Mastering Word Building

Grade

1st Grade

Duration

60 minutes

Class Size

25 students

---

Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
• CCSS.ELA-LITERACY.RF.1.3.A: Know the spelling-sound correspondences for common consonant digraphs.
• CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.
• CCSS.ELA-LITERACY.RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.
• CCSS.ELA-LITERACY.RF.1.4.A: Read on-level text with purpose and understanding.

---

Learning Objectives

By the end of this 60-minute session, students will be able to:

• Identify and pronounce consonant digraphs (sh, ch, th) with 90% accuracy.
• Blend phonemes to decode one-syllable words containing these digraphs.
• Build and write words using magnetic letters to strengthen spelling skills.
• Read a short passage containing target phonics patterns fluently with appropriate expression.
• Demonstrate understanding of word meaning through a simple discussion after reading.

---

Materials Needed

• Magnetic letter sets for each group (2-3 students per set)
• Fundations Level 1 Unit 4 Teacher’s Manual and student whiteboards
• Phonics flashcards (consonant digraphs: sh, ch, th)
• Decodable text passage containing target digraphs (one page per student)
• Chart paper and markers
• Timer or stopwatch
• Stickers or small rewards for positive reinforcement
• “Phonics Detective” badges (printable or crafted)

---

Lesson Breakdown

1. Welcome & Warm-Up (5 minutes)

• Objective: Engage students and activate prior phonics knowledge.
• Teacher greets students and briefly reviews consonant digraphs introduced earlier.
• Play a quick oral sound recognition game: “I say a sound; you show the letter flashcard.”
• Use the flashcards for sh, ch, th. Encourage clear, loud pronunciation.

---

2. Phonics Introduction & Guided Practice (15 minutes)

• Objective: Explicitly teach and reinforce the consonant digraph sounds and spelling.
• Introduce digraphs using Fundations script for clear multisensory teaching: say the sound, write the letters on chart paper, and have students repeat.
• Use a sound tapping technique: tap each part of the digraph (two taps) and blend the whole sound.
• Guided blending: Teacher says sounds segmented (e.g., /sh/ - /i/ - /p/), students blend aloud to say the word (ship).
• Students practice blending 8 target digraph words together with the teacher. Write words on student whiteboards.

---

3. Word Building in Small Groups (15 minutes)

• Objective: Build and spell words independently using magnetic letters focusing on target digraphs.
• Divide class into groups of 3.
• Provide each group with magnetic letter sets.
• Teacher calls out target words containing sh, ch, th sounds (e.g., ship, chin, this).
• Students identify and build the words using letters.
• After building, one student in each group writes the word on their whiteboard.
• Circulate and give immediate feedback; use encouraging corrections.
• Award “Phonics Detective” badges for groups finishing correctly.

---

4. Reading Application & Comprehension (15 minutes)

• Objective: Read connected text containing focus phonics patterns and answer comprehension questions.
• Distribute a decodable passage with sentences such as:
  • "This is a ship."
  • "The chin is big."
  • "She has thick hair."
• Teacher models reading the passage fluently and expressively.
• Students take turns reading aloud in pairs or triads.
• After reading, discuss the passage with students. Ask 2-3 simple comprehension questions, such as:
  • “What does the ship do?”
  • “Who has thick hair?”
• Encourage students to identify the digraph words in the text and say them aloud.

---

5. Assessment & Closing Activity (10 minutes)

• Objective: Formative assessment of phonics decoding and spelling.

• Quick individual assessment:

  • Each student writes 3 digraph words from memory on their whiteboard.
  • Teacher circulates and notes accuracy.

• Exit Ticket (verbal or show of hands):

  • Which sound do these letters make? (Hold up “sh”, “ch”, or “th” cards)
  • Say a word that starts with “sh”.

• Positive reinforcement: praise effort, distribute stickers.

---

Differentiation Strategies

• For students needing extra support:
  Provide additional one-on-one blending practice with the teacher or a classroom aide during small group time.

• For advanced learners:
  Challenge students to make longer sentences from their word building or identify new words with digraphs in their reading books.

---

Reflection for Teachers

• Did students consistently pronounce and blend the digraph sounds correctly?
• Were students able to independently build and write the target words?
• How engaged were students during reading and group activities?
• Adjust pacing for upcoming lessons based on assessment outcomes.

---

Engage your students with this dynamic, multisensory approach to foundational literacy and watch their phonics confidence soar!