Students identify voiced and unvoiced sounds. They practice using short and long vowel sounds. They identify consonants only after paying attention to the length of vowels. They use rubber bands to help them determine the difference...

Pupils practice recognizing the connection between phonemes and letters with an emphasis on finding the short vowel /i/ in words. They each receive a Elkonin letterbox and a picture card with icky-sticky gum on it and the letter i.

First graders review the letter "i" and use popsicle sticks and cotton balls to make upper and lower case "i's". Volunteers make the capital and lower case "i" on the board and then the class discovers the short sound that letter "i"...

Students read and spell words. They have to recognize that letters stand for phonemes and spellings map out spoken words. Long and short vowels are hard to recognize and this lesson focuses on that. The short i is taught in the...

First graders review the recently taught vowel /o/. They then form the sound for /u/ telling whether it is a closed or open vowel sound and repeat it several times together. They practice a /u/ tongue twister saying it together and...

Students investigate how correspondences appear differently in different words. They also recognize the difference between long and short vowels. Students study how these correspondences are spelled and pronounced differently.

Students engage in an emergent literacy instructional activity that focuses on phonemic awareness and they practice corresponding the letter "i" to its long or short sound. This type of recognition has been found to be essential to...

Students experience the phonemes and map spellings of the short vowel /o/ sounds in spoken words. They practice matching letters to phonemes to identify the /o/ representations and letter symbols in words. Students work with the Dr....

Students demonstrate the /o/ sound by opening up their mouth and saying, "Ahhhhh". They try saying a tongue twister that contains the /o/ phoneme; repeating it two times together. They then practice writing the letter /o/ so that it can...

Study the /o/ in both written and spoken words by reciting a tongue twister and making words using Elkonin letterboxes. Next, write a message about frogs using /o/ words. Finally, listen to a short book talk on "Doc in the Fog" before...

Students engage in an emergent literacy instructional activity that focuses on phonemic awareness. For practice they become more comfortable with a short vowel phoneme, which can often be the most difficult to identify, by learning it in...

Students discover how to hold their mouths to form the /o/ sound and that it may be hidden in different words. They say /o/ and then repeat a tongue twister that contains many /o/ words and practice writing it on primary lined paper....

First graders the /i/ sound by practicing the way the mouth moves while making the sound while saying "icky, sticky." They write the letter "i" using both upper and lower case letters, make words using letterboxes, and write about a...

Students are introduced to digraphs so they can match letters to their phonemes. They recognize the short vowel i=/i/ in both spoken and written words by practicing reading and spelling words containing /i/. Elkonin Letter Boxes are...

First graders practice spelling words through by blending sounds with a focus on short vowels i and a. Through matching and listening activities, 1st graders replace initial and final sounds to create words they decode and read.

Pupils assess how to recognize phonemes that stand for letters creating spoken words utilizing the short vowel /e/. They associate our written language as a secret code to solve. The tongue twister "Everybody saw Eddie and the Eskimo...

Students discuss that words are made up of many different sounds. They make the /i/ sound pretending to see a big bug. They read a tongue twister that has several words with the same phoneme and stretch out the /i/ sound at the beginning...

First graders listen to a variety of words to see if they can recognize the /o/ sound. They use letterboxes and letters discovering that each mouth moves gets its own box practicing forming words with the /o/ vowel sound. They then read...

Students complete spelling activities for words with or and ore spellings. In this spelling lesson, students find antonyms for the 'or' words in the first exercise. Students find synonyms for the second exercise.

Students distinguish between letters that stand for phonemes that deal with the short /o/ sound. They study how spellings map out the phonemes in oral language in order to be able to read and write words. Each student practices the...

Students become familiar with the alphabetic principle that letters stand for phonemes and spellings map out the phonemes in spoken words. They focus on identifying the short /o/ sound in spoken words and the tongue twister "Oscar Otter...

First graders are introduced to the concept that letters stand for the mouth moves that we make when sounds are made. They practice making the /e/ sound and compare it to the sound a creaky door makes and then try saying the tongue...

Learners practice letter and sound recognition of the vowel o=/o/. They study the tongue twister "Tom got a frog from the pond" and the book, "If You Give a Moose a Muffin," by Laura Joffe Numeroff with an accompanying worksheet to master.

First graders make the sound of /o/ relating it to the sound they make when the doctor asks them to open their mouth and say "ahhhh". They think of different words that contain the /o/ and identify it as it is used in a sentence and...