SUMMARY OF WHY THIS

PLAN SHOULD BE USED/

WHAT NEEDS IT MEETS

Students need to be able to recognize patterns and beginning sounds in

words. They also need to begin to relate the sounds in words to the letters in
the alphabet. This is a foundational skill to begin reading. Understanding
that a certain letter makes a designated sound in speech and writing is
essential to developing further literacy skills.

STANDARD

4.F.3 and 5.RF.3: Know and apply grade-level phonics and word analysis skills
in decoding words
6.RL.10: By the end of the year, read and comprehend literature, including
stories, dramas, and poems, in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

OBJECTIVE

Your student will be able to identify words that begin with the /b/ sound

INSTRUCTIONAL INPUT
(TEACHING THE SKILL)

You may use the attached PDF to print, copy or use on screen.
If you print, there are two pages included for sorting. If you do not use a
printed copy, use a piece of paper to write Starts with Bb and Does not
start with Bb.
The page included also lists the designated word for each picture, just below
the image.
With your child, ask them to tell you what the picture is.

If they give you the indicated word, applaud them, saying Yes! Good
job! or You got it!
If they offer another word for the image, applaud them if the word is
appropriate, but add Another word we could use is [the designated
word].
If they dont know a word for the picture, read the word below the
image.

Identify each heading.

You will now model how to sort the pictures. If you have a print out or have
copied the images, make sure they are cut into individual squares. You will
sort the first one. Select one that begins with b. Say the word. Repeat the
initial sound /b/ and repeat the word again. Have your child repeat the word.
Then state that this word begins with the /b/ sound so it goes with the Starts
with Bb group, point to the heading. Ask your child to indicate where it
should be placed, then place it under the heading. (If you are using the image
on screen, touch the picture, then touch the heading)
example
Parent: BallBBall. Say it with me.
Child: BBall.
Parent: This word starts with /b/ so it goes with the Starts with Bb group.
[place picture under Starts with Bb heading] Where does it go?
GUIDED PRACTICE
(PRACTICING THE SKILL
TOGETHER)

Select a second word beginning with b. This time have your child identify the
word, attempt to identify the beginning sound and place it. Encourage them
to use complete sentences.
example
Parent: What is this picture?
Child: Its a bike.
Parent: What sound does bike start with?
Child: Bbike.
Parent: Where does this word go?
Child should indicate Starts with Bb. If at any time your child makes an
error, during this stage, correct them. Repeat this process with a word not

beginning with b. If your child is unable to complete either step correctly,

review with an additional image of the same type (b or not b).
INDEPENDENT PRACTICE

Now allow your child to complete the remaining pieces of the sort
independently. When they are done you may review the sort with them. Ask
them why they placed a certain image in a certain place. Ask how words are
the same or different (e.g. How is apple different from bike? How is ball the
same as bee?), for additional practice, you can ask them if they can come up
with additional words that start with b. You can also ask them to identify b
and not b words that you say.

ASSESSMENT

For the final assessment, you will have the student independently complete
the sort again. Mix up the cards and allow them to complete the whole sort,
unaided by you. When they are done, you may review their answers with
them.

LIST OF ADDITIONAL WAYS

THIS PLAN COULD BE USED

You can use this lesson to practice any sounds in word. For example, you
might create a sort for words that begin with /m/, end with /ch/, or have the
short o sound, as in mop and got.