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Área: ENGLISH Asignatura: ENGLISH Curso: 2nd
Fecha: Periodo: I Horas: 12hr Semana: 1-3
Tema: Alphabetic : Consonants- Single blends
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

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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.
Phoneme isolation: is the ability to isolate a certain sound in a word, like the first sound in bat
or the last sound in cap.
Phoneme segmentation: is the ability to separate the sounds in a word. The word math has
three sounds, /m/ /a/ /th/. More advanced skills include the ability to delete and substitute
phonemes in words. Taking away the /s/ sound in star to make tar or changing the /st/ in star to
make car.
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/+ /tii/ = H a t =Hat
Producción
Video1: Practicethe Alphabet with me.
ACCIÓN

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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)
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.

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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.
Taller
EVALUACION
NowLetslearnaboutwhenweshould use capital Letters. Wehave 10 rules.
Readthemwith me.

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Bibliografía
Story Town Teachers Book.