1
UNIT
S as in Snake
★
★
New Skills
•
•
•
Letter/Sound Association: Ss says /sss/
First Tricky Word
Oral Vocabulary: snazzy, snoozing
New Activities
•
•
•
•
•
•
Alphabet Beat (song)
Alphabet Cheer (9 sounds)
Zee-Zi-Ziddly (song)
ABC Poem
Handwriting Practice
Sound Dictation
Planning Information
•
4-Day Unit
Materials
•
•
•
•
ABC Wall Cards
CD 1
ABC Poem Book
Unit 1 Spelling Folders
Unit Spelling Word
New
Tricky Word
I
Blue words are among the 100 words most commonly used by children in writing.
1
UNIT
Day
1
6–10 MINUTES
S as in Snake
Alphabet Routines
Objectives—Alphabetic Knowledge,
Phonological Awareness, Phonemic
Awareness, Phonics, Vocabulary,
Music Experience
★ Choral Practice
★ Alphabet Beat
★ Alphabet Cheer
Day
2
Objectives—Alphabetic Knowledge,
Phonological Awareness, Phonemic
Awareness, Phonics, Vocabulary,
Music Experience
Choral Practice
Alphabet Beat
Alphabet Cheer
(9 sounds)
Poem
★ Poem
★ S as in Snake
S as in Snake
20 MINUTES
Slow Letter
S
Ss says /sss/
2
Unit 1 • Daily Planner
20 MINUTES
Objectives—Phonemic Awareness,
Phonics, Handwriting
Objectives—Phonics, Handwriting,
Oral Language
★ Letter/Sounds and
Handwriting
★ Letter/Sound Association
★ Handwriting Practice
★ Dictation
★ Sounds • S, s
★ Tricky Word • I
★ Mixed Sound
Review • I, s, S
Spelling and Dictation
Continuous
Unvoiced
6–10 MINUTES
★
= Introduction of a new skill or activity
Day
3
Unit 1 • Daily Planner
6–10 MINUTES
Objectives—Alphabetic Knowledge,
Phonological Awareness, Phonemic
Awareness, Phonics, Vocabulary,
Music Experience
Day
4
6–10 MINUTES
Objectives—Alphabetic Knowledge,
Phonological Awareness, Phonemic
Awareness, Phonics, Vocabulary,
Music Experience
Choral Practice
Choral Practice
Alphabet Beat
Alphabet Beat
★ Zee-Zi-Ziddly (Vocal)
Alphabet Cheer
SCRIPTING
Lessons are lightly scripted to provide
you with a clear guide to important
instructional steps. As you read, try to
visualize your instruction. Then as you
teach, use the scripts only as needed.
For easy reference, new tasks and
skills are marked with stars. As you
internalize the basic procedures, you
will be able to prepare lessons with a
quick glance at the new items.
Read. Analyze. Teach well.
Poem
Poem
S as in Snake
S as in Snake
20 MINUTES
Objectives—Phonics, Handwriting,
Oral Language
Dictation
CHECK AND CORRECT
During dictation, after students write
each sound, word, or sentence, write
the correct response on the board
or overhead. Then have students
check and correct their work. Provide
assistance, as needed.
20 MINUTES
Objectives—Phonics, Handwriting,
Oral Language
Dictation
Sounds • S, s
Sounds • S, s
Tricky Word • I
Tricky Word • I
Mixed Sound
Review • S, s, I
Mixed Sound
Review • I, S, s
BUILD FLUENCY
In any given lesson, continue dictation
of the sounds and words, as time
allows. Multiple opportunities to
write the same sounds and words
allow students to build fluency and
confidence in their spelling and
handwriting skills.
Unit 1 • Daily Planner
3
1
DAY
Alphabet Routines
★ Choral
Materials
ABC Wall Cards:
Aa–Zz
Spelling Songs CD 1:
Alphabet Beat, Track 1
Alphabet Cheer, Track 2
Objectives
Alphabetic Knowledge
Letter Naming Fluency
Alphabetical Order
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning and Ending Sounds
Phonics
Letter/Sound Associations:
Aa, Ee, Ii, Kk, Mm, Rr, Ss,
Ww, -y
Music Experience
★ Alphabet Beat
➊ Have students listen to Alphabet Beat with the CD
as you point to the ABC Wall Cards.
➋ Have students practice with the CD as you point
to the ABC Wall Cards.
★ Alphabet Cheer (9 sounds)
➊ Have students listen to Alphabet Cheer with the CD as you point to the
ABC Wall Cards.
➋ Have students practice with the CD as you point to the ABC Wall Cards.
★
★
★
★
★
★
★
★
4
Unit 1 • Day 1 Activities
Practice
Let’s do Alphabet Cheer. Watch and say the cheer as I point to the ABC
Cards.
A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/.
B, C, D.
E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/.
F, G, H.
I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/.
J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/.
L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/.
N, O, P, Q.
R says /rrr/, racing rabbit, /r/, /r/, /rrr/.
S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/.
T, U, V.
W says /www/, wild, wild wind, /w/, /w/, /www/.
X, ★ Y says /īīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/.
Z.
★
= Introduction of a new skill or activity
Unit 1 • DAY
1
Alphabet Routines
★ Poem
Materials
ABC Poem Book:
Unit 1
Objectives
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning Sound
Phonics
Letter/Sound Association:
Ss
Vocabulary
Defining and Using: snazzy,
snoozing
RW1: UNIT
1; S & WC:
★ S as in Snake
UNIT 1
S as in S
➊ Use the Unit 1 poem to introduce and practice the
nake
Capital le
tter
small lett S,
e
S says ss r s,
s.
Snazzy sn
oozing sn
a k e,
S, s, sss.
continuous and unvoiced letter/sound association /sss/
as in snake. Say something like:
The letter s is a slow sound.
That means you can say it slowly.
Listen to my slow letter s. /sss/
Say it with me. /sss/
➋ Have students echo the title and each line of the
poem.
S as in Snake (S as in Snake)
Capital letter S, small letter s, (Capital letter S, small letter s)
S says /sss/. (S says /sss/)
Snazzy snoozing snake, (Snazzy snoozing snake)
/s/, /s/, /sss/. (/s/, /s/, /sss/)
© Sopris
West Educatio
nal Services.
All rights
reserved
.
➌ Introduce the vocabulary words “snazzy” and “snoozing.” Point to the snake
and say something like:
What kind of snake is in our poem?
(a snazzy snoozing snake)
Snazzy is a fun word for fancy.
What makes the snake fancy?
(He’s wearing a coat, hat, and tie.)
That’s right. The snake is . . . (snazzy).
He’s a snazzy snoozing snake.
What’s the snazzy snake doing? (sleeping, napping)
That’s right. Look at the snake. He’s sleeping.
A fun way to say “he’s sleeping” is to say “he’s snoozing.”
What is the snazzy snake doing? (snoozing, sleeping)
Show me how to snooze.
Our snake is a . . . snazzy snoozing snake.
Unit 1 • Day 1 Activities
5
1
DAY
Spelling
★ Letter/Sounds
Materials
Unit 1 Spelling Folders,
cover
Objectives
Phonemic Awareness
Beginning Sound
Phonics
Letter/Sound Association:
Ss
Handwriting
HANDWRITING
GUIDES
Use the Theo
Bear Wall Card
as a reference.
The top line is
the hat line, the
middle line is
the belt line, and
the bottom line
is the shoe line.
and Handwriting
★ Letter/Sound Association
➊ Guide tracing the capital letter S using the Theo Bear guidelines and
appropriate directions for plain or slanted text. Say something like:
Touch under the letters at the top of the page.
What letter do you see? (s)
What sound does the letter s make? (/sss/)
That’s right. Say the sound again. (/sss/)
Trace the capital letter S with your finger.
Start under the hat line and follow the arrow up . . .
➋ Continue with the small letter s.
Trace the small letter s with your finger.
Start under the belt line and follow the arrow up . . .
➌ Practice the letter/sound association s says /sss/. Say something like:
Now touch the box with the heart.
S says /sss/ as in . . . (snake).
What sound does the letter s make? (/sss/)
Touch the box with the star.
That’s a picture of a . . . (spoon).
S says /sss/ as in spoon.
Say that with me. S says /sss/ as in spoon.
Touch the box with the airplane.
That’s a picture of the . . . (sun).
S says /sss/ as in sun.
Say that with me. S says /sss/ as in sun.
1
Name
HANDWRITING
INSTRUCTION
If your class uses slanted
text, modify your
instructions by saying
something like “follow the
arrow and slant down to the
shoe line” instead of “follow
the arrow and continue
down to the shoe line.”
(LETTE
R/SOUND
ASSOCI
ATIO
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1
6
Unit 1 • Day 1 Activities
★
= Introduction of a new skill or activity
Unit 1 • DAY
1
Spelling
Letter/Sounds and Handwriting
★ Handwriting Practice
➊ Demonstrate and guide tracing and writing the capital letter S.
• Demonstrate tracing. Say something like:
I’m going to trace S as in Snake.
Watch me trace the capital letter S with my pen.
I start under the hat line and then follow the arrow.
What sound does the letter S make? (/sss/)
• Guide tracing. Say something like:
Your turn. Start tracing the capital letter S.
Start under the . . . (hat line). Then follow the arrow.
What sound does the letter S make? (/sss/)
NEATNESS
When appropriate, teach
students how to write neatly.
Show them how to pay
attention to the lines, the
size, and the orientation of
the letters. When neatness
is treated with humor,
students learn to write
legibly without feeling they
have to be perfect. When
handwriting is neat, students
can see their efforts.
• Demonstrate and guide writing as students complete the line with their
own letters. Have students say the sound as they write. Have students
circle their best letter.
➋ Repeat with the small letter s on the remaining lines.
Demonstrate and
Critique:
Watch me write another
small letter s.
Oops, oops, oops.
It went way over the
belt line.
I’ll try again. That’s better.
I’ll leave a finger space and
write another. Oops!
What’s wrong?
(too small, backwards . . . )
Unit 1 • Day 1 Activities
7
2
DAY
Alphabet Routines
Choral Practice
Materials
ABC Wall Cards:
Aa–Zz
Spelling Songs CD 1:
Alphabet Beat, Track 1
Alphabet Cheer, Track 2
Objectives
Alphabetic Knowledge
Letter Naming Fluency
Alphabetical Order
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning and Ending Sounds
Phonics
Letter/Sound Associations:
Aa, Ee, Ii, Kk, Mm, Rr, Ss,
Ww, -y
Music Experience
Alphabet Beat
Have students practice with the CD as you point to the
ABC Wall Cards.
Alphabet Cheer
Have students practice with the CD as you point to the
ABC Wall Cards.
Let’s do Alphabet Cheer. Watch and say the cheer
as I point to the ABC Cards.
A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/.
B, C, D.
E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/.
F, G, H.
I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/.
J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/.
L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/.
N, O, P, Q.
R says /rrr/, racing rabbit, /r/, /r/, /rrr/.
S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/.
T, U, V.
W says /www/, wild, wild wind, /w/, /w/, /www/.
X, Y says /ıīīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/.
Z.
Poem
Materials
ABC Poem Book:
Unit 1
Objectives
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning Sound
Phonics
Letter/Sound Association:
Ss
Vocabulary
Defining and Using: snazzy,
snoozing
S as in Snake
➊ Use the Unit 1 poem to practice the continuous and unvoiced letter/sound
association /sss/ as in snake. Say something like:
The letter s is a slow sound.
That means you can say it . . . slowly.
Say the s sound with me. /sss/
➋ Have students echo the title and each line of the poem.
➌ Use the vocabulary words “snazzy” and “snoozing.” Say something like:
The fancy coat makes the snake look . . . (snazzy).
Snazzy is another word for fancy.
Another word for sleeping is . . . (snoozing).
What is the snake doing? (snoozing)
8
Unit 1 • Day 2 Activities
Unit 1 • DAY
2
Spelling
★ Dictation
After students write each letter or word, have them check and correct their work.
Monitor and assist, as needed. Dictate each sound or word consecutively as many
times as needed, then practice in random order.
Materials
Unit 1 Spelling Folders
Objectives
Phonics
Letter/Sound Association:
Ss
Tricky Word: I
Handwriting
Oral Language
Responding to Questions:
Who?
★ Sounds • S, s
Say the first sound and the associated word. Have students say and write
the sound.
• Demonstrate.
Watch me write /sss/ as in Snake.
Say the sound. (/sss/)
Yes, /sss/ as in . . . (snake).
Write S. I wrote /sss/ with a capital letter S.
• Provide independent practice.
Now you’re going to write /sss/ as in Snake with a capital letter.
Say the sound. (/sss/)
Write /sss/ as in Snake with a capital letter.
• Repeat with:
/sss/ as in snake with a small letter
HANDWRITING
GUIDES
(Reminder)
Use the Theo
Bear Wall Card
as a reference.
The top line is
the hat line, the
middle line is
the belt line, and
the bottom line
is the shoe line.
(continued)
★
= Introduction of a new skill or activity
Unit 1 • Day 2 Activities
9
2
DAY
Spelling
Dictation (continued)
PRACTICE MAKES
PERFECT
Have students repeat each
sound and word, as needed.
★ Tricky Word • I
Tricky Words are words composed of irregular letter/sound associations or
letter/sound associations students haven’t yet learned.
➊ Say the word. Use it in a sentence. Have students say and write the word.
• Demonstrate.
Watch me write the Tricky Word I. I see [ Jose].
I is always spelled with a capital letter.
Write I. Read the word. (I)
• Provide independent practice.
Write the word I with a capital letter. I see [ Jose].
Read the word. (I)
➋ Use this question–response pattern.
◆◆
Who do you see? (I see [ Jose].)
★ Mixed Sound Review • I, s, S
As time allows, continue dictation of the sounds and Tricky Word in random
order, giving students multiple opportunities to build confidence.
(ALPH
ABET CHE
ER (9 soun
ds)
Aa Bb
Cc
Mm N n
Oo
(DICTA
TION
2
Dd Ee
Pp Q q
Rr
Gg Hh
Ii
Jj Kk
Ll
Tt U u
V v Ww
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X x Yy
Zz
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(Day 2)
3
10
Unit 1 • Day 2 Activities
★
= Introduction of a new skill or activity
◆◆ = Practice oral language patterns with ELLs and children with language delays.
Unit 1 • DAY
3
Alphabet Routines
Choral Practice
Materials
ABC Wall Cards:
Aa–Zz
Spelling Songs CD 1:
Alphabet Beat, Track 1
Alphabet Cheer, Track 2
Objectives
Alphabetic Knowledge
Letter Naming Fluency
Alphabetical Order
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning and Ending Sounds
Phonics
Letter/Sound Associations:
Aa, Ee, Ii, Kk, Mm, Rr, Ss,
Ww, -y
Music Experience
Alphabet Beat
Have students clap and chant with the CD as you point
to the ABC Wall Cards.
Alphabet Cheer
Have students practice with the CD as you point to the
ABC Wall Cards.
Let’s do Alphabet Cheer. Watch and say the cheer
as I point to the ABC Cards.
A says /ăăă/, ant in an ambulance, /ă/, /ă/, /ăăă/.
B, C, D.
E says /ēēē/, enormous emu, /ē/, /ē/, /ēēē/.
F, G, H.
I says /ĭ ĭ ĭ/, interesting insects, /ĭ/, /ĭ/, /ĭ ĭ ĭ/.
J, K says /k/, kind kicking kangaroo, /k/, /k/, /k/.
L, M says /mmm/, mouse on a monkey, /m/, /m/, /mmm/.
N, O, P, Q.
R says /rrr/, racing rabbit, /r/, /r/, /rrr/.
S says /sss/, snazzy snoozing snake, /s/, /s/, /sss/.
T, U, V.
W says /www/, wild, wild wind, /w/, /w/, /www/.
X, Y says /īīī/, my, oh my, a fly in the sky, /ī/, /ī/, /īīī/.
Z.
Poem
Materials
ABC Poem Book:
Unit 1
Objectives
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning Sound
Phonics
Letter/Sound Association:
Ss
Vocabulary
Using: snazzy, snoozing
S as in Snake
➊ Use the Unit 1 poem to practice the continuous and
unvoiced letter/sound association /sss/ as in snake.
Say something like:
What kind of sound is the letter s? (slow)
Say the s sound. (/sss/)
RW1: UNIT
1; S & WC:
UNIT 1
S as in S
nake
Capital le
tter
small lett S,
e
S says ss r s,
s.
Snazzy sn
oozing sn
a k e,
S, s, sss.
➋ Have students practice the poem, using a cloze
format (i.e., students supply the last word of
each line).
➌ Use the vocabulary words “snazzy” and “snoozing.”
© Sopris
West Educatio
nal Services.
All rights
reserved
.
Why is the snake snazzy? (It has a fancy coat.)
What is the snazzy snake doing? (sleeping)
What’s another word for sleeping? (snoozing)
Unit 1 • Day 3 Activities
11
3
DAY
Spelling
Dictation
Materials
Unit 1 Spelling Folders
Objectives
Phonics
Letter/Sound Association:
Ss
Tricky Word: I
Handwriting
Oral Language
Responding to Questions:
Who?
After students write each letter or word, have them check and correct their work.
Monitor and assist, as needed. Dictate each sound or word consecutively as many
times as needed, then practice in random order.
Sounds • S, s
Say each sound and the associated word. Have students say and write each sound.
Have them say the sound as they write.
/sss/ as in Snake with a capital letter
/sss/ as in snake with a small letter
Tricky Word • I
➊ Say “I.” Use it in a sentence. Have students say and write the word.
HANDWRITING
GUIDES
(Reminder)
Use the Theo
Bear Wall Card
as a reference.
The top line is
the hat line, the
middle line is
the belt line, and
the bottom line
is the shoe line.
You are going to write the Tricky Word I.
I see [Esai].
Say the word. (I)
Write the word with a capital.
➋ Use this question–response pattern.
◆◆
Who do you see? (I see [Esai].)
Mixed Sound Review • S, s, I
As time allows, continue dictation of the sounds and Tricky Word in random order,
giving students multiple opportunities to build confidence.
(ALPH
ABET CHE
ER (9 soun
ds)
Aa Bb
Cc
Mm N n
Oo
(DICTA
TION
Dd Ee
Pp Q q
Rr
Gg Hh
Ii
Tt U u
Jj Kk
Ll
V v Ww
¾¾¾¾¾¾¾¾¾¾
X x Yy
Zz
¾¾¾¾¾¾¾¾¾¾
¾¾¾ ¾¾¾¾¾
¾¾¾¾¾¾¾¾¾¾
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(Day 2)
(Day 3)
2
3
12
Unit 1 • Day 3 Activities
◆◆ = Practice oral language patterns with ELLs and children with language delays.
Unit 1 • DAY
4
Alphabet Routines
Choral Practice
Alphabet Beat
Materials
ABC Wall Cards:
Aa–Zz
Spelling Songs CD 1:
Alphabet Beat, Track 1
Zee-Zi-Ziddly, Track 3
Have students clap and chant with the CD as you point to
the ABC Wall Cards.
★ Zee-Zi-Ziddly (Vocal)
➊ Have students listen to the CD as you point to the appropriate
Objectives
ABC Wall Cards.
Alphabetic Knowledge
Letter Naming Fluency
Alphabetical Order
Phonological Awareness
Alliteration
Phonemic Awareness
Sound Substitution
Beginning Sound
Phonics
Letter/Sound Associations:
Aa, Ee, Ii, Kk, Mm, Rr, Ss,
Ww, Zz
Music Experience
➋ Have students sing with the CD as you point to the appropriate
ABC Wall Cards.
Let’s sing Zee-Zi-Ziddly. Watch and sing as I point to the ABC Cards.
We can sing our ABCs. We can sing our ABCs.
We can sing our ABCs. Listen for the a sound.
ă, ī, ăddly, ī, ō
ă, ī, ăddly, ī, ō
ă, ī, ăddly, ī, ō
Listen for the e sound.
ēē, ī, ēēdly, ī, ō . . . Listen for the i sound.
Mēē, mī, mĭddly, ī, ō . . . Listen for the r sound.
Rēē, rī, rĭddly, ī, ō . . . Listen for the s sound.
Zēē, zī, zĭddly, ī, ō . . . Listen for the z sound.
Poem
S as in Snake
Materials
➊ Use the Unit 1 poem to practice the continuous and
ABC Poem Book:
Unit 1
unvoiced letter/sound association /sss/ as in snake.
Say something like:
What kind of sound is letter s? (slow)
Say the s sound. (/sss/)
Objectives
Phonological Awareness
Alliteration
Phonemic Awareness
Beginning Sound
Phonics
Letter/Sound Association:
Ss
Vocabulary
Using: snazzy, snoozing
RW1: UNIT
1; S & WC:
UNIT 1
S as in S
nake
Capital le
tter
small lett S,
e
S says ss r s,
s.
Snazzy sn
oozing sn
a k e,
S, s, sss.
➋ Have students recite the poem with you, line by line,
starting with the title.
➌ Use the vocabulary words “snazzy” and “snoozing.”
Why is the snake snazzy? (He is wearing a hat,
coat, and tie.)
What is the snake doing? (snoozing)
★
= Introduction of a new skill or activity
© Sopris
West Educatio
nal Services.
All rights
reserved
.
Unit 1 • Day 4 Activities
13
DAY
4
Spelling
Dictation
Materials
Unit 1 Spelling Folders
Objectives
Phonics
Letter/Sound Association:
Ss
Tricky Word: I
Handwriting
Oral Language
Responding to Questions:
Who?
After students write each letter or word, have them check and correct their work.
Monitor and assist, as needed. Dictate each sound or word consecutively as many
times as needed, then practice in random order.
Sounds • S, s
Say each sound and the associated word. Have students say and write each sound.
Have them say the sound as they write.
/sss/ as in Snake with a capital letter
/sss/ as in snake with a small letter
Tricky Word • I
➊ Say “I.” Use it in a sentence. Have students say and write the word.
I
HANDWRITING
GUIDES
(Reminder)
Use the Theo
Bear Wall Card
as a reference.
The top line is
the hat line, the
middle line is
the belt line, and
the bottom line
is the shoe line.
I see [Eric].
➋ Use this question–response pattern.
◆◆
Who do you see? (I see [Eric].)
Mixed Sound Review • I, S, s
As time allows, continue dictation of the sounds and Tricky Word in random order,
giving students multiple opportunities to build confidence.
LEGIBILITY AND
NEATNESS
Don’t forget to encourage
each individual’s best
handwriting efforts.
14
Unit 1 • Day 4 Activities
◆◆ = Practice oral language patterns with ELLs and children with language delays.