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Lesson Plan
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\n\"Phonics\n\n
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\nCurated OER\n
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\nPhonics Instruction: Long Vowel Sound, Silent E\n

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\nYoung scholars explore language arts by participating in a class word identification game. In this phonics lesson, students read several words in class and identify the different sounds between short and long vowel words. Young scholars...\n
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\n\"Rain\n\n
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\nRain Rain Go Away\n

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\nComplete a variety of activities related to the long /a/ sound with a focus on words containing the ai and ay correspondence with your readers. As a class, they recite a tongue twister, then spell different words containing ay and ai...\n
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Activity
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\n\"Phonemic\n\n
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\nFlorida Center for Reading Research\n
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\nPhonemic Awareness: Phoneme Matching, Sound Pictures and Picture Puzzles\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\nScholars use a T-chart and puzzle pieces to practice saying and recognizing the medial sound in a series of words. Peers take turns choosing a puzzle piece, saying its name and medial sound, then placing it on their side of the chart. \n
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Worksheet
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\n\"Vowel\n\n
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\nVowel Sound: i\n

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\n\nFor Students\n\nPre-K - 1st\n\nStandards\n
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\nAs scholars become more comfortable with initial sound correspondence, introduce them to medial sounds. As they focus on the vowel sound /i/, youngsters examine a set of images and draw a line from the letter i to any with that...\n
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\n\"Reintroduce\n\n
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\nReintroduce /l/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nConnect letter recognition, pronunciation, sound, and word examples to give scholars a solid grasp on the letter l. They watch you draw a large l on the board and make the /lll/ sound. Using your tips, they try the sound on...\n
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\n\"Reintroduce\n\n
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\nReintroduce /x/\n

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\n\nFor Teachers\n\nK\n
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\nWhat words end with /x/? Unite several alphabet concepts as scholars learn all about the letter x. After identifying it, they listen to you pronounce the /x/ sound and try it themselves (use these tips to explain how you do this)....\n
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\n\"Introduce\n\n
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\nIntroduce /o/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nThe best way to get your scholars familiar with the alphabet is to expose them to each letter in multiple contexts. This strategy incorporates letter recognition, sound, word examples, and pronunciation, and emerging readers will feel...\n
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\n\"Introduce\n\n
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\nIntroduce /g/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nAs your emerging readers are learning the alphabet, set them up for success with strategies like these that incorporate multiple contexts and learning styles. Focusing on the letter g, write it clearly on the board. Model the /g/...\n
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\n\"Reintroduce\n\n
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\nReintroduce /t/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nUse these strategies to connect letter pronunciation, sound, word examples, and recognition, focusing on the letter t. Emerging readers examine the letter and listen to you say the /t/ sound. As you explain how to do it, they try...\n
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\n\"Reintroduce\n\n
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\nReintroduce /i/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nAs your scholars begin learning letters of the alphabet, help them connect sound, pronunciation, word examples, and letter recognition using these strategies. Focusing on the letter i, begin by drawing it on the board. Can scholars...\n
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\n\"Reintroduce\n\n
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\nReintroduce /f/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nDraw a large letter f on the board to begin this letter recognition and sounds activity, asking kids to identify it if they can. Demonstrate the /fff/ sound and explain how you are making it as learners try it out. What words can...\n
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\n\"Reintroduce\n\n
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\nReintroduce /r/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nThe /r/ sound can be a difficult one, but scholars use some helpful tips to get it right. After examining the letter shape they listen to you pronounce this phoneme and describe what you are doing to create the sound. They try on their...\n
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\n\"Reintroduce\n\n
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\nReintroduce /o/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nThere are many words that begin with the /o/ sound; scholars study this letter in multiple contexts including intial phoneme examples, pronunciation, and letter recognition. Write the letter on the board to see if learners can identify...\n
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\n\"Introduce\n\n
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\nIntroduce /n/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nWhat is this letter? Once your class is ready to explore the letter n, use these strategies to combine word examples, pronunciation, and letter recognition. First, can they identify the letter? Make the /n/ sound, explaining...\n
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Lesson Plan
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\n\"Reintroduce\n\n
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\nReintroduce /e/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nThese inventive strategies help emerging readers focus on the letter e, forming sound associations along with letter recognition. Explain the mouth movement in making the /eee/ sound, asking learners to try it. Can they think of words...\n
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Lesson Plan
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\n\"Introduce\n\n
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\nIntroduce /y/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nAs you come to an end in your alphabet study, use these strategies to examine the letter y. Scholars examine the letter shape and listen to you pronounce the /y/ sound. Use these tips to explain how you do it as they try. Can they...\n
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Activity
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\n\"Phonological\n\n
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\nFlorida Center for Reading Research\n
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\nPhonological Awareness: Phoneme Matching, Sound Pie\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\nDevelop phonological awareness by challenging pupils to recognize final sounds in familiar words. Using magazines or other print resources, scholars search for pictures of words with the same final sound as a starter picture. Once they...\n
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Worksheet
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\n\"Practicing\n\n
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\nPracticing Letters S and T\n

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\n\nFor Students\n\nPre-K - 1st\n\nStandards\n
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\nLet your class learn about the sounds made by the letters s and t. They work to recognize each lowercase letter and match the letter to images that begin with the /t/ or /s/ sounds. They also trace each letter several times.\n
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Activity
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\n\"Sound\n\n
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\nSound it-Bag it\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\nScholars sort picture cards based on the initial phoneme they hear as they say the name of each image. They pick a card, say its name, then place it in one of five bags based on how its initial phoneme matches the initial phoneme...\n
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Worksheet
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\n\"Vowel\n\n
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\nVowel Sounds: A\n

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\n\nFor Students\n\nPre-K - 1st\n\nStandards\n
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\nSay aaaaa, because today your class will be practicing the short a vowel sound. They complete two activities. First the draw a line from the letter a to the objects that contain the medial /a/ sound. Then, they fill in the missing a to...\n
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Worksheet
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\n\"Vowel\n\n
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\nVowel Sounds: O\n

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\n\nFor Students\n\nPre-K - K\n\nStandards\n
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\nThis worksheet focuses on the medial vowel sound o. Pre-readers complete two tasks to practice the short o sound. They draw a line from the letter o to pictures that contain the medial /o/ sound. They then, fill in six cvc words with the...\n
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Activity
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\n\"Phonological\n\n
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\nPhonological Awareness: Phoneme Isolating, Sound Quest\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\nScholars cut, paste, and identify specific initial, medial, and final phonemes by placing them on a phoneme chart.\n
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Lesson Plan
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\n\"Introduce\n\n
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\nIntroduce /f/\n

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\n\nFor Teachers\n\nPre-K - K\n
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\nHook your scholars by drawing a large f on the board; do they know what letter this is? Once you've demonstrated the sound it makes, use these tips to help them make the same sound. Although the audio function is neat, it may not be...\n
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Worksheet
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\n\"The\n\n
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\nCurated OER\n
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\nThe oa, oy, and ow Sounds\n

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\n\nFor Students\n\nK - 1st\n\nStandards\n
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\nFocus on the vowel sounds /oa/, /oy/, and /ow/ in this spelling patterns worksheet. The sounds are split into three sections, with learners observing how each can be spelled differently in familiar words. They write words beneath...\n
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