Letter Sounds Week

Overview

This 60-minute lesson is designed for the first week of kindergarten phonics. Students will build phonemic awareness, learn a few letter sounds, and practice simple blending to read and spell short, predictable words.

Learning intentions

Students will be able to:

• identify and say the sound(s) they hear in spoken words (phonemic awareness)
• match a letter to its corresponding sound (print-to-sound connection)
• blend two or three sounds to say a word (simple blending)
• print letters and spell simple answers legibly with appropriate spaces

Success criteria

Students can:

• say the first sound in a word and identify whether two words share the same first sound
• name the sound for each target letter when shown
• blend sounds to read a CVC or two-sound word using a teacher model
• write target letters or a simple word neatly, leaving spaces between letters/words

Curriculum links

• TEKS.ELAR.K.2 — Develop word structure knowledge through phonics and print concepts to communicate, decode, and spell.
• TEKS.ELAR.K.2.B.iv — Identify and read high-frequency words from a research-based list (used in daily review routines).
• TEKS.ELAR.K.2.E — Develop handwriting by accurately forming uppercase and lowercase letters with appropriate directionality.
• TEKS.ELAR.K.2.B.iv — Daily reading opportunities include short, repeated words from a research-based list (kept brief and familiar).

Lesson structure (60 minutes total)

1. 0–5 min · Gather & Phonemic Warm-Up. Teacher models listening for sounds (“We listen for the first sound in the word.”) and leads a quick echo: teacher says /m/ as in “map,” students repeat the sound.

• Students respond with choral repetition and then raise a card (or hand signal) for “first sound” practice.

2. 5–12 min · Sound Sorting (Hear It). Teacher displays picture cards (e.g., cat, cake; sun, song; map, man) for 2–3 targeted first sounds. Teacher asks, “Do these words start with the same sound?”

• Students sort pictures into two groups based on the first sound and explain using sentence stems: “They both start with /___/.”

3. 12–22 min · Letter-Sound Introduction (Teach). Teacher introduces 2–3 letters for the day (for example: Mm, Ss, Tt). Teacher shows the letter, states the sound clearly, and models mouth movement and listening (“The letter says /m/.”).

• Students trace in the air, then point to the letter-sound cards while saying the sound together.

4. 22–32 min · Blending Practice (Say It). Teacher uses a “sound slide” routine for simple blending. Example: for /m/ /a/ /p/ → “map.” Teacher stretches sounds and slides together, then students blend with support.

• Students work in pairs or with the whole group to blend 4–6 short words/sound sets using teacher prompts.

5. 32–40 min · Guided Reading (Read It). Teacher shows word cards containing the day’s blends and/or high-frequency words from the class list (keep it to 3–5 words). Teacher uses consistent pointing and blending: “Sound… sound… word.”

• Students read with a finger under the word, then read again independently for one attempt.

6. 40–50 min · Handwriting (Write It). Teacher models accurate letter formation (uppercase and lowercase if appropriate for the class routines). Teacher points out directionality and uses a lined practice sheet. Target letters match the day’s letter sounds.

• Students print the letters in a handwriting box, focusing on correct shape and spacing; then students write one simple word they have read (e.g., “map” or “sat”) with teacher guidance.

7. 50–57 min · Quick Skill Check (Assess & Reteach). Teacher conducts a 1-minute check per student or rotates in small groups: show a letter card and ask for its sound; show two pictures and ask if they start the same.

• Students participate during their turn; peers practice whisper reading or sound matching while waiting.

8. 57–60 min · Exit Ticket (Fast Close). Teacher holds up 2-letter sound cards and a simple blend card. Students respond on a mini whiteboard or paper:

• write the letter (or circle the correct letter) for one sound
• say the blended word aloud for one sound set

Resources

• Letter-sound cards for 2–3 target letters (uppercase and lowercase)
• Picture cards for first-sound sorting (aligned to target sounds)
• Sound-slide tool (magnetic strip, paper strip with a slider, or finger-slide on a board)
• Word cards for guided reading (CVC or two-sound words matching today’s targets)
• Sentence stem chart: “They both start with /___/.”
• Mini whiteboards, markers, or response papers
• Handwriting practice sheets with clear letter models and dotted/solid paths
• Pencils, pencil grips (optional), and erasers
• High-frequency word cards from the class list for brief review

Assessment

• Formative during sound sorting: teacher listens for accurate first-sound judgments and can correct immediately.
• Formative during blending: teacher observes whether students can blend after modeling (use a checklist for 2–3 key students).
• Exit ticket (final 3 minutes): measure letter-sound matching and one successful blend response.

Differentiation

• Support: provide visual mouth cues, repeated modeling, and sentence stems; offer a “sound bank” strip with icons for target sounds during blending.
• Support for fine-motor needs: allow tracing first, then print on dotted lines before writing freehand letters.
• Extension: students who quickly blend can read a second word card independently or match the printed word to the correct picture.
• EAL/SEN considerations: keep target sounds limited to 2–3, use consistent routines and gestures, and allow oral responses when writing is still developing.