○ Review the flashcards that begin with the target phoneme

○ Present the flashcard and repeat the initial sound

○ Example: (teacher holds up a picture of a ball) “/b/-/b/-ball”

○ Materials needed: Flashcards

○ Practice blending the phoneme with different vowel sounds.

Chant the sounds together.

○ Example: /b/+/a/ = /ba/

/b/+/e/ = /be/

/b/+/i/ = /bi/

/b/+/o/ = /bo/

/b/+/u/ = /bu/

Chant: “/ba/, /be/, /bi/, /bo/, /bu/”

○ Practice making a rime with the phoneme by substituting the

vowel sound. Chant the rime together.

○ Example: /ab/, /eb/, /ib/, /ob/, /ub/

○ Rhyming words (word families): practice making rhyming words

by changing the onset with each rime.

○ Example:
/c/+/ab/ = cab

/d/+/ab/ = dab

/l/+/ab/ = lab

○ Practice blending CVC words with previously learned phonemes.

○ Example:
/c/ /a/ /b/ = cab
/b/ /a/ /ck/ = back

○ Substitute different phonemes and practice reading the words fluently

○ Practice segmenting words into their component phonemes. As you say a word as a class, demonstrate tapping each phoneme as you say them. You can tap your hand, arm, or jaw.

○ Example: cat = /c/ tap /a/ tap /t/ tap

○ Use Elkonin boxes to show that each phoneme gets its own space. Let the students fill in the boxes with different phonemes.

○ Example:

“cat”

c a t

“fish”

f i sh

○ Chanting

○ “Word find” game

○ Coloring the sight word

○ Tracing the sight word

○ Building the sight word with letters

○ After the students have colored their dough disco bubble letter, laminate the paper. Then, have the students use playdough to form the shape of the letters on the laminated paper.