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Phonics Through Literature: Learning About the Letter M

Classroom Resource Information

Title:

Phonics Through Literature: Learning About the Letter M

URL:

http://readwritethink.org/classroom-resources/lesson-plans/phonics-through-literature-learning-180.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Phonics is an important part of literacy instruction that can be taught within the context of reading children's literature. This lesson incorporates the use of children's literature, in addition to various learning centers and activities that focus on learning about the letter m. Students will learn about phonics by participating in an integrated array of activities, including reading, writing, mathematics, music, art, and technology.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: K	2. Actively engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge needed to be successful as they learn to read and, later, read to learn. Unpacked Content Teacher Vocabulary: 2. Actively engage Teacher-led reading experiences Collaborative discussions Background knowledge Peers Knowledge: 2. Students know: How to engage in teacher-led reading experiences and collaborative discussions with peers to build background knowledge. Skills: 2. Students are able to: Build background knowledge by actively engaging in teacher-led reading experiences and collaborative discussions with peers. Understanding: 2. Students understand that: They need to build background knowledge to be successful as they learn to read and read to learn. They need to actively engage in teacher-led reading experiences and discussions with peers to build their background knowledge.
English Language Arts ELA2021 (2021) Grade: K	8. Demonstrate understanding of the organization and basic features of printed materials. a. Recognize and demonstrate that print conveys meaning. Examples: Share a favorite book with peers. Share a list of birthday gifts received. b. With prompting and support, explain the roles of the author and illustrator of a text. c. Track print, moving left to right and top to bottom on the printed page, returning to the beginning of the next line. d. Identify the beginning and end of a sentence by locating the capital letter and end punctuation. e. Point to words using one-to-one correspondence, noting that words are separated by spaces. f. Distinguish letters from words within sentences. g. Compare and contrast letters based upon similarities and differences, including name, shape, sound, and approach strokes for writing. Unpacked Content Teacher Vocabulary: 8. Demonstrate Organization Basic features of print Printed materials 8a. Recognize Demonstrate Print Conveys 8b. Prompting Support Role Author Illustrator 8c. Track Print Line 8d. Sentence Capital letter End punctuation 8e. Spaces One-to-one correspondence 8f. Distinguish Letters Words Sentences 8g. Compare Contrast Similarities Differences Name Shape Sound Approach strokes Knowledge: 8. Students know: The organization and basic features of printed materials. 8a. Print conveys a message. 8b. The role of a text's author. The role of a text's illustrator. 8c. Print is organized and read from left to right and top to bottom. 8d. A sentence begins with a capital letter. A sentence ends with an ending punctuation mark. 8e. The one-to-one correspondence of words in printed text. 8f. Letters are used to represent sounds in a word. A word is a group of letters put together to represent all the sounds in that word. 8g. The name, shape, sound, and approach stroke of each letter. How the letters are similar and different. Skills: 8. Students are able to: Explain the organization and basic features of printed materials. 8a. Recognize that printed materials convey a message. Demonstrate their understanding of the message relayed by print (e.g., by sharing their favorite book with a peer or by sharing a list of birthday gifts received). 8b. With prompting and support, Explain the role of a text's author. Explain the role of a text's illustrator. 8c. Track printed words from left to right, top to bottom, and page by page. 8d. Identify the beginning of a sentence by locating the capital letter. Identify the end of a sentence by locating the ending punctuation mark. 8e. Point to words using one-to-one correspondence, using spaces to identify separate words. 8f. Distinguish letters from words within sentences. 8g. Compare and contrast letters based upon their similarities and differences, including the name, shape, sound, and approach strokes for writing. Understanding: 8. Students understand that: Printed materials have predictable features that help readers locate information. 8a. Letters and words relay a message in printed materials. 8b. The words and illustrations in a text communicate the author's and/or illustrator's intended message. 8c. Print is organized and read from left to right and top to bottom. 8d. Capital letters are used to begin a sentence and certain punctuation marks are used to end a complete sentence. 8e. Words are separated by spaces in print to help the reader know where one word begins and the other ends, which assists readers in accurately decoding text. 8f. Letters make up words and words make up sentences. 8g. Letters have names, sounds, shapes, and use different approach strokes for writing. Letters have similarities and differences.
English Language Arts ELA2021 (2021) Grade: K	9. Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words. a. Count the number of words in a spoken sentence. b. Recognize alliterative spoken words. c. Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words. d. Count, blend, and segment syllables in spoken words, including compound words. e. Blend and segment onsets and rimes of single-syllable spoken words. f. Identify the initial, final, and medial sounds of spoken words. g. Blend and segment phonemes in single-syllable spoken words made up of three to four phonemes. h. Distinguish between commonly confused cognate consonant sounds, using knowledge of voiced and unvoiced sounds and manner of articulation. Examples: /t/ and /d/, /p/ and /b/, /ch/ and /j/, /s/ and /z/, /f/ and /v/, /k/ and /g/, /sh/ and /zh/, /th/ (voiced and unvoiced) Note: Standard 9 is important as a foundational phonemic awareness skill for all learners. Unpacked Content Teacher Vocabulary: 9. Demonstrate Early phonological awareness skills Basic phonemic awareness skills Spoken words 9a. Count Sentence 9b. Alliteration Beginning sound Phonemes 9c. Rhyming words Non-rhyming pairs 9d. Blend Segment Syllable Compound words 9e. Blend Segment Onset Rime Single-syllable 9f. Identify Initial sound Final sound Medial sound Spoken word 9g. Blend Segment Phonemes Single-syllable 9h. Distinguish Cognate consonant sounds Voiced Unvoiced Articulation Knowledge: 9. Students know: Early phonological awareness skills. Basic phonemic awareness skills. 9a. That spoken sentences are composed of individual words. 9b. That alliterative words begin with the same sound. 9c. Rhyming words. Non-rhyming words. 9d. A word is made up of one or more syllables. Syllables in spoken words are made of a sequence of sounds. Compound words have more than one syllable. 9e. The "onset" is the initial phonological unit of any word (e.g., c in cat). The term "rime" refers to the string of letters that follow the onset, usually a vowel and final consonants (e.g., at in cat). 9f. Spoken words have an initial, final, and medial sound. 9g. Phonemes are individual speech sounds. Single-syllable spoken words are composed of a combination of phonemes. Individual phonemes can be blended to create a complete spoken word or a spoken word can be segmented into its individual phonemes. 9h. Consonant sounds are produced by using different places and manners of articulation. Skills: 9. Students are able to: Demonstrate early phonological awareness to basic phonemic awareness skills in spoken words. 9a. Count the number of words in a spoken sentence. 9b. Recognize when spoken words begin with the same sound. 9c. Using pictures and/or spoken words, Recognize pairs of rhyming words. Produce pairs of rhyming words. Distinguish non-rhyming words from rhyming words. 9d. Count syllables in spoken words, including compound words. Blend syllables in spoken words, including compound words. Segment syllables in spoken words, including compound words. 9e. Blend a spoken onset and rime to make a complete single-syllable word. Segment a single-syllable spoken word into its onset and rime. 9f. In spoken words, Identify the initial sound. Identify the final sound. Identify the medial sound. 9g. Blend three to four phonemes to make a single-syllable spoken word. Segment a single-syllable spoken word into three to four phonemes. 9h. Distinguish between commonly confused cognate consonant sounds by using their knowledge of voiced sounds, unvoiced sounds, and each sound's place and manner of articulation. Understanding: 9. Students understand that: The sounds of spoken language work together to make words. 9a. Sentences are made up of individual words. 9b. Alliterative words are two or more adjacent or closely connected words that begin with the same sound. 9c. Words that rhyme have the same vowel and ending sound. 9d. A syllable is a unit of speech that is organized around a vowel sound, so all syllables must have at least one vowel. 9e. The "onset" is the initial phonological unit of any word (e.g., c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g., at in cat). An onset and rime can be blended to make one complete single-syllable word, or a single-syllable spoken word can be segmented into its onset and rime. 9f. Spoken words have initial (first), final (last), and medial (middle) sounds. 9g. Blending is the ability to hear each individual sound in a word, join the sounds together, and produce the word. Segmenting is the ability to break a word down into its individual sounds. 9h. The knowledge of voiced and unvoiced consonant sounds, in addition to their place and manner of articulation, is required for the proper pronunciation of spoken words and the accurate decoding and encoding of written words.
English Language Arts ELA2021 (2021) Grade: K	15. Orally read and reread grade-appropriate decodable texts smoothly, accurately, and expressively, at an appropriate rate to support comprehension. Unpacked Content Teacher Vocabulary: 15. Fluency Orally read Grade-appropriate decodable texts Smoothly Accurately Expressively Appropriate rate Comprehension Knowledge: 15. Students know: Fluent reading requires accurate decoding. Fluent reading is smooth and expressive. Reading at an appropriate rate will support their comprehension. Skills: 15. Students are able to: Fluently read grade-appropriate decodable texts with accuracy and expression. Read orally at an appropriate rate. Comprehend text that they read aloud. Understanding: 15. Students understand that: Reading smoothly, accurately, expressively, and at an appropriate rate, supports comprehension, or their understanding of the text.
English Language Arts ELA2021 (2021) Grade: 1	32. Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. a. Identify the required features of a sentence, including capitalization of the first word and end punctuation. b. Transcribe spoken words to demonstrate that print represents oral language. c. Compose a simple sentence, including a subject and a predicate, that expresses a complete thought. d. With prompting and support, identify the role or purpose of a noun, verb, and adjective within a sentence and describe the type of the information it conveys. e. Write the correct number of words, with proper spacing, for a spoken phrase or sentence. f. Begin each sentence with a capital letter. g. Capitalize the pronoun I and names of individuals. h. Use commas in dates and words in a series. i. With prompting and support, recognize, name, and correctly use end punctuation, utilizing appropriate academic vocabulary. Example: period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences Unpacked Content Teacher Vocabulary: 32. Rules of standard English grammar Punctuation rules Capitalization rules Spelling rules 32a. Identify Required features of a sentence Capitalization End punctuation 32b. Transcribe Spoken words Demonstrate Print Oral language 32c. Simple sentence Subject Predicate Complete thought 32d. Identify Role Purpose Noun Verb Adjective Sentence Describe Information 32e. Correct number of words Proper spacing Spoken phrase Sentence 32f. Begin Sentence Capital letter 32g. Capitalize Pronoun I Names of individuals 32h. Commas Dates Words in a series 32i. Recognize Name End punctuation Appropriate academic vocabulary Prompting Support Knowledge: 32. Students know: The rules of standard English grammar, punctuation, capitalization, and spelling appropriate to the first grade level. 32a. The required features of a sentence. 32b. Words that are spoken orally can be written using printed letters. 32c. The features of a simple sentence. The purpose of a subject and a predicate in a complete sentence. 32d. Role or purpose of a noun, verb, and adjective within a sentence. The type of information nouns, verbs, and adjectives convey. 32e. Spoken phrases or sentences are composed of words that must be spaced properly when writing. 32f. Sentences begin with a capital letter. 32g. The pronoun I and names of individuals are capitalized. 32h. Commas should be used in dates and in a series of words. 32i. Types of end punctuation. When to use end punctuation. Academic vocabulary to describe the correct use of end punctuation. Skills: 32. Students are able to: Use proper grammar, punctuation, capitalization, and spelling by following the rules of standard English. 32a. Identify the features of a sentence including, capitalization of the first word and end punctuation. 32b. Write spoken words. 32c. Combine a subject and predicate to compose a simple sentence that expresses a complete thought. 32d. Identify the role or purpose of a noun, verb, and adjective in a sentence. Describe the type of information a noun, verb, and adjective provide in a sentence. 32e. Count the number of spoken words in a spoken phrase or sentence. Write the correct number of words for a spoken phrase or sentence with proper spacing between each word. 32f. Use a capital letter to begin each sentence. 32g. Capitalize the pronoun I and names of individuals when writing. 32h. Identify a list of three or more items. Identify dates. Correctly use commas in dates and in a series (list) of three or more words. 32i. With prompting and support, Recognize, name, and correctly use end punctuation. Utilize appropriate academic vocabulary when using end punctuation, such as period for declarative sentences, question mark for interrogative sentences, exclamation mark for exclamatory sentences. Understanding: 32. Students understand that: Using standard English grammar, punctuation, capitalization, and spelling in their writing will help them clearly communicate with a variety of audiences. 32a. A sentence begins with a capital letter and ends with punctuation while expressing a complete thought. 32b. Print represents oral language. 32c. To express a complete thought, a simple sentence must contain a subject and a predicate. 32d. Nouns, verbs, and adjectives are parts of speech. Nouns identify people, places, things, or ideas in a sentence. Verbs are action words that tell what a noun does in the sentence. Adjectives are words that describe attributes of a noun in the sentence. 32e. A spoken phrase or sentence is composed of individual words, and they should show where one word ends and the next begins by including proper spacing in their writing. 32f. All sentences should begin with a capital letter. 32g. Names of individuals and the pronoun I should be capitalized in their writing. 32h. Commas are used to separate words in a series. Commas are used to separate numbers in dates. 32i. There are three types of ending punctuation. Question marks are used for questions. Periods are used for statements. Exclamation marks are used for exclamatory statements. Sentences have different end punctuation based on the meaning of the sentence.

Tags:

Crossword puzzles, m, phonics

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Author:

Cassie Raulston

ALEX Classroom Resource

Phonics Through Literature: Learning About the Letter M