Phonics

LESSON 23 Letter Ll /l/

CARDS WORKSHEETS DECODABLE BOOK
Ll sound/symbol card Phonemic awareness Lil, Sal, and Bill
Ll picture cards Phonics
Ll letter cards Practice sheet
Decodable word cards: Workmat
teacher and student sets
High-frequency word cards

Phonemic Awareness
Materials: Picture cards, phonemic awareness worksheet
• Say the word lamb and emphasize the /l/ sound: /lll/ /am/. Ask students to listen for the
/l/ 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 /l/ and
other words do not. Tell them they should say /l/ whenever they hear the /l/ sound at the
beginning of a word. Say the following words one at a time, allowing time for student
response: lit, pan, lad, lawn, mud, lion, like, berry, men.
• Say the word tall, emphasizing the /l/ sound, and ask students what sound they hear at
the end. Tell them that sometimes they can hear the /l/ sound at the end of words. Say
the following words one at a time, and ask students to say /l/ whenever they hear the /l/
sound at the end of a word: fall, hear, spell, mail, rat, Jill, party, roll.
• 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 /l/ sound and those that end with the /l/ sound.
• Play I Spy. Look around the room to find things whose names start with the /l/ sound,
adding clues until a student correctly identifies the item in the classroom. Repeat, using
words ending in the /l/ sound.
• Give students the phonemic awareness worksheet for extra practice.

Introduce the Sound/Symbol Relationship for Ll /l/

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

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LESSON 23 Letter Ll /l / continued
Blend the Sounds
Materials: Decodable teacher word cards
• Place the decodable teacher word cards lab, lit, let, lap, log, and lug 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 that they all start with the /l/ sound. Have them tell you
the letter that stands for the /l/ sound.
• Demonstrate sounding out the first word by saying each sound as you run your finger
under the word: /lll/ /aaa /b/. Hold all sounds, except stop sounds, for one second. Then
say the word quickly: lab. Have students sound out the word with you.
• Repeat the process with the words lit, let, lap, log, and lug. Hold all sounds, except for
stop sounds, such as the letters t, p, and g.
• Place the words pal and Lil in a pocket chart or along the chalkboard ledge. Ask students
what is the same about the words. If students don’t respond, point out that they both
end with the /l/ sound. Have students sound out each word, one at a time, and blend the
sounds together.

Cumulative Review/Practice Sounds

Materials: Decodable student word cards
• 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 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 the words. Students can also sort the words according to those that begin
or end with /l/ and those that don’t.
• If time allows, have students play Concentration. Have them spread two sets of
decodable student word cards face down on a table. Have them take turns turning
over two cards and reading them. If the words are the same and are read correctly, the
student can keep the cards. If not, the student turns the cards back over and his/her
partner takes a turn.

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LESSON 23 Letter Ll /l / continued
Spell Decodable Words
Materials: Letter cards, workmats
• Give students the letter cards and a copy of the workmat. Have them line up the letters
l, o, and g under the boxes on their workmat. Say the word log slowly. As you say the
sounds, demonstrate how to push up each sound on their workmat. Repeat and have
students do theirs along with you.
• As you model, have students line up the letters p, a, and l under the boxes on their
workmat. Say the word pal. 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.
• Ask students what letters they need to spell lit. Have them use their workmat to spell
the word lit. Repeat the process with the words lab, let, lap, and Lil. Ask students why Lil
starts with a capital letter. Remind them that it is a name and that names are capitalized.
• 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 Word: go

Materials: High-frequency word card
• Tell students they are going to learn a word that they need to be able to recognize and
read quickly. Hold up the high-frequency word card go and read the word. Have students
read it with you. Have them write the word go 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.

Practice High-Frequency Word

Materials: High-frequency word cards
• Tell students they are going to practice quickly reading the new word 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.
• Place the high-frequency word cards face down into a pile. Give each student the
opportunity to take one of the cards off of 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.
• Ask students to dictate sentences for you to write on the board, using the high-frequency
words. Invite students to circle the high-frequency words. Read the sentences with
students as you run your finger under each word. Have them snap their fingers when
you read a high-frequency word.
• 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.

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LESSON 23 Letter Ll /l / continued
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.

Read the Decodable Book

Materials: Decodable book Lil, Sal, and Bill
• Show students the cover of the book. Have them read the title with you as you run your
finger under each word. Point to the word Bill and remind students that when there are
double consonants at the end of the word, the two letters stand for one sound. Ask them
why Lil, Sal, and Bill start with capital letters.
• Turn to page 3 and ask a student to point to the high-frequency word likes. Ask students
what sound the letter s makes at the end of likes. On the same page, point to the word
logs. Ask what sound the letter s makes in this word.
• Turn to page 8. Have students explain what Lil and Bill are putting in the pot. Point to the
word ball and have students say it with you. Remind students of the double consonant at
the end of the word.
• 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 why Lil gets mad at Bill and what Bill could do to help Lil.

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

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 Phonics
SOUND/SYMBOL CARD Phonics Lesson 23: Ll /l/

L l
log
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PICTURE CARDS Phonics Lesson 23: Ll /l/
#

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 Phonics
LETTER CARDS Phonics Lesson 23: Ll /l/
#

l m i L

p u g r

b o h d

m t e a
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 Phonics
WORD CARDS Decodable Phonics Lesson 23: Ll /l/
#

lab lit

let lap

log Lil

pal
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 Phonics
WORD CARDS Decodable Phonics Lesson 23: Ll /l/
#

lab lit let lap

log tap hug pal

Lil top tin Sal

lid bug cop pin

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 Phonics
WORD CARDS High-frequency words 1 Phonics Lesson 23: Ll /l/
#

go down

with for

has like

play put
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WORD CARDS High-frequency words 2 Phonics Lesson 23: Ll /l/
#

of she

they his

you from

was are
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 Phonics
WORKSHEET Phonemic awareness Phonics Lesson 23: Ll /l/

Name:_________________________ Date:____________

Teacher Instructions: Have students draw a line from the picture of the owl to the pictures
that begin or end with the /l/ sound.
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WORKSHEET Phonics Phonics Lesson 23: Ll /l/

Name:_________________________ Date:____________

Name the picture.

10
rid ten tan
hid hen man
lid pen ran

pet log Ted

let hog bed
net dog led

dig bun tips

rig sun lips
pig run hips

Teacher Instructions: Have students say the picture name and circle the word that names
the picture.
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 Phonics
PRACTICE SHEET Phonics Lesson 23: Ll /l/

1 logs • Lil • lip • ball • hill

New
words Bill • lets • Sal • lid

2 top • run • get • can • tap

Reviewed
words mad • pot • hits • sad • big

3 go
New
h-f word

like • she • play • they

4 on • to • of • with
Reviewed
h-f words down • the • not • put
cannot • jump • was • in
to the top of the hill
5 like to tap on logs
Phrases

lets Bill play

6 They go to the top of the hill.

Sentences
Lil likes to play with Bill.
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 Phonics
WORKMAT Phonics Lesson 23: Ll /l/

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