point it out. Take ‘we’ out of the pocket chart and
show it to students. “What does this say?” (We) “Good! It starts with the w,
/w/, and ends with one e that says /ē/. /w/ /ē/, we. What does this say?” (we)
 “Let’s read this sentence one more time. We see a pig.” Then, assemble
another sentence. Have students read it. Assemble the third sentence. Have
students read it. Leave the sentences in the pocket chart, displayed, if
possible.
Lesson 2: Letter Pp Alphabet Lesson Plan, Day 2

Phonological Awareness:

 “Let’s play the game where we break words into their syllables.” Have
students stand up and get their open hand + pounding hand ready. Have
students break up the following
words: goldfish; lunchroom; goodnight; sixty; picture; afternoon
 “Now let’s play a different game! I’m going to say a word, and then you’re
going to add another word to the end of it. For example, if I say POP, add
CORN at the end, then we get popcorn! Now your turn. Wind. Repeat.”
(Students say ‘wind’) “Wind, add mill at the end and we get…” (Students
should say ‘windmill.’) Repeat with the following: scare + crow; row +
boat; moon + light; hall + way; dog + house; zig + zag; up + hill.
Review Activities:

 Go through the sound cards (flashcards) and have students say the letter
sounds.
 Then, set up your cards to do the blending drill. Include the letter p this time
(add it to the last stack). Repeat the drill as you did on Day 1. Make sure
students remember to show a thumbs-down if a nonsense word is made.
High Frequency Word Writing

 Have at least one of the Pocket Chart Sentences displayed (from Day 1). “Can
you read this sentence with me?” Chorally read the sentence with students.
 Then, hold up the high frequency word card ‘see.’ “Do you know what this
says?” (see) “Good! The word ‘see’ is in this sentence. It’s also in lots of other
sentences. For example, ‘Did you see the fire truck?’ or ‘I want to see a movie.'
Can anyone come up with a different sentence that has ‘see’ in it?” See if a
student or two can come up with a sentence.
 Have students stand up. Still displaying the word card, say, “See is spelled s-
e-e.” As you spell the word, model how to touch your arm for each letter and
slide your hand down as you say the word. (See the Hand Movements video
in the program materials, if necessary.) “Let’s do it together. See. S-e-e, see.”
Have students tap as they spell.
 “Now let’s write the word.” Pass out materials and give instructions for
students to write the word. As described in the PREP section, you can have
students write the word by placing a paper strip on top of a knitting screen,
using a crayon. This creates a “bumpy word” that students can keep and
trace with their finger for practice. (Remember, if you don’t have the knitting
screens, students can write the words in a notebook or on the provided HFW
half-sheets.) Students need to save their words in a folder for future use.
Read Class Letter Book:

 Show students the cover of the “Our Class Letter Book for Pp” and point to
the letter P. “What is the name of this letter?” (P) “What sound does it make?”
(/p/) “Right! P says /p/. This book is going to show us pictures of things that
start with /p/.” Read aloud the book to the students. Point out the letter p at
the beginning of each word, and comment that it is the lowercase form of the
letter.
Letter Formation Instruction:

 Note: You can omit either the video or poster component to save time, if
necessary.
 “Let’s learn how to make the capital P and the lowercase p.” Show students
the provided Letter Pp Handwriting video. Show them one more time, but
this time have them air-write the letter along with the video.
 Then, display the Letter Formation Poster for Pp. Say, “I’m going to trace the
capital P.” Use your finger to trace over the dotted lines and use the provided
verbal prompts as you trace. Then, have students air-write the capital P.
Repeat for the lowercase l (trace it, use the verbal prompts, and then have
students air-write it).
Multi-Sensory Tracing:

 Model how to trace the letter P in the sand/other material. While you trace,
say this aloud: “P says /p/.”
 Pass out the sensory materials and allow students to practice tracing a few
times. They should say “P says /p/“ while they trace.
 Then, ask “What says /p/?” Students should trace the lowercase letter p in the
sand and say ‘p says /p/‘.“ (You will need to model this first.) Repeat with all
the other sounds you’ve taught so far.
Handwriting Sheet:

 Place a copy of the handwriting page for Pp under the document camera (or
otherwise display so students can see it). “Now we’re going to practice tracing
this letter. What letter is it?” (P) “What sound does it make?” (/p/) Model
tracing a few capital Ps and a few lowercase ps.
 Then dismiss students to work on their own handwriting sheets.
 After students have had 2-3 minutes to begin working, ask for their attention.
Say, “Now, while you trace, I want you to quietly say, ‘P says /p/.’ Say that with
me: P says /p/. You can keep working now - I’ll be listening!” Have students
continue tracing and encourage them to say ’P says /p/‘ as they work.
 Early finishers can start working on their “My Letter Book for Pp.” (Reading
the book, circling the p at the beginning of each word, and doing the
handwriting page at the back.) Students don’t need to finish with their book,
and you/they should keep the books for Day 5.