Practicing Letter Teams

Grade Level

3rd Grade

Duration

30 minutes

Unit

Exploring Letter Teams: Al & Wa
Lesson 2 of 3

---

Learning Objectives

Students will:

• Read and write words containing the letter teams 'al' and 'wa' in context.
• Compose original sentences using words that include 'al' and 'wa'.
• Read their sentences aloud clearly with appropriate fluency.

---

Common Core State Standards Alignment

Reading: Foundational Skills

CCSS.ELA-LITERACY.RF.3.3.A
Know and apply grade-level phonics and word analysis skills in decoding words.

• Decode words with common letter patterns such as 'al' and 'wa'.

Writing

CCSS.ELA-LITERACY.W.3.2.A
Introduce a topic and group related information together; include illustrations when useful to enhance comprehension.

Speaking & Listening

CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details.

---

"I Can" Statement

• I can write sentences using words with the letter teams 'al' and 'wa'.
• I can read my sentences out loud clearly.

---

Success Criteria

• I can write 2 sentences using at least one 'al' word and one 'wa' word.
• I can read my sentences aloud so others can understand me.

---

Materials Needed

• Word list with 'al' and 'wa' words (e.g., wall, walk, walk, wallet, calf, salad, whale, always)
• Sentence starter strips (printed)
• Paper and pencils
• Colored overlays for reading (optional, dyslexia-friendly)
• Whiteboard and markers
• Picture books or flashcards with relevant vocabulary

---

Lesson Procedure

1. Warm-up & Review (5 minutes)

• Begin by reviewing the letter teams 'al' and 'wa'.
• Write examples on the whiteboard and read them aloud as a class (e.g., wall, walk, always, salad).
• Ask students to say the words aloud, focusing on the letter teams.
• Use colored overlays for students who benefit from dyslexia-friendly visuals.

2. Guided Reading Practice (8 minutes)

• Provide each student with a short reading passage or sentences containing 'al' and 'wa' words.
• Pair students for peer reading support: Partners take turns reading aloud to each other.
• Circulate and provide feedback, focusing on pronunciation and fluency.
• Use sentence strips to highlight the letter teams in red or bold to draw attention.

3. Writing Activity – Sentence Creation (12 minutes)

• Explain that students will write 2 sentences: one must contain a word with 'al', one must contain a word with 'wa'.
• Provide sentence starters for students needing extra support, such as:
  • "I see a _____ on the ____."
  • "The _____ likes to _____."
• Students write sentences independently or with peer support.
• Encourage them to use neat handwriting and check spelling of 'al' and 'wa' words.

4. Sharing & Reading Aloud (5 minutes)

• Each student reads their two sentences aloud to the class or in pairs.
• Offer positive and constructive feedback focusing on clarity and fluency.
• If time allows, highlight strong vocabulary use or creative sentences.

---

Differentiation Strategies

• Pair stronger readers with students who need support for peer modelling during reading.
• Provide sentence starters and word banks for students struggling with writing.
• Use visual aids (word cards with pictures) to scaffold understanding.
• Allow students with dyslexia to use colored overlays and read in smaller chunks.

---

Extension Activities

• Students who finish early can illustrate a scene from one of their sentences.
• Encourage them to write a short story (3-4 sentences) using multiple al and wa words.
• Challenge advanced learners to find additional al and wa words and use them in creative writing.

---

Assessment

• Informal observation during paired reading for accuracy and fluency.
• Review the two written sentences to check for correct use of 'al' and 'wa' words.
• Listen to reading aloud for clear expression and correct pronunciation.

---

Reflection for Teachers

• Did students demonstrate understanding of the letter teams in reading and writing?
• Were the sentence starters/peer supports effective for diverse learners?
• How did the dyslexia-friendly supports impact student engagement and success?
• Adjust word difficulty and sentence support as needed for Lesson 3.

---

This highly focused, multisensory lesson supports foundational phonics skills while integrating authentic reading and writing practice aligned to Common Core standards, ensuring all learners can demonstrate success.