UFLI Foundations Lesson 7 • Grapheme f /f/ (Day 1: 18 min) Page 1 of 2
Lesson 7 Part 2
Encoding, Word Chaining & Sentence Fluency
Pacing: 22 min Total (Spelling 7m • Word Work 10m • Fluency 5m)
4
Spelling Words on Sound Boxes (Elkonin)
7 Minutes
4-Step Sound-to-Letter Mapping Routine:
Teacher states word: “The word is fat. Say fat.”
Students tap & push: Tap sounds (/f/ - /ă/ - /t/), push 1 counter per box.
Write graphemes: Write each letter inside its sound box.
Read & verify: Run finger under word and sweep-read chorally.
Target Words to Dictate:
I do: fat We do: fat, sat
Elkonin Sound Box Model
f
a
t
1 Box = 1 Phoneme (Sound)
5
Word Work: Manipulative Letters (Letter Tiles)
10 Minutes
Students build words using letter tiles/magnetic letters. Prompt 1-letter substitutions, tap each sound, and identify letter names.
Step-by-Step Chaining Sequence:
fat → sat → sap → map → tap
Teacher Prompt: “You have fat. Change one letter to make sat. What sound changed? (/f/ changed to /s/). Which letter did you swap? (f for s). Tap it out: /s/ - /ă/ - /t/ → sat. Tell me the letters!” (Students: s - a - t).
6
Read Sentence Fluency & Irregular Words
5 Minutes
Step 7: Irregular Words (Heart Words)
Review: the I* and*
Teach: a*
*Temporarily irregular (learn Heart Part: irregular sound until phonetic patterns are taught).
Step 8: Read Sentence Fluency
Read Sentences:
1. “I tap a map.”
2. “The mat is fat.”
Spell Sentences:
1. “Pat sat.” • 2. “I sat at the mat.”
Instructional & Sound Wall Notes:
• Scope Note: At this point, F is introduced only as initial /f/. The high-frequency word “if” is introduced in Lesson 8. The /f/ sound spelled FF (e.g., puff) is taught in Lesson 42.
• Sound Wall: Add grapheme card ‘f’ to the consonant grid under the /f/ picture card (fish) (unvoiced fricative).
• Decodable Text Note: Continuous decodable passages are not implemented until Lesson 8 (i /ĭ/).
UFLI Foundations Lesson 7 • Grapheme f /f/ (Day 2: 22 min) Page 2 of 2
UFLI Foundations Lesson 13 • Grapheme d /d/ Page 1 of 2
Lesson 13 Part 2
Encoding, Word Chaining & Fluency Application
Hands-on Student Practice & Connected Text
4
Spelling Words on Elkonin Boxes
7 Minutes
4-Step Sound-to-Letter Mapping Routine:
Teacher states word: “The word is dip. Say dip.”
Students tap & push: Tap sounds (/d/ - /i/ - /p/), push 1 counter per box.
Write graphemes: Write each letter inside its sound box.
Read & verify: Run finger under word and sweep-read chorally.
Target Words to Dictate (words just read):
1. dad 2. dip 3. mad 4. pad 5. dot 6. did 7. sad
Elkonin Sound Box Model
d
i
p
1 Box = 1 Phoneme (Sound)
5
Word Work: Change Letter & Tap Out Chains
10 Minutes
Students use letter tiles/whiteboards. Prompt 1-letter substitutions, tap each sound, and identify letter names.
Step-by-Step Chaining Sequence:
ad → mad → sad → fad → tad → pad → pod → sod → nod → not → pot → dot
Teacher Prompt: “You have pad. Change one letter to make pod. What sound changed? (/a/ changed to /o/). Which letter did you swap? (a for o). Tap it out: /p/ - /o/ - /d/ → pod. Tell me the letters!” (Students: p - o - d).
6
Reading Fluency & Connected Text
If Time Permits
Fluency Sentences (Slides 88-90):
“It did not pop.”
“I am as sad as dad.”
“Did Tom tap the pad?”
Irregular High-Frequency: said, the, I, and, is, as
Decodable: “Sid and Dad” (Slides 93-94)
Dad is sad. Dad did not fit in the pit. Sid is not sad. Sid did fit in the pit.
Dad is mad. Dad did not sit in the pit. Sid is not mad. Sid sat in the pit.
Intervention Note: If students confuse b and d, reinforce motor memory: d forms the round c donut first, then pulls up tall and down (“c turns into d”). If students devoice /d/ into /t/, check throat vibration.
UFLI Foundations Lesson 13 • Grapheme d /d/ Page 2 of 2
sad sod nod mod mad man Dan an am ad dad did dip dim din
UFLI Foundations Lesson 14 • Grapheme c /k/ Page 1 of 2
Lesson 14 Part 2
Encoding, Word Chaining & Fluency Application
Hands-on Student Practice & Connected Text
4
Spelling Words on Elkonin Boxes
7 Minutes
4-Step Sound-to-Letter Mapping Routine:
Teacher states word: “The word is cat. Say cat.”
Students tap & push: Tap sounds (/k/ - /a/ - /t/), push 1 counter per box.
Write graphemes: Write each letter inside its sound box.
Read & verify: Run finger under word and sweep-read chorally.
Target Words to Dictate (words just read):
1. can 2. cat 3. cap 4. cot 5. cod 6. con
Elkonin Sound Box Model
c
a
t
1 Box = 1 Phoneme (Sound)
5
Word Work: Change Letter & Tap Out Chains
10 Minutes
Students use letter tiles/whiteboards (Slides 60-70). Prompt 1-letter substitutions, tap each sound, and identify letter names.
Step-by-Step Chaining Sequence (Slides 60-70):
con → cop → cod → cot → cat → mat → map → tap → cap → can → cam
Teacher Prompt: “You have cat. Change one letter to make mat. What sound changed? (/k/ changed to /m/). Which letter did you swap? (c for m). Tap it out: /m/ - /a/ - /t/ → mat. Tell me the letters!” (Students: m - a - t).
6
Reading Fluency & Connected Text
If Time Permits
Fluency Sentences (Slides 83-85):
“I can tap it.”
“The cap did not fit.”
“Dad said the cat can sit.”
Irregular High-Frequency: said, the, I, and, a, is, as
Decodable: “The Cat Can” (Slides 88-89)
Can Cam fit on the cot? Cam can not fit on the cot.
Can the cat fit on the cot? The cat can fit on the cot.
The cat can nap on the cot. Cam can not nap on the cot. Cam can nap on the mat.
Intervention Note: Ensure students do not add a schwa (/kuh/); phoneme must be a crisp, whispered unvoiced stop /k/. Note that in early literacy, c spells /k/ before a, o, u (e.g., cat, cot, cup).
UFLI Foundations Lesson 14 • Grapheme c /k/ Page 2 of 2
