Lesson 13 Consonant Ff

Phonics
LESSON 13 Letter Ff /f/

CARDS WORKSHEETS DECODABLE BOOK
Ff sound/symbol card Phonemic awareness A Fat Hat
Ff picture cards Phonics
Ff letter cards Practice sheet
Decodable word cards: Workmat
teacher and student sets
High-frequency word cards
Game board, place
markers, and die
Phonemic Awareness
Materials: Picture cards, phonemic awareness worksheet
• Say the word fit and emphasize the /f/ sound: /fff/ /it/. Have students listen for the /f/
sound at the beginning of the word as you repeat it. Then have them say the word.
• Tell students you are going to say some words. Some of the words begin with the /f/
sound and other words do not. Tell them they should say /f/ whenever they hear the /f/
sound at the beginning of a word. Say the following words one at a time, allowing time
for student response: fun, fruit, apple, four, fish, look, fog, ribbon, lamp.
• Say the word loaf, emphasizing the /f/ sound, and ask students what sound they hear at
the end. Tell them that sometimes they can hear the /f/ sound at the end of words. Say
the following words one at a time, and ask students to say /f/ whenever they hear the
/f/ sound at the end of a word: proof, chair, thumb, banana, bluff, thief.
• Mix up the picture cards and place them in a pocket chart or along the chalkboard ledge
as you name each one. Ask individual students to help you sort the pictures according to
those that start with the /f/ sound and those that end with the /f/ sound.
• Say the sentence: The fox and wolf will fall and hurt a foot if they run too fast.
The first time, have students clap when they hear /f/ at the beginning of a word. Repeat
and have them clap only when they hear /f/ in the final position.
• Give students the phonemic awareness worksheet for extra practice.
Introduce the Sound/Symbol Relationship for Ff /f/

Materials: Sound/symbol card
• Show students the sound/symbol card for Ff. Read the word fan and point out that the
letter f stands for the /f/ sound in fan. Have students listen for the /f/ sound as they read
the word with you.
• Have a volunteer come up and point to the letter in the word fan that stands for the
/f/ sound.
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Phonics
LESSON 13 Letter Ff /f/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards fan, fed, and fad in a pocket chart or along the
chalkboard ledge. Ask students what the three words have in common. If students don’t
respond, point out they all begin with the /f/ sound. Ask them to tell you the letter that
stands for the /f/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /fff/ /aaa/ /nnn/. Hold the sounds for one second. Then say the word
quickly: fan.
• Have students sound out the word with you, holding the sounds for one second.
• Repeat the process with the words fad and fed. Hold all sounds except for stop sounds
such as the letter d.
Cumulative Review/Practice Sounds

Materials: Decodable student word cards, game board, place markers, die
• Line up the decodable student word cards in the pocket chart or along the chalkboard
ledge. Tell students they have already learned the sounds to say these words. Point to
each word and read it with students. Then have individual students read the words. If
they have difficulty reading a word, model how to blend the sounds to sound it out.
• Have students take turns sorting the cards into groups according to the beginning sound.
Have the rest of the group say whether the words are sorted correctly. Repeat, having
students sort the words according to the final sounds and the patterns of sound within
the words. Students can also sort the words according to those that begin with /f/ and
those that don’t.
• If time allows, give groups of students a set of decodable student word cards, a copy
of the game board, place markers, and a die. Have students take turns throwing the die,
turning over a card to read it, and moving along the game board the number of spaces
indicated on the die if the word is read correctly.
Phonics
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
f, a, and n under the boxes on their workmat. Say the word fan slowly. As you say the
sounds, demonstrate how to push up each sound into a box on the workmat. Repeat and
have students do theirs along with you.
• As you model, have students line up the letters f, a, and d under the boxes on their
workmat. Say the word fad. Ask students what sounds they hear in the word. Then have
them push up the letters one at a time as they say the sounds. Have them read the word
they have made.
• Ask students what letters they need to spell the word fed. Have them use their workmat
to spell the word fed.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons.
Introduce New High-Frequency Words: did, it, said

Materials: High-frequency word cards
• Tell students they are going to learn three new words that they need to be able to
recognize and read quickly. Hold up the high-frequency word card did and read the word.
Have students read it with you. Have them write the word did in the air with their finger
as you spell it out loud with them, pointing to each letter on the card as you say the
letter name.
• Repeat the process with the words it and said.
• Tell students you are going to play Slowly, Quickly. If you point to a word quickly, they
are to read it quickly. If you point slowly, they are to read the word slowly. Repeat several
times, varying the speed.
• Write the sentence, “I did it!” said Pam. on the board and explain why quotation marks
are often used in sentences that contain the word said.
Phonics
Practice High-Frequency Words
Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new words and words from
other lessons. Use all the high-frequency word cards. Flash the words one at a time.
If students do not know a word, tell them what it is. Mix up the cards and repeat the
process several times.
• Write several of the words on the board and have students read them with you. Have
students choose one of the words. Without them seeing, erase one of the letters in the
word. Ask students what letter is missing. Replace the missing letter and repeat with the
other words.
• Place the high-frequency word cards face down in a pile. Give each student the
opportunity to take one of the cards off the pile, read the word aloud to the class, and
hold it up while the rest of the class repeats the word. Then have the student use the
word in a sentence.
• Place a set of the high-frequency word cards in the reading center for further practice,
or provide students with individual sets of words for practice with a partner.
Read Words and Phrases

Materials: Practice sheet
• Before students read the book, use the practice sheet to practice reading the words they
will encounter in the book. Have them sound out each decodable word in rows 1 and 2
sound by sound as they run their fingers under the word.
• Have them read each high-frequency word in rows 3 and 4 quickly.
• Then have them practice reading the phrases and sentences.
• If students are having difficulty reading the words, provide more practice in blending and
spelling the words before they move on to the decodable book.
Phonics
Read the Decodable Book
Materials: Decodable book A Fat Hat
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Ask students what they see in the picture and what they think
the story might be about.
• Turn to page 8 and point to the tree. Then point to the word tree on the page, read it,
and have students repeat it.
• Turn to page 9 and ask students what the man is doing in the picture.
• Give students their books. Read the first page together as you model how to sound out
decodable words and read high-frequency words quickly. If you think students are able
to read the book on their own, have them continue reading the book independently. If
you think students need more support, continue to read the book with them.
• After reading the book, ask volunteers to read their favorite sentences in the book.
Ask students to describe the hat on page 10.
More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.
Phonics
SOUND/SYMBOL CARD Phonics Lesson 13: Ff /f/
F f
fan
© ProQuestLearningPage http://www.readinga-z.com
Phonics
PICTURE CARDS Phonics Lesson 13: Ff /f/
#
Phonics
LETTER CARDS Phonics Lesson 13: Ff /f/
#
T t P p
a n m s
o d h f
e
Phonics
WORD CARDS Decodable Phonics Lesson 13: Ff /f/
#
fan fed
fad
Phonics
WORD CARDS Decodable Phonics Lesson 13: Ff /f/
#
pot mad pen hat
hot ten not pani
fed den had pad
mat fat fad fan

Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 13: Ff /f/
#
with and
they cannot
put run
from get
Phonics
WORD CARDS High-frequency words 2 Phonics Lesson 13: Ff /f/
#
has is
on to
are did
it said
Phonics
GAME BOARD Phonics Lesson 13: Ff /f/
Phonics
WORKSHEET Phonemic awareness Phonics Lesson 13: Ff /f/
Name:_________________________ Date:____________
Teacher Instructions: Have students circle the pictures that begin or end with the
/f/ sound.
Phonics
WORKSHEET Phonics Phonics Lesson 13: Ff /f/
Name:_________________________ Date:____________
g h a t m n q
f z o r p o t
b a c e v j l
f a n e m a n
1. The __________ is fat.
2. “Get it from the __________.”
3. Tom put on the __________.
4. It is a fat __________ with dots.
5. Get it from the __________.
Teacher Instructions: The sentences are taken from the book. Have students fill in the
blanks with the correct words and then circle the five words in the word search. Have them
look in the book if necessary.
Phonics
PRACTICE SHEET Phonics Lesson 13: Ff /f/
1 fan • fed • fad

New
words
2 mad • had • dots • hat • Tom

Reviewed
words man • not • sat • sad • pot
3 did • it • said
New
h-f words
cannot • they • with • has

4 I • the • from • is • to • run
Reviewed
h-f words
on • put • and • get • a
sat on the fat hat

5
Phrases
fat pot with dots
“The hat is fat,” said Tom.

6
Sentences
“Get it from the man.”
Phonics
WORKMAT Phonics Lesson 13: Ff /f/

Lesson 13 Consonant Ff

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Lesson 13 Consonant Ff

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Phonics

LESSON 13 Letter Ff /f/

Introduce the Sound/Symbol Relationship for Ff /f/

Cumulative Review/Practice Sounds

Introduce New High-Frequency Words: did, it, said

Read Words and Phrases

pot mad pen hat

hot ten not pani

fed den had pad

mat fat fad fan

2. “Get it from the __________.”

3. Tom put on the __________.

4. It is a fat __________ with dots.

5. Get it from the __________.

1 fan • fed • fad

2 mad • had • dots • hat • Tom

cannot • they • with • has

on • put • and • get • a

sat on the fat hat

“The hat is fat,” said Tom.

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