Materials: Phonemic awareness worksheet
? Say the word man and emphasize the /m/ sound:/mmm/ /an/. Have students listen for the /m/ sound at the beginning of the word as you repeat it. Then have them say the word.
? Tell students you are going to say some words. Some of the words begin with /m/ and other words do not. Tell them they should say /mmm/ whenever they hear the /m/ sound at the beginning of a word. Say the following words one at a time, allowing time for student response: map, muffin, tip, rap, monkey, king, mud, mail, vase.
? Say the word room, emphasizing the /m/ sound, and ask students what sound they hear at the end. Tell them that sometimes they can hear the /m/ sound at the end of words. Say the following words one at a time, and ask students to say /mmm/ whenever they hear the /m/ sound at the end of a word: jam, gum, pet, some, bear, lame, pizza.? Say the sentence and have students listen for /m/ sounds: My mom made ham for Matt and Jim. Then repeat the sentence, having students clap each time they hear the /m/ sound.
? Give students the phonemic awareness worksheet for extra practice.
Introduce the Sound/Symbol Relationship for Mm /m/
Materials: Sound/symbol card
? Show students the sound/symbol card for Mm. Read the word mop and point out that the letter m stands for the /m/ sound in mop. Have students listen for the /m/ sound as they read the word with you.
? Have a volunteer come up and point to the letter in the word mop that stands for the /m/ sound.
Blend the Sounds
Materials: Decodable teacher word cards
? Place the decodable teacher word cards man and map in a pocket chart or along the chalkboard ledge. Ask students what the two words have in common. If students don’t respond, point out they both start with the /m/ sound. Ask them to tell you the letter that stands for the /m/ sound.
? Demonstrate sounding out the first word by saying each sound as you run your finger under the word: /mmm/ /aaa/ /nnn/. Hold the sounds for one second. Then say the word quickly: man.
? Have students sound out the word with you, holding the sounds for one second.? Repeat the process with the word map, holding all sounds except for the /p/.? Place the words am and Pam in the pocket chart or along the chalkboard ledge. Ask students what is the same about these words. If students don’t respond, point out that they both end with the letter Mm.
? Have students sound out each word, one at a time, holding the sounds, except for stop sounds, and blending them together: /aaa/ /mmm/: am; /p/ /aaa/ /mmm/: Pam.Cumulative Review/Practice Sounds
Materials: Decodable student word cards
? Line up the decodable student word cards in the pocket chart or along the chalkboard ledge. Tell students that they have already learned the sounds to say these words. Point to each word and read it with students. Then have individual students read the words. If students have difficulty reading a word, model how to blend the sounds to sound it out.? Have students take turns sorting the decodable student word cards into groups according to the beginning sound. Repeat, having students sort the words according to final sounds and patterns of sound within the words. Students can also sort the words according to those that begin or end with /m/ and those that don’t.
? If time allows, have pairs or groups of students play Concentration. Have them spread two sets of decodable student word cards face down on a table. Have them take turns turning over two cards and reading them. If the words are the same and are read correctly, the student can keep the cards. If not, the student turns the cards back over and his/her partner takes a turn.
Spell Decodable Words
Materials: Letter cards, workmats
? Give students the letter cards and a copy of the workmat. Have them line up the letters m, a, and p under the boxes on their workmat. Say the word map slowly. As you say the sounds, demonstrate how to push up each sound into a box on the workmat. Repeat and have students do theirs along with you.
? As you model, have students line up the letters m, a, and n under the boxes on their workmat. Say the word man. Ask students what sounds they hear in the word. Then have them push up the letters one at a time as they say the sounds. Have them read the word they have made.
? Ask students what letters they need to spell the word Pam. Remind them that this is a name and it needs a capital letter. Have students use their workmat to spell the word Pam.
Introduce New High-Frequency Words: I, on, in
Materials: High-frequency word cards
? Tell students they are going to learn three new words that they need to be able to
recognize and read quickly. Hold up the high-frequency word card on and read the word. Have students read it with you. Have them write the word on in the air with their finger as you spell it out loud with them, pointing to each letter on the card as you say the letter name.
? Repeat the process with the words in and I.
? Point out that on and in both have two letters and both end with the letter n. Point out that the word I has only one letter.
Practice High-Frequency Words
Materials: High-frequency word cards
? Tell students they are going to practice quickly reading the new words and words from other lessons. Use all the high-frequency word cards. Flash the words one
at a time. If students do not know a word, tell them what it is. Mix up the cards and repeat the process several times.
? Place the high-frequency word cards face down in a pile. Give students the opportunity to take one of the cards off the pile, read the word aloud to the class, and hold it up while the rest of the class repeats the word. Then have the student use the word in a sentence.? Write the following sentences on the board: Nan and I can nap; Pap can nap in a pan; I am on a pan. Have students read the sentences with you. Then have volunteers underline the high-frequency words.
Read Words and Phrases
Materials: Practice sheet
? Before students read the book, use the practice sheet to practice reading the words they will encounter in the book. Have them sound out each decodable word in rows 1 and 2 sound by sound as they run their fingers under the word.
? Have them read each high-frequency word in rows 3 and 4 quickly.
? Then have them practice reading the phrases and sentences.
? If students are having difficulty reading the words, provide more practice in blending and spelling the words before they move on to the decodable book.
Read the Decodable Book
Materials: Decodable book A Nap and a Map
? Show students the cover of the book. Have them read the title with you as you run your finger under each word. Ask students what they see in the picture and what they think the story might be about.
? Give students their books. Read the first page together as you model how to sound out decodable words and read high-frequency words quickly. If you think students are able to read the book on their own, have them continue reading the book independently. If you think students need more support, continue to read the book with them.? When students have finished reading, ask what the name of the man is. Have them tell you who can nap on a map.
Materials: Phonics worksheet
? Have students complete the phonics worksheet.
Teacher Instructions: Have students cut out the pictures from the bottom of the page and paste those that begin or end with /m/ on the moon at the top of the page.
Match the sounds.
P NTeacher Instructions: Have students cut out the boxes at the bottom of the page and then paste each picture next to the letter that stands for the beginning sound.
wordsam ? man ? Pam ? Map
pan ? nap ? Nan ? PapI ? on ? incan ? a
nap in a pannap on a mapI can nap.I am a man.
http://www.readinga-z.com2Reviewed words3New h-f words4Reviewed h-f words5Phrases6Sentences? ProQuestLearningPage