sad sod nod mod mad man Dan an am ad dad did dip dim din
Target New Concept Words (Slides 46-47 & 57)
cap cat can cot cod con
Continuous sound blending: “/k/ - /a/ - /t/ → cat!”
UFLI Foundations Lesson 14 • Grapheme c /k/ Page 1 of 2
Lesson 14 Part 2
Hands-on Student Practice & Connected Text
4
7 Minutes
4-Step Sound-to-Letter Mapping Routine:
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
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
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.
Routine: Echo read → Choral read → Partner timed re-read.
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
3
5 Minutes
Review on blending board, then sound out target words from slides using Look, Think, Blend, Say.
Blending Board Drill Sequence
up cup pup pun pin pan can con cod mod mud dud sud sun un um
Sweep pointer smoothly across graphemes.
Target New Concept Words (Slides)
tug gap fog mug dog tag pit got gas gum gut
Continuous blending: “/g/ - /a/ - /s/ → gas!”
Student Errors • Blending & Word Reading Notes: Record student initials, misread words, medial vowel confusion, choppy blending
UFLI Foundations Lesson 16 • Grapheme g /g/ Page 1 of 2
Lesson 16 Part 2
Hands-on Student Practice & Connected Text
4
7 Minutes
4-Step Sound-to-Letter Mapping Routine:
Target Words to Dictate:
1. dug 2. got 3. gap 4. dog 5. pig
Elkonin Sound Box Model
d
u
g
1 Box = 1 Phoneme (Sound)
Student Errors • Encoding & Elkonin Notes: Record spelling errors (omitted sounds, vowel substitutions, letter reversals)
5
10 Minutes
Students use letter tiles or whiteboards. Prompt one-letter substitutions, tap each sound, and identify letter names.
Step-by-Step Chaining Sequence:
mug → tug → dug → pug → pig → dig → dog → dot → cot → cut → gut → got
Teacher Prompt: “You have mug. Change one letter to make tug. What sound changed? (/m/ changed to /t/). Which letter did you swap? (m for t). Tap it out: /t/ - /u/ - /g/ → tug. Tell me the letters!” (Students: t - u - g).
Student Errors • Chaining & Substitution Notes: Record students who struggled with initial vs medial vs final sound swaps
6
If Time Permits
Fluency Sentences:
“Do not gag!”
“Mom got a mug.”
“A dog and pig dug.”
High-Frequency / Irregular Words: a, and, do, not, the, to
Decodable Practice: “In the Mud”
Mom got a mug. The pup got in the mud.
A dog and pig dug in the fog.
Do not gag! Tag the dog, and pat the pig.
Routine: Echo read → Choral read → Partner timed re-read.
Student Errors • Fluency & Decodable Text Notes: Record omitted words, hesitation on irregular sight words, accuracy issues
Intervention Note: Voiced / Unvoiced Pair: Students may confuse /g/ and /k/ because mouth formation is identical. Have students place a hand on their throat to feel the vocal cords vibrate for voiced /g/. Keep stops crisp (avoid /guh/) and remind students that the tail of g hangs below the baseline and hooks left.
UFLI Foundations Lesson 16 • Grapheme g /g/ Page 2 of 2
