Phonics

LESSON 20 Letter Rr /r/

CARDS WORKSHEETS DECODABLE BOOK
Rr sound/symbol card Phonemic awareness Red Hen and Rod Rat
Rr picture cards Phonics
Rr 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 ran and emphasize the /r/ sound: /rrr/ /an/. Ask students to listen for the
/r/ 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 /r/ and
other words do not. Tell them they should say /r/ whenever they hear the /r/ sound at
the beginning of a word. Say the following words one at a time, allowing time for student
response: nut, rail, room, day, road, plant, rocket, ruler, men.
• Slowly read the verse below, emphasizing the /r/ sounds in the words, and have students
listen for /r/. Then repeat the verse and have them say /rrr/ each time they hear the /r/
sound at the beginning of a word.
Ray the rat rode a magic rug.
He rose up and raced away.
He flew to the ranch of the raccoon.
Then they rode off down a railway.
• 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 /r/ sound and those that don’t.
• Give students the phonemic awareness worksheet for extra practice.

Introduce the Sound/Symbol Relationship for Rr /r/

Materials: Sound/symbol card
• Show students the sound/symbol card for Rr. Read the word rug and point out that the
letter r stands for the /r/ sound in rug. Have students listen for the /r/ sound as they read
the word with you.
• Have a volunteer come up and point to the letter in the word rug that stands for the
/r/ sound.

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LESSON 20 Letter Rr /r/ continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards ran, rat, red, rip, rob, and Ron in a pocket chart
or along the chalkboard ledge. Ask students what the six words have in common. If
students don’t respond, point out they all begin with the /r/ sound. Ask them to tell you
the letter that stands for the /r/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /rrr/ /ooo/ /b/. Hold the sounds, except for stop sound /b/, for one
second. Then say the word quickly: rob.
• Repeat the process with the remaining words, one at a time. Hold all sounds except for
stop sounds such as the letters t, d, and p.

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 that 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 decodable student word cards into groups according
to the beginning sound. Repeat, having students sort the words according to the
final sound and the patterns of sound within words. Students can also sort the words
according to those that begin with /r/ and those that don’t.
• If time allows, give groups of students a set of the decodable student word cards, a 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.

Spell Decodable Words

Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
r, a, and t under the boxes on their workmat. Say the word rat 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.
• Ask students what letters they need to spell the word Ron. Remind them that this is a
name and it needs a capital letter. Have students use their workmat to spell the word
Ron. Repeat the process with the words ran, rat, red, rip, and rob.
• If time permits, use other letters from the letter card page and have students spell words
they have learned in previous lessons.

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LESSON 20 Letter Rr /r/ continued
Introduce New High-Frequency Words: my, stop
Materials: High-frequency word cards
• Tell students they are going to learn two new words that they need to be able to
recognize and read quickly. Hold up the high-frequency word card my and read the word.
Then have students read it with you. Have them write the word my 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 word stop.

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 review high-frequency 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 all of the high-frequency word cards face down into 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.

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LESSON 20 Letter Rr /r/ continued
Read the Decodable Book
Materials: Decodable book Red Hen and Rod Rat
• 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 3 and ask students what the Red Hen is carrying. Point to the word eggs
and have students say it with you.
• Turn to page 5 and ask students what they think Rod Rat is going to do. What gives them
that idea? Ask a volunteer to come up and point to the word that says rob. Have students
say the word. Ask students how they know the word says rob.
• 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 feel students are able to
read the book on their own, have them continue reading the book independently. If you
feel 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. Have
them tell you who helped Red Hen get the eggs back and how he was able to do this.

More Practice
Materials: Phonics worksheet
• Have students complete the phonics worksheet.

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 Phonics
SOUND/SYMBOL CARD Phonics Lesson 20: Rr /r/

R r
rug
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PICTURE CARDS Phonics Lesson 20: Rr /r/
#

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LETTER CARDS Phonics Lesson 20: Rr /r/
#

R r a t

o n e d

i p b m

s h g c
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WORD CARDS Decodable Phonics Lesson 20: Rr /r/
#

red rat

rob rip

ran Ron

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 Phonics
WORD CARDS Decodable Phonics Lesson 20: Rr /r/
#

red rod rat rob

rip ran Ron sad

sip bed bin cop

hop mat fad fin

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 Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 20: Rr /r/
#

stop my

down her

was said

like his
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WORD CARDS High-frequency words 2 Phonics Lesson 20: Rr /r/
#

for do

of from

she they

has to
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 Phonics
GAME BOARD Phonics Lesson 20: Rr /r/

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 Phonics
WORKSHEET Phonemic awareness Phonics Lesson 20: Rr /r/

Name:_________________________ Date:____________

Teacher Instructions: Have students color the pictures that begin with the /r/ sound.

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 Phonics
WORKSHEET Phonics Phonics Lesson 20: Rr /r/

Name:_________________________ Date:____________

Rhyme Time

__ a t __ o g
b __ __ f __ __
f __ __ h __ __
__ __ __ __ __ __

__ e n __ i p
m __ __ d __ __
t __ __ t __ __
__ __ __ __ __ __
Teacher Instructions: Have students add a letter to make the name of the picture. Then
have them add letters to make words that rhyme with the picture name.
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 Phonics
PRACTICE SHEET Phonics Lesson 20: Rr /r/

1 red • Rod • rat • rob • rip

New
words ran • Ron • Ram • rid
2 Hen • bad • him • bag • Nan
Reviewed
words mad • not • ten • had • got
3 my • stop
New
h-f words

do • for • he • like • said

4 the • was • of • get • run
Reviewed
h-f words

has • is • she • a • to • can

is a bad rat
5 ran to Ron Ram
Phrases

rip my bag

6 The bag of eggs was for Nan.

Sentences
Rod Ram got rid of the rat.
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 Phonics
WORKMAT Phonics Lesson 20: Rr /r/

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