Or download our app "Guided Lessons by Education.com" on your device's app store.
No standards associated with this content.
Which set of standards are you looking for?
Students will be able to isolate a three-letter word into its three sounds and write three-letter CVC words.
- Draw three squares (or circles, depending on the shape of your beads) on the board and write the letters "B," "A," and "T" in the shapes to form the word bat.
- Tell students that the word is bat and that there are three sounds in the word.
- Cover up all letters except B and say the sound for b. Explain that this is the initial, or beginning sound of the word and it is a consonant. Remind students what consonants are.
- Do the same with the two remaining letters. Tell students that a is the medial vowel sound and that t is the final consonant sound.
- Preview any unknown or potentially confusing words for ELs before you begin using visuals such as pictures or objects.
- Provide a classroom alphabet chart with images that correspond to each letter sound to reference as you go over each letter in the word.
Explicit Instruction/Teacher modeling(5 minutes)
- Say each sound again slowly, isolating each sound.
- As you say each sound, slide a bead onto your pipe cleaner, but keep the beads separated as you place them on the pipe cleaner.
- Repeat saying each sound, having the students say them with you and pointing to the beads that represent the sound.
- Explain that you are going to slide the beads together to form a word.
- As you slide the beads together, say the word slowly, blending the sounds.
- Once the beads are in place, say the word as you would normally speak it.
- Be explicit as you demonstrate how you are listening for each sound in the word and using the beads to help you keep track.
- Model how to use the beads to put all of the sounds together.
- Explain or review the idea that words are made of letters and letters each have their own sound.
Guided Practice(10 minutes)
- Repeat the previous procedure for the word rat, and have the students do the activity with you.
- As you do the word, have the students place the beads on their own pipe cleaners.
- Once the students have their three beads on the pipe cleaners, repeat the activity using other three-letter words.
- Next, have students pair with a partner and share words with three sounds while using their bead slides.
- Depending on student ability, place three beads on each pipe cleaner prior to the lesson.
- Check that students are able to identify each individual sound by providing a visual image of the word as well as the letters.
- Provide students with visual picture cards depicting additional three-letter words to practice with their partner.
- Using their beads and pipe cleaners, have students say the letter names and sounds aloud with you prior to blending the word together.
Independent working time(5 minutes)
- Have students share some of the words they came up with during the partnered activity with the whole class.
- Correct students who may have mistaken a word with more than three sounds by adding beads to your pipe cleaner slide as you say the word slowly.
- Have student pairs trade their picture cards to practice with new three-letter words.
- Encourage students to share out their word while demonstrating how to segment the letter sounds using their beads.
- Pre-make bead slides for your students, or use larger beads with bigger holes. If your students struggle with isolating sounds, write the letters directly on the beads and limit the words used during practice.
- Instruct your students to form bead slides for words containing more than three sounds. Give them additional beads to practice this challenge. Encourage your students to use the bead slides for segmenting syllables in multisyllable words.
- Walk around the room and observe students in their pairs.
- Instruct your students to write the words they formed in a writing journal or on a dry-erase board.
- As you observe students at work, check that they understand both the meaning of the word as well as how to segment the word into sounds.
- Take note of any common errors and address these during the review and closing.
- Check in with student groups and ask them to demonstrate segmenting words using their beads. Assess their level of comfort and take note of who needs additional support.
Review and closing(10 minutes)
- Go around the class and have each student give a CVC word and isolate the sounds.
- Address any errors you noticed during the assessment period.
- Close by providing additional three-letter words for students to segment as a group.
- Ask students to share out their favorite word. After demonstrating how to segment the sounds, have them use it in a sentence.