Lesson Planning & Implementation Support

Day 1 See pages 23-29 of the UFLI Foundations Teacher Manual

Step Teacher Materials Student Materials Preparation and Instructional Notes

Lesson Plan N/A Blending: Teacher segments, or breaks apart,

word into individual phonemes (/sh//ŏ//p/).
Step 1: Students chorally blend the phonemes to form
a word (shop). Warm up for decoding
Phonemic (reading).
Awareness
Segmenting: Teacher orally presents a word
(approx. 2 min) (shin). Students repeat word and chorally
segment into individual phonemes (/sh// ĭ//n/).
Warm up for encoding (spelling).

Lesson Slides N/A Begin by reviewing/modeling procedure.

Step 2: Teacher presents selected grapheme. Students
Visual Drill respond by saying the name of the letter or
a spells /ă/
letter combination followed by its sound
(approx. 3 min) (“d spells /d/”, “sh spells /sh/”). Reinforces
grapheme-phoneme correspondences.

N/A Whiteboard/marker or Begin by reviewing/modeling procedure.

Step 3: paper/pencil
Teacher says sound (/ă/). Students form the
letter or letter combination while saying the
Auditory Drill /ă/ /ă/ is a sound (“/ă/ is a”). Reinforces grapheme-
(approx. 5 min) phoneme correspondences.
Teacher should model blendable sounds.

UFLI Blending Board App (browser) N/A

Begin by reviewing/modeling procedure.
& Word Chain provided
Step 4: Teacher presents words with previously taught
/s//n//ă//k/ concepts using the word chain provided.
Blending Drill snack Students read words chorally.
(approx. 5 min) Prepare the Blending Board app in advance.
A Blending Board Tutorial is available.
 Lesson Slides Whiteboard/marker or Use the Lesson Slides to introduce a new
paper/pencil concept. Introduction should include:
• discussion of placement and example
Step 5: words
• articulatory gesture
New Concept • letter formation practice, as needed
• word reading and spelling with new
(approx. 15 min) Spelling Strategies: concept (modeling, guided practice)
For spelling, use Elkonin Boxes or Pound-and-
Sound phoneme segmentation strategies.

Day 2 See pages 29-33 of the UFLI Foundations Teacher Manual

Step Teacher Materials Student Materials Preparation and Instructional Notes

Step 5: Lesson Slides N/A Briefly review new concept introduced during
Day 1 using abbreviated New Concept review
Review (3 min) slides.

UFLI Word Work Mat App (browser) or Individual Manipulatives Letters Use the UFLI Word Work Mat (Beginner or
Intermediate) or use individual manipulative
Step 6: letters/tiles to guide students through word
Word Work work activity. Word work provides students with
decoding and encoding practice targeting
(approx. 6 min) the new concept introduced in the previous
step.

Lesson Slides Whiteboard/marker or Use Lesson Slides to review and introduce

paper/pencil irregular words. Students practice reading and
Step 7: spelling irregular words, or words that do not
Irregular Words follow common grapheme-phoneme
correspondences. Discuss irregular parts of the
(approx. 6 min) word as the part(s) that must be learned “by
heart.”

Lesson Slides Whiteboard/marker or Sentences: (1) Teacher presents sentences for

paper/pencil students to read. (2) Teacher dictates
sentence(s) for students to spell.
Step 8: Optional: Printed student copies of
decodable passage/text Decodable Text: Students read connected
Connected Text passage or text. See Decodable Text Guide.
(approx. 15 min) Reinforces students’ generalization of
decoding and encoding skills to a meaningful
context.