Letters Sound

Topic: Letters sound

Objectives & Outcomes

• By the end of this lesson, students will be able to identify the sounds of the letters A, E, I, O, and U in their own names and in the names of their classmates.

Materials

• Placards with the letters A, E, I, O, and U on them
• Pictures of classmates' faces with the letters A, E, I, O, and U on them
• Letter cards with the letters A, E, I, O, and U on them

Warm-up

• Have students stand up and stretch their bodies.
• Ask them to stretch their arms out to the side and touch the letter A, E, I, O, or U that is on the placard.
• After students have stretched all the letters, have them sit down and clap their hands.
• Ask them to clap their hands on the letter A, E, I, O, or U that is on the placard.

Direct Instruction

• Introduce the letter A to the class and show the corresponding picture card.
• Ask students to say the name of the letter and make the sound it makes (ah).
• Repeat the same process with the remaining letters, making sure to have students say the name of the letter and make the sound it makes (e.g. eh for E, ih for I, oo for O, and uh for U).
• Have students repeat the names of the letters and their corresponding sounds after you.

Guided Practice

• Divide the class into small groups and give each group a set of picture cards with the letters A through U on them.
• Have the students sort the letters into a pile with the letters making the corresponding sound (e.g. all the ah cards together, all the ee cards together, and so on).
• Have each group share their sorted letters with the class and explain their sorting strategy.

Independent Practice

• Give each student a piece of paper and a pen.
• Have the students write down all the letters they can think of that make the sound they have been practicing (e.g. aah, ee, ooh, uh, etc.).
• Have the students share their letters with the class and explain how they knew they made the correct sound.

Closure

• Review all the sounds that were practiced during the lesson and have the students demonstrate their ability to produce them.
• Have the students share any new strategies they learned for correctly identifying and producing the different sounds.

Assessment

• Observe the students during independent practice to ensure they are accurately identifying and producing the different sounds.
• Collect and review the students' books to assess their progress in decoding and spelling words.