Identifying Beginning Sound Instructional Routine
Materials:
Houghton
Mifflin
–
Letter,
Word,
&
Picture
Cards
or
other
picture
cards
Objective/Explanation:
Say:
Today
we
will
learn
to
how
to
identify
the
first
sound
in
a
word.
It
is
important
to
know
the
sounds
in
words
so
we
can
read
and
write.
Think
Aloud
Model
(I
do):
Teacher
says:
I
am
going
to
show
my
thinking
about
listening
for
the
first
sound
in
a
word.
Teacher
shows
the
picture
card
of
a
bat.
Teacher
says:
I
look
at
the
picture
and
identify
the
picture,
bat.
I
say
the
word
slowly
and
listen
for
the
first
sound
in
the
word
/b
a
t/.
As
I
begin
to
say
the
first
sound
of
the
word,
I
notice
changes
in
my
mouth
or
tongue.
I
think
to
myself,
I
will
say
the
first
sound
and
stop
/b/.
I
notice
if
I
do
not
stop
after
the
first
sound,
my
mouth
changes
again
for
the
next
sound
/b/a/.
I
know
/b/
is
the
first
sound
because
my
mouth
changed
only
one
time.
Teacher
says:
Listen
to
me
as
I
show
my
thinking
about
listening
for
the
first
sound
in
another
word.
Teacher
shows
the
picture
card
of
a
can.
Teacher
says:
I
look
at
the
picture
and
identify
the
picture,
can.
I
say
the
word
slowly
and
listen
for
the
first
sound
in
the
word
/c
a
n/.
As
I
begin
to
say
the
first
sound
of
the
word,
I
notice
changes
in
my
mouth.
I
think
to
myself,
I
will
say
the
first
sound
and
stop
/k/.
I
know
/k/
is
the
first
sound
because
my
mouth
changed
only
one
time.
Teacher
says:
Here
is
my
next
word.
Teacher
shows
the
picture
card
of
a
mop.
Teacher
says:
I
look
at
the
picture
and
identify
the
picture,
mop.
I
say
the
word
slowly
and
listen
for
the
first
sound
in
the
word
/m
o
p/.
As
I
begin
to
say
the
first
sound
of
the
word,
I
notice
changes
in
my
mouth.
I
think
to
myself,
I
will
say
the
first
sound
and
stop
/m/.
I
know
/m/
is
the
first
sound
because
my
mouth
changed
only
one
time.
(To
scaffold
instruction
you
may
give
a
visual
prompt:
Model
for
the
student
how
to
place
your
hand
palm
side
towards
the
mouth.
As
you
begin
to
say
the
word,
move
your
hand
forward
quickly
and
stop
before
another
sound
is
spoken.)
1
Beverly Netto, DSD Instructional Coach, February 2011
Guided
Practice
(We
do
until
80%
of
the
students
demonstrate
understanding):
Teacher
says:
Now
let’s
try
some
words
together
(use
picture
cards).
Teacher
shows
a
picture
card.
Teacher
says:
What
is
this
picture?
Students’
Choral
Response
_____
Teacher
says:
Say
the
word
slowly
with
me
and
listen
for
the
first
sound
in
the
word_______.
Notice
how
your
mouth
changes
as
you
say
each
sound
of
the
word.
Students’
Choral
Response
saying
the
word
slowly
_____
Teacher
says:
Say
the
first
sound
with
me.
Pay
attention
to
the
change
in
your
mouth.
Students’
Choral
Response
_____
Teacher
says:
The
first
sound
is….
Students’
Choral
Response
_____
Teacher
says:
We
know
/___/
is
the
first
sound
because
our
mouth
changed
only
one
time.
Teacher
says:
Let's
try
another
one.
Teacher
shows
a
picture
card.
Teacher
says:
What
is
this
picture?
Students’
Choral
Response
_____
Teacher
says:
Say
the
word
slowly
with
me
and
listen
for
the
first
sound
in
the
word_______.
Notice
how
your
mouth
changes
as
you
say
each
sound
of
the
word.
Students’
Choral
Response
saying
the
word
slowly
_____
Teacher
says:
Say
the
first
sound.
Pay
attention
to
the
change
in
your
mouth.
Students’
Choral
Response
_____
Teacher
says:
The
first
sound
is….
Students’
Choral
Response
_____
Teacher
says:
We
know
/___/
is
the
first
sound
because
our
mouth
changed
only
one
time.
(When
the
students
have
shown
understanding,
you
can
shorten
the
routine.)
Teacher
shows
a
picture
card.
Teacher
says:
What
is
this
picture?
Students’
Choral
Response
_____
Teacher
says:
Say
the
word
slowly
with
me.
Students’
Choral
Response
_____
Teacher
says:
Say
the
first
sound.
Students’
Choral
Response
_____
**During
small
group
instruction,
re‐teach
and
provide
more
time
for
guided
practice
of
isolating/pronouncing
the
initial
sounds
of
words
for
the
students
who
need
extra
support.
Error
correction:
If
students
are
not
responding
in
unison,
practice
the
procedure.
If
students
are
making
errors,
model
the
procedure
to
pull
off
the
first
sound
again,
then
give
them
more
words
to
practice.
2
Beverly Netto, DSD Instructional Coach, February 2011
Independent
Practice
(You
do):
Show
a
picture.
Call
on
an
individual
student
to
identify
the
picture,
say
the
word
slowly,
and
say
the
first
sound.
Be
sure
to
call
on
students
who
made
errors
during
guided
practice
to
check
for
understanding.
Assessment:
The
teacher
will
observe
individual
students
say
the
first
sound
of
given
pictures
or
words.
Progress
monitoring
can
be
tracked
on
a
teacher
created
observation
checklist
or
the
DIBELS
Next
First
Sound
Fluency.
3
Beverly Netto, DSD Instructional Coach, February 2011