SUMMARY

OF WHY

Phonics helps to make the process of reading quick and

THIS PLAN SHOULD

automatic so readers can master decoding and focus on the

BE USED/ WHAT

true goal of reading-comprehension.

NEEDS IT MEETS

This lesson can be used to introduce or review any set of

phonemes. In this lesson we will focus on a,n,c and p.
This lesson is adapted from the Orton-Giillingham method of
multi-sensory teaching.

http://www.orton-gillingham.com/

STANDARD

CCSS.ELA-Literacy.RF.1.2
Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
CCSS.ELA-Literacy.RF.1.2.b
Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
CCSS.ELA-Literacy.RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.

OBJECTIVE

Your student will be able to decode and blend the following

phonemes: a,n,c ,p
SWBAT say the sound of the corresponding letter.

SWBAT decode real and nonsense words that use the phonemes.
SWBAT decode simple sentences using the phonemes.

MATERIALS

Cardstock; or paper, glue and index cards.

Shallow tray or bowl of sand/powder/sugar/flour. Use
Whatever you have on hand.
Hint: In a pinch you can do this with magnetic alphabet letters
on the fridge!

PREPARATION

Print cards on cardstock and cut them out or print them on

regular paper and glue them to index cards for stability.
Fill a tray or bowl with sand/powder/sugar/flour/whipped
cream. Use whatever you have on hand and only one. Do not
combine. That could get messy.

INSTRUCTIONAL

Step one: Teach your student how to sound out the letter

INPUT (TEACHING THE

phonemes first.

SKILL)

Start by showing the students each phoneme card one at a time.

As you hold up the card have the students use their fingers to
trace the letter on the desk or table in front of them while they
look at the card and say the sound. They are not saying the name
of the letter. It is important that they say the sound together as a
group and keep their eyes on the card. This way they are seeing

the letter, saying the sound, hearing the sound from each other,
and forming the letter with their fingers all at the same time.

GUIDED PRACTICE

Step two: Next, show the students the decodable word cards

(PRACTICING THE

and nonsense word cards one at a time. Have them trace the

SKILL TOGETHER)

letters of the word on the table while saying the sounds with a
slight pause between each. Then, they slide their fingers from
the beginning to end of where they traced the word while
blending the sounds together to make the word. Imagine sliding
along the line under the word, always from left to right.

INDEPENDENT

Step three: Have the students read the sentences by tracing

PRACTICE

the green decodable words and reading the sight words as

whole words the first time. Then, have them re-read the
sentences until they are fluent. Practice as needed.

ASSESSMENT

Have your student repeat the whole process

independently.
Place a check mark or sticker on the phonemes and
words they have mastered.
You will need to continue to address and include these in
future practice as you add new phonemes.

LIST OF ADDITIONAL

Use these for any phonemes and sight words your

WAYS THIS PLAN

student learns at school to reinforce and practice until

COULD BE USED

mastery is achieved.
Have your student create their own words and sentences
using the phonemes they learned.
Add pictures to the back of cards and use as Flash Cards.