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International School
                                                                 Cartagena
                                                                    CLASE

                            Versión        00-12          Código        FO-DC-01       Página         1 de 5

Área:                  ENGLISH               Asignatura:          ENGLISH                   Curso:            1st
Fecha:                             Periodo:          I            Horas:          12hr      Semana:           1-3
Tema:                  Alphabetic : Consonants- Single blendsShort a-e-i-o-u
Indicador              Students will be able to blend and identify a word that is stretched out
de Logro               into its component sounds.


          Exploración         ¿Por quéal unir un sonido de una letra con otra se produce una palabra nueva?
          Contextualización
          El estudiante que sabe combinar los sonidos de las letras de forma oral y escrita puede formar palabras
          para comunicarse con su entorno diario utilizando la lengua extranjera.

          Conceptualización


                 Alphabet:

          Capital Letters:A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z.


          Lower Case Letters: a-b-c-d-e-f-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z.

          Phonics:

          Phonics is the understanding of how printed letters and sounds, or phonemes, are related.
          When children have strong phonics skills they are able to look at a word and recognize the
          letters or groups of letters within the word and the sounds that they represent. This allows them
          to "sound out" or decode the word. Phonics uses the sound-symbol relationship to help
          children recognize words. Although some children will be able to figure out how to decode
          words on their own without explicit instruction, most children will benefit from systematic
          phonics instruction.

          Phonics instruction usually begins with teaching the sounds that individual consonants make
          and also the short vowel sounds. Often a few consonants sounds are taught and then a short
          vowel is added and then more consonants and another vowel, until all of the letters have been
          taught. This allows the children to begin decodingsimple CVC (consonant-vowel-consonant) words.
          Example: B a t = /b/ + /a/ + /t/ = Bat
                          P e t = /p/+ /e/ + /t/ = Pet


      Phonemic Awareness: Ability to recognize that words are made up of individual sounds, or

      Phonemes, and to manipulate those sounds. It has to do with what children are able to hear and
EMOCIÓN




      does not involve printed words and letters. Example: MMMMM sound or PPPPPPP sound.

      Children can have strong phonemic awareness skills and not recognize any letter or any printed
International School
                                                           Cartagena
                                                              CLASE

                          Versión        00-12       Código      FO-DC-01      Página       2 de 5


     words. Example: A child may be able to tell you that the word man starts with mmm sound or that it

     sounds the same as mommy at the beginning, but that it begins with the letter m.


     Blending Words:
     Children should also be able to blend sound together to form words. Mmmm... aaaa...nnnnn
     makes the word man.

         C V(a)C= Consonant + Vowel a + Consonant

         Example: /ba/ + /a/ + /ti/=B a t = Bat.

         CV(e)C= Consonant+ Vowel e + Consonant

         Example: /pi/+ /e/+/ti/ = P e t = Pet

         CV(i)C= consonant + Vowel I + consonant

         Example: /si/+ /i/+/ti/ = S i t = Sit

         CV(0)C= Consonant+ Vowel o + Consonant

         Example: /mm/+ /o/+/pi/ = M o p = Mop

         CV(u)C= Consonant+ Vowel u + Consonant

         Example: /ca/ + /u/ +/ ti/ = C u t = Cut



         Modelación
         Consonants: A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U.V,W,X,Y,Z.

         CVC = consonant + vowel + Consonant

         Letstakeanyconsonantfromthe Alphabet, aboutwetakeconsonant- H, nowweneed a vowel
         ,howaboutwetakevowel- a, thenweaddanotherconsonant, howaboutconsonant- t.
         Letsseewhatwegotnow?



         H + a + t = H/haa/ + a/a/+ t/tii/ = H a t =Hat
ACCIÓN




         C + a + t = C/ca/ +a /a/ + t/tii/ = C a t = Cat
International School
                                                       Cartagena
                                                         CLASE

                 Versión        00-12           Código        FO-DC-01         Página   3 de 5




D+o+g=         D/da/+ o/o/ + g/gaa/ = D o g =      Dog


Producción
Video1: Practicethe Alphabet with me.




Video2: Watch the Video and Practice with me.




Activity# 1
     1. Write the names of the students in the group on cards and place them on a board or
        easel in front of the children.
     2. Take one name and ask, "How many letters are in this name?"
     3. And then ask, "How many sounds are in this name?"
     4. Model how to break the name into phonemes or individual sounds.
         Tom - /t/ /o/ /m/
         Mary /m/ /air/ /e/ (r-controlled vowels if possible not to use it.)
     5. Place several words on the board and tell the students you are going to read the
         word and have them say the individual sounds. (bat b-a-t)
International School
                                                   Cartagena
                                                       CLASE

                 Versión      00-12         Código        FO-DC-01     Página        4 de 5

    6. Do this with several words and then explain to the students that you are going to do
        it another way. You are going to say the sounds and the students will give you the
        word.
         Say, "bbb-aaa-ttt"
         The students should then say "bat".
Activity#2

    1. Play a guessing game.
         Tell the students that you are going to say the sounds in a word, and they are going
         to see who can say the word first. If one or two children continually say the word,
         then specifically name a child to do a word or go around the table.
    2. Do the opposite.
         Say the word and have the children say the sounds or segment the word.
    3. Many schools in Utah use DIBELS - testing which has phoneme segmentation. It
       would be beneficial to tell the children that when they do this it is phoneme
       segmentation.
    4. Pass out Elkonin boxes (three or four connected boxes on a paper.)




         Pass out the game markers and have the students move a marker into the first box
         as they make the first sound. Next, they should move the second game marker into
         the second box as they make the second sound, etc.
         ("Fish" would have f-i-sh or three sounds.)
    5. Point out to the students that even though there are four letters, the word "fish" has
       three sounds.
    6. Give each student a paper with several words and the word that goes with the
       picture. Have the child color in the number of squares for each sound they say
       when they read the picture.
V
A

U
A


O
N
C
E


L




Taller
I
International School
                                         Cartagena
                                             CLASE

                Versión     00-12   Código      FO-DC-01   Página   5 de 5




Bibliografía
Story Town Teachers Book.

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Formatoplano1st g 3rd week

  • 1. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 1 de 5 Área: ENGLISH Asignatura: ENGLISH Curso: 1st Fecha: Periodo: I Horas: 12hr Semana: 1-3 Tema: Alphabetic : Consonants- Single blendsShort a-e-i-o-u Indicador Students will be able to blend and identify a word that is stretched out de Logro into its component sounds. Exploración ¿Por quéal unir un sonido de una letra con otra se produce una palabra nueva? Contextualización El estudiante que sabe combinar los sonidos de las letras de forma oral y escrita puede formar palabras para comunicarse con su entorno diario utilizando la lengua extranjera. Conceptualización  Alphabet: Capital Letters:A-B-C-D-E-F-G-H-I-J-K-L-M-N-O-P-Q-R-S-T-U-V-W-X-Y-Z. Lower Case Letters: a-b-c-d-e-f-g-h-i-j-k-l-m-n-o-p-q-r-s-t-u-v-w-x-y-z. Phonics: Phonics is the understanding of how printed letters and sounds, or phonemes, are related. When children have strong phonics skills they are able to look at a word and recognize the letters or groups of letters within the word and the sounds that they represent. This allows them to "sound out" or decode the word. Phonics uses the sound-symbol relationship to help children recognize words. Although some children will be able to figure out how to decode words on their own without explicit instruction, most children will benefit from systematic phonics instruction. Phonics instruction usually begins with teaching the sounds that individual consonants make and also the short vowel sounds. Often a few consonants sounds are taught and then a short vowel is added and then more consonants and another vowel, until all of the letters have been taught. This allows the children to begin decodingsimple CVC (consonant-vowel-consonant) words. Example: B a t = /b/ + /a/ + /t/ = Bat P e t = /p/+ /e/ + /t/ = Pet Phonemic Awareness: Ability to recognize that words are made up of individual sounds, or Phonemes, and to manipulate those sounds. It has to do with what children are able to hear and EMOCIÓN does not involve printed words and letters. Example: MMMMM sound or PPPPPPP sound. Children can have strong phonemic awareness skills and not recognize any letter or any printed
  • 2. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 2 de 5 words. Example: A child may be able to tell you that the word man starts with mmm sound or that it sounds the same as mommy at the beginning, but that it begins with the letter m. Blending Words: Children should also be able to blend sound together to form words. Mmmm... aaaa...nnnnn makes the word man. C V(a)C= Consonant + Vowel a + Consonant Example: /ba/ + /a/ + /ti/=B a t = Bat. CV(e)C= Consonant+ Vowel e + Consonant Example: /pi/+ /e/+/ti/ = P e t = Pet CV(i)C= consonant + Vowel I + consonant Example: /si/+ /i/+/ti/ = S i t = Sit CV(0)C= Consonant+ Vowel o + Consonant Example: /mm/+ /o/+/pi/ = M o p = Mop CV(u)C= Consonant+ Vowel u + Consonant Example: /ca/ + /u/ +/ ti/ = C u t = Cut Modelación Consonants: A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q,R,S,T,U.V,W,X,Y,Z. CVC = consonant + vowel + Consonant Letstakeanyconsonantfromthe Alphabet, aboutwetakeconsonant- H, nowweneed a vowel ,howaboutwetakevowel- a, thenweaddanotherconsonant, howaboutconsonant- t. Letsseewhatwegotnow? H + a + t = H/haa/ + a/a/+ t/tii/ = H a t =Hat ACCIÓN C + a + t = C/ca/ +a /a/ + t/tii/ = C a t = Cat
  • 3. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 3 de 5 D+o+g= D/da/+ o/o/ + g/gaa/ = D o g = Dog Producción Video1: Practicethe Alphabet with me. Video2: Watch the Video and Practice with me. Activity# 1 1. Write the names of the students in the group on cards and place them on a board or easel in front of the children. 2. Take one name and ask, "How many letters are in this name?" 3. And then ask, "How many sounds are in this name?" 4. Model how to break the name into phonemes or individual sounds. Tom - /t/ /o/ /m/ Mary /m/ /air/ /e/ (r-controlled vowels if possible not to use it.) 5. Place several words on the board and tell the students you are going to read the word and have them say the individual sounds. (bat b-a-t)
  • 4. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 4 de 5 6. Do this with several words and then explain to the students that you are going to do it another way. You are going to say the sounds and the students will give you the word. Say, "bbb-aaa-ttt" The students should then say "bat". Activity#2 1. Play a guessing game. Tell the students that you are going to say the sounds in a word, and they are going to see who can say the word first. If one or two children continually say the word, then specifically name a child to do a word or go around the table. 2. Do the opposite. Say the word and have the children say the sounds or segment the word. 3. Many schools in Utah use DIBELS - testing which has phoneme segmentation. It would be beneficial to tell the children that when they do this it is phoneme segmentation. 4. Pass out Elkonin boxes (three or four connected boxes on a paper.) Pass out the game markers and have the students move a marker into the first box as they make the first sound. Next, they should move the second game marker into the second box as they make the second sound, etc. ("Fish" would have f-i-sh or three sounds.) 5. Point out to the students that even though there are four letters, the word "fish" has three sounds. 6. Give each student a paper with several words and the word that goes with the picture. Have the child color in the number of squares for each sound they say when they read the picture. V A U A O N C E L Taller I
  • 5. International School Cartagena CLASE Versión 00-12 Código FO-DC-01 Página 5 de 5 Bibliografía Story Town Teachers Book.