EL Support Lesson

Starting to Read

Practicie identifying letters in words with this straightforward lesson plan. In EL Support Lesson: Starting to Read, help students get started with deciphering letters and words. Use this alphabet-focused set of activities to teach your ELs all about beginning letter sounds and expand their letter knowledge. This resource can be used on its own or as support for the lesson Read, Read, Read!
This lesson can be used as a pre-lesson for the Read, Read, Read! lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Read, Read, Read! lesson plan.
Academic

Students will be able to identify the beginning letter sound of a word.

Language

Students will be able to identify and generate the beginning sound in a grade-level word using visual supports.

(3 minutes)
  • Introduce the lesson by gathering the students together.
  • Write the letter R on the board and say, "This is the letter R. Let's practice writing this letter in the air with our fingers. Start at the top and follow my finger."
  • Point to the letter and say, "Let's look at some pictures of things that start with this letter. R says /r/ the same sound as (display: rat/rabbit). Can you think of some other things that also start with the same sound (/r/)?"
  • Tell students to turn and talk to share their ideas with a partner.
  • Ask pairs to share their words using the sentence frame: "____ starts with the /r/ sound."
  • Record words on the board (draw basic pictures of each word for reference if able).
(3 minutes)
  • Explain that today you will practice listening to the beginning sound in words.
  • Display an alphabet chart or write the letter F on the board. Point to the letter F and say, "This is the letter F. It makes the sound /f/. Let's practice writing this letter in the air with our fingers. Start at the top and follow my finger."
  • Point to the letter F again and say, "What are some words that also start with the /f/ sound? I'll start, 'Fan starts with /f/.'"
  • Display the vocabulary cards one at a time and say each word aloud, emphasizing the beginning sound ("fan," "rain," "face," "rock"). Ask students to turn and talk to share which of the pictures start with the /f/ sound.
  • Point to the pictures again and have students give a thumbs up when you point to the ones with the /f/ sound. Repeat to have students identify which words start with the /r/ sound.
  • Tell students to turn and talk to a partner to share another word that starts with the /f/ sound using the sentence frame: "____ starts with the /f/ sound."
  • As time allows, repeat this process using additional letters.
(10 minutes)
  • Write the letters R and F on the board or chart paper.
  • Review the letter sound for each letter and then tell the students to turn and talk to a partner to share words that start with the same sound (using their chosen letter).
  • Invite the students to repeat after you, "The letter R makes the /r/ sound. The letter F makes the /f/ sound."
  • Explain that now students will practice identifying words that begin with the R or F sound using the F is for.. or R is for.. worksheets.
  • Display the worksheets, review instructions (color in the pictures that match the target letter) and allow students to choose which worksheet to start with. Then send students off to work independently.
(2 minutes)
  • Have students share with a partner or the whole group (depending on time) some of the things they identified on the worksheet. Provide the following sentence frame to support students: "This is a ____. It starts with the ____ sound."
  • Invite the students to share how they chose which pictures to color in and/or if they had any other ideas of words that started with the same sound.

Beginning

  • Provide additional support by playing a matching game with the vocabulary cards and asking students to match each picture to its letter sound.
  • Gather together a smaller group of students to practice finding the beginning sounds in additional words.

Advanced

  • Have students practice writing the target letters on unlined paper, and then drawing pictures that begin with the same letter sound.
  • Ask students to practice labeling each of their pictures with the beginning letter.
(5 minutes)
  • As students share out, assess if they are able to accurately identify words that start with the same beginning sound.
  • Collect student work samples to check students' ability to identify words that start with the same beginning letter sound.
(2 minutes)
  • Gather the class back together.
  • Review the letter sounds /r/ and /f/ by pointing to the written letters, saying the sound aloud, and inviting the students to write each letter in the air with their fingers.

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