WORD PLAY GRID

*Lesson includes Unit 6, Week 1

deliberate scripting
Thursday
around execution of both
the academic objective Weekly Goal: I can identify beginning sounds of words and produce words with the same beginning
and social skill mini- sound. (PA.6)
lesson where it fits. (letter and sound focus: W, S, A, T)

Academic Objective SWBAT identify the beginning sound of a picture card that begins with /a/ and /t/ (as told by
teacher) and produce a word with the same beginning sound.
(letter and sound focus: A, T)
Social Skill Objective SWBAT use materials appropriately.

Materials Beginning sounds picture cards

Word Play Meeting Suggested skills/activities:

(3 mins)  Letter sound song

 Digraph song
Skill review (ie, letter  Letter hunt
 Same and different (for lower group)
sounds) in a fun,
engaging way (may Syllable segmenting and blending (for lower group)
involve movement)

Introduction (3 mins) Have students turn and talk about what a beginning sound is. (The first sound you hear in a
word) And how do they know when to words have the same beginning sound. (These two are the
(Presentation of new same because they both begin with the __ sound)Whoa! Those beginning sound posters you made
material: Today we on Tuesday look really, really great! Can you make another one for a different sound? You are great
will…) artists – I bet you can help me create these posters. What do you think? Today I am going to show
you a picture of something that has the /a/ beginning sound and a picture of something that has
the /t/ beginning sound … and very soon you’ll draw your own thing that begins with /a/ and /t/.
Then I’ll get to hang up all of your beautiful work – and that will help me and you to learn lots of
words that begin with /a/ and /t/. Give a non- example to see if students give the right answer.
Ask why or how do you know.

Model (3 mins) Use a student model Let’s see. I am holding a picture of an antelope. Say antelope. What is the
beginning sound you hear in the word antelope? You’re right. It’s /a/. hmm… now it’s my turn to
(Pro-actively address say another word that begins with this sound. The word I say has to begin with /a/, just like
misconceptions) aaaaaaaaaantelope.. As I am thinking, I am going to keep saying the beginning sound: /a/, /a/, /a/.
animal! Animal begins with the /a/ sound … just like how antelope begins with the /a/ sound!

Hold up to pictures and have students pick which picture you should use as your model. Let me
try with this picture. This is a tiger. Say tiger. What is the beginning sound you hear in the word
tiger? You’re right. It’s /t/. hmm… now it’s my turn to say another word that begins with this sound.
The word I say has to begin with /t/, just like tttttttttttttiger. As I am thinking, I am going to keep
saying the beginning sound: /t/ /t/ /t/ /t/ tiger!! Turtle begins with the /t/ sound … just like how
turtle begins with the /t/ sound! Are you ready to come up with some words that have the same
beginning sound?
Guided Practice (4 mins) It’s almost time for you to make your beginning sound posters --- but first, help me make mine.
Take a look at my poster. I see a letter A at the top. A makes the sound /a/. I see a picture of an
(Whole/Small) – alpaca. Alpaca begins with the sound /a/. What can I draw in this box that begins with /a/ just like
Modified for needs of alpaca begins with /a/?
small group
[possible a words: apple, ant,, ant-eater, antler, antelope, astronaut, athlete, ax)

- Take answers from students

- Model drawing a picture of a word that begins with the same beginning sound as weasel.
Have a student model come up and draw a picture while other students give verbal
pathways for example drawing a circle, big curve around and stop.

Strategies for Differentiation:

Use data to support co-teaching model

Independent Practice (5 Nice work! You all helped me to make my beginning sound poster. Now, I am going give each of
mins) you a beginning sound poster. At your table, you are going to draw a picture of something that has
the same beginning sound as turkey. Then I will come around and you will tell me what you drew.
(Whole/Small) –
(circulate as students are working, ask them what they are drawing and write their response on
Strategies modified for
their poster, use this for data collection)
needs of small group
Have a visual for students that need scaffolding. For example have different picture cards for
students to get started.

You can give each table a different letter sound to work on. Encourage students at the table to
have different answers.

Strategies for Differentiation:

Use data to support co-teaching model

Closing/Assessment (2 You did a great job today. Today you came up with words that have the same beginning sounds as
mins alpaca and turkey.. You even drew pictures to match these words! I cannot wait to hang them up
around our room.
(Teacher Model)

Aa
Name: __________________________

Tt
WORD PLAY GRID

*Lesson includes Weekly Goal: I can identify beginning sounds of words and produce words with the same beginning
deliberate scripting sound. (PA.6)
around execution of both (letter and sound focus: W, S, A, T)
the academic objective
and social skill mini-
lesson where it fits.

Academic Objective SWBAT work with a partner to produce a word with the same beginning sound as the picture
shown by the teacher.
(letter and sound focus: W, S, A, T)
Social Skill Objective SWBAT use materials appropriately.

Materials Beginning sounds picture cards

Word Play Meeting Suggested skills/activities:

(3 mins)  Letter sound song

 Digraph song
Skill review (ie, letter  Letter hunt
 Same and different (for lower group)
sounds) in a fun,
engaging way (may Syllable segmenting and blending (for lower group)
involve movement)

Introduction (3 mins) This week we have spent time coming up with words that begin with /w/, /s/, /a/, and /t/. We
played a new popcorn game AND you created posters to hang in our classroom to help us
(Presentation of new remember these beginning sounds. Today we are going to work with all four of these sounds and
material: Today we you will work together. Teacher can bring out old posters for students to refer to. Do an all call
will…) for the sound that each letter makes.

Model (3 mins) Do you remember the steps to producing a word that has the same beginning sound? First we
repeat the word. Then we say the beginning sound of that word. Finally, we say a new word that
(Pro-actively address has the same beginning sound. When we follow these steps, we can produce words that have the
misconceptions) same beginning sound.

Let me try that with the word turtle.. I need to say a word that has the same beginning sound as
turtle..

1. Repeat the first word. I said turtle again and again Have all students repeat turtle.
2. Say the beginning sound of the word. I said ttttttttturtle. The beginning sound of turtle is
/t/. Have students repeat the /t/ sound.
3. Say another word that begins with the same sound. I said tuna. I know that turtle and tuna
both begin with /t/. Have students repeat the word tuna.

Guided Practice (4 mins) We have a lot of sounds that we are working on today. Let’s try one together to make sure we all
know the steps to follow.
(Whole/Small) –
Modified for needs of We are going to work together to say a word that has the same beginning sound as waist. Let’s
follow these steps together:
small group
1. Repeat the first word. (narrate what students are doing: you said waist again and again)
 2. Say the beginning sound of the word. (narrate what students are doing: you said /w/ /w/
/w/ waist. The beginning sound of waist is /w/)

Raise your hand to say another word that begins with the same sound. (narrate what students are
doing. Some friends said ______. _____ and waist both begin with /w/)

(give students feedback)

Have students do all call so everyone has an opportunity or make this into a turn and talk. And
students can give each other feedback. For example: One student can say waist while the other
says another word that has the same beginning sound. If that student gives the wrong answer
the other student can say tell me a word that begins with the /w/ sound.

Strategies for Differentiation:

Use data to support co-teaching model

Independent Practice (5 Now we’ll work with a partner to produce words with the same beginning sound. When we sit
mins) with our turn and talk partner, let’s make sure that we are next to them. If you and your turn and
talk partner want to share your answer, hold hands and put your hands in the air. That makes
(Whole/Small) – like a little tent – and your tent lets me know that you want to share your answer.
Strategies modified for
1. Make a tent with your partner to tell me a word that has the same beginning sound as
needs of small group
sail.
2. Make a tent with your partner to tell me a word that has the same beginning sound as
window.
3. Make a tent with your partner to tell me a word that has the same beginning sound as
tiger.
4. Make a tent with your partner to tell me a word that has the same beginning sound as
astronaut.

Teachers can give one partner a picture so they don’t have to come up with the first
word out of thin air. Second partner will have to produce a word with that given
picture.

Strategies for Differentiation:

Use data to support co-teaching model

Closing/Assessment (2 You did a wonderful job this week! You worked really hard producing words with the same
mins) beginning sound. This will help you to become really strong readers.

(Same assessment for

both groups)