Letter P Lesson PlanUFLI Foundations Lesson 6 Target: p /p/ Daily Structured Literacy Plan Explicit Phonics Routine • Concept Introduction, Decoding & Encoding Practice Pacing: 40 min Total (Day 1: 18m • Day 2: 22m) Keyword: pig /p/ p Articulation: Put lips together and pop air quietly. Stop sound (no schwa /puh/). Voice off! Unvoiced Bilabial Stop 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Letter Identification (Visual Drill) 2 min Teacher flashes cards; students name letter & sound chorally: t (/t/) s (/s/) m (/m/) a (/ă/) Letter Sound (Auditory Drill) 1 min Teacher cues phonemes; students echo & write graphemes: Phonemes: /t/ → t, /s/ → s, /m/ → m, /ă/ → a. Ensure crisp articulation with no added schwa. Phonemic Awareness: Blend 1 min Teacher dictates separated sounds; students blend: • /m/ /ă/ /p/ → map • /s/ /ă/ /p/ → sap • /p/ /ă/ /t/ → pat Phonemic Awareness: Segment 1 min Teacher says word; students tap fingers per phoneme: • tap → /t/ - /ă/ - /p/ • pat → /p/ - /ă/ - /t/ • sap → /s/ - /ă/ - /p/ 2 Introduce New Concept: Grapheme / Phoneme p 3 Minutes Teacher Explicit Introduction Script: “This is the letter P. P is a consonant. P spells /p/ like in the beginning of the word pig. The letter P can come at the beginning of a word, such as pot and pig. The letter P can also come at the end of a word, such as hop and nap.” Articulatory Gesture & Stop Cue: “Put lips together, pop air: /p/. Quiet pop of air. Feel air with your hand? /p/ is a stop sound that can’t be stretched out (use stop hand motion). Voice is off! Whisper if making /b/. Watch me: /p/. You try: /p/.” Letter Formation Handwriting Cues: Review P: Start at the top. Straight line down. Hop back to the top. Little curve to the middle of the letter. Introduce p: Begin at the middle line. Start at the top. Straight line down below the line. Straight back up to the top. Small curve all the way around. 3 Sound Out / Blend & Word Reading 10 Minutes Total Sound Out / Blend (Blending Drill) 3 min Board setup (Initial: m, s, t; Medial: a; Final: t): at → sat → mat → tat → at Sweep finger left to right: blend continuous and stop sounds crisply. Read Words (Practice) 7 min I do (Teacher Model): map We do (Choral Reading): map sap pat tap Continuous & stop blending: “/m/ - /ă/ - /p/ → map!” UFLI Foundations Lesson 6 • Grapheme p /p/ (Day 1: 18 min) Page 1 of 2 Lesson 6 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 map. Say map.” Students tap & push: Tap sounds (/m/ - /ă/ - /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: I do: map We do: sap, pat Elkonin Sound Box Model m a p 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: sap → map → tap Teacher Prompt: “You have sap. Change one letter to make map. What sound changed? (/s/ changed to /m/). Which letter did you swap? (s for m). Tap it out: /m/ - /ă/ - /p/ → map. Tell me the letters!” (Students: m - a - p). 6 Read Sentence Fluency & Irregular Words 5 Minutes Step 7: Irregular Words (Heart Words) Review: the I* and* Teach: n/a (no new irregular words) *Temporarily irregular (learn Heart Part: irregular sound until phonetic patterns are taught). Step 8: Read Sentence Fluency Read Sentences: 1. “I tap and pat.” 2. “Tap the map!” Spell Sentences: 1. “I tap.” • 2. “Pat and I sat.” Instructional & Sound Wall Notes: • Articulation Tip: The phoneme /p/ is an unvoiced stop sound. Be careful not to add a schwa or short /ŭ/ at the end (i.e., /p/, not /puh/). • Sound Wall: Add grapheme card ‘p’ to the consonant grid under the /p/ picture card (pig) (unvoiced stop). • Decodable Text Note: Continuous decodable passages are not implemented until Lesson 8 (i /ĭ/). UFLI Foundations Lesson 6 • Grapheme p /p/ (Day 2: 22 min) Page 2 of 2
Letter P Blending WorksheetName: UFLI Foundations Lesson 6 Target: p /p/ Sound Box Blend & Read Decoding & Fluency 1 Touch each dot & say each sound. • 2 Slide across arrow to blend. • 3 Write & color a star! Read 3x Part 1: Sound Out & Blend Practice 8 Practice Words m a p Write Word: s a p Write Word: p a t Write Word: t a p Write Word: s a t Write Word: m a t Write Word: a t - Write Word: t a t Write Word: Part 2: Sentence Fluency Practice Touch dot under each word • Read 3 times I tap and pat. Read 3x: 1 2 3 Tap the map! Read 3x: 1 2 3 UFLI Foundations Lesson 6 • Sound Box Blending Worksheet (Front: Read & Blend) Page 1 of 2 Lesson 6 • Encoding Sound Box Spell & Write Tap • Map • Write Alphabet Reference Strip Check letter shapes • Top to bottom Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1 Listen to the word. • 2 Tap sounds on the dots. • 3 Write 1 letter per box, then rewrite whole word! 3 Boxes = 3 Sounds Spelling Words (Sound Boxes) Write 1 letter per box • Rewrite whole word 1 Rewrite: 2 Rewrite: 3 Rewrite: 4 Rewrite: 5 Rewrite: 6 Rewrite: 7 Rewrite: 8 Rewrite: UFLI Foundations Lesson 6 • Sound Box Spelling Worksheet (Back: Spell & Write) Page 2 of 2
Letter F Lesson PlanUFLI Foundations Lesson 7 Target: f /f/ Daily Structured Literacy Plan Explicit Phonics Routine • Concept Introduction, Decoding & Encoding Practice Pacing: 40 min Total (Day 1: 18m • Day 2: 22m) Keyword: fish /f/ f Articulation: Gently bite bottom lip with top teeth; blow continuous air stream. Keep voice off! Unvoiced Continuous Fricative 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Letter Identification (Visual Drill) 2 min Teacher flashes cards; students name letter & sound chorally: p (/p/) t (/t/) s (/s/) m (/m/) a (/ă/) Letter Sound (Auditory Drill) 1 min Teacher cues phonemes; students echo & write graphemes: Phonemes: /p/ → p, /t/ → t, /s/ → s, /m/ → m, /ă/ → a. Ensure crisp articulation with no added schwa. Phonemic Awareness: Blend 1 min Teacher dictates separated sounds; students blend: • /f/ /ă/ /t/ → fat • /m/ /ă/ /p/ → map • /s/ /ă/ /t/ → sat • /m/ /ă/ /d/ → mad Phonemic Awareness: Segment 1 min Teacher says word; students tap fingers per phoneme: • pat → /p/ - /ă/ - /t/ • fat → /f/ - /ă/ - /t/ • sad → /s/ - /ă/ - /d/ • tap → /t/ - /ă/ - /p/ 2 Introduce New Concept: Grapheme / Phoneme f 3 Minutes Teacher Explicit Introduction Script: “This is the letter F. F is a consonant. F spells /f/ like in the beginning of the word fish. The letter F can come at the beginning of a word, such as fun and fit.” Articulatory Gesture & Mirrors: “To make the /f/ sound, bite your bottom lip like this... /fff/. Hold your lip there and blow. /f/ is a continuous sound (stretch hand). Voice is off! Watch me: /fff/. You try: /fff/.” Letter Formation Handwriting Cues: Review F: Start at the top. Straight line down. Hop back to the top. Straight line across. Hop to the middle. Straight line across. Introduce f: Start at the top. Curve up and then straight line down. Hop to the middle and cross over the line. 3 Sound Out / Blend & Word Reading 10 Minutes Total Sound Out / Blend (Blending Drill) 3 min Board setup (Initial: m, p, s, t; Medial: a; Final: p, t): map → sap → tap → tat → pat → mat → sat Sweep finger left to right: blend continuous sounds smoothly. Read Words (Practice) 7 min I do (Teacher Model): fat We do (Choral Reading): fat at map sat Continuous sound blending: “/fff/ - /ă/ - /t/ → fat!” 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
Sound Box Blending WorksheetName: UFLI Foundations Lesson 7 Target: f /f/ Sound Box Blend & Read Decoding & Fluency 1 Touch each dot & say each sound. • 2 Slide across arrow to blend. • 3 Write & color a star! Read 3x Part 1: Sound Out & Blend Practice 8 Practice Words f a t Write Word: s a t Write Word: a t - Write Word: m a p Write Word: t a p Write Word: p a t Write Word: s a p Write Word: m a t Write Word: Part 2: Sentence Fluency Practice Touch dot under each word • Read 3 times I tap a map. Read 3x: 1 2 3 The mat is fat. Read 3x: 1 2 3 UFLI Foundations Lesson 7 • Sound Box Blending Worksheet (Front: Read & Blend) Page 1 of 2 Lesson 7 • Encoding Sound Box Spell & Write Tap • Map • Write Alphabet Reference Strip Check letter shapes • Top to bottom Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1 Listen to the word. • 2 Tap sounds on the dots. • 3 Write 1 letter per box, then rewrite whole word! 3 Boxes = 3 Sounds Spelling Words (Sound Boxes) Write 1 letter per box • Rewrite whole word 1 Rewrite: 2 Rewrite: 3 Rewrite: 4 Rewrite: 5 Rewrite: 6 Rewrite: 7 Rewrite: 8 Rewrite: UFLI Foundations Lesson 7 • Sound Box Spelling Worksheet (Back: Spell & Write) Page 2 of 2
Letter D Lesson PlanUFLI Foundations Lesson 13 Target: d /d/ Daily Structured Literacy Plan Explicit Phonics Routine • Concept Introduction, Decoding & Encoding Practice Pacing: ~35-40 min • Kindergarten / 1st Keyword: dog /d/ d Articulation: Tap tongue tip behind top teeth on alveolar ridge. Release with voice on (voiced stop). Voiced: Voice Box Buzzes 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Letter ID Drill 2 min Teacher flashes cards; students name letter & sound chorally: a o n i f p t s m Letter Sounds Drill 1 min Teacher cues target phonemes; students echo cleanly: Target sounds: /m/, /a/, /s/, /t/, /p/, /i/, /n/, /o/, /f/. Watch for crisp stop sounds without schwa (no /muh/). Oral Blending Drill 1 min Teacher dictates separated sounds; students blend: • /m/ /a/ /d/ → mad • /t/ /a/ /d/ → tad • /d/ /i/ /m/ → dim • /b/ /a/ /d/ → bad Oral Segmenting Drill 1 min Teacher says word; students tap fingers per phoneme: • dip → /d/ - /i/ - /p/ • pad → /p/ - /a/ - /d/ • dip → /d/ - /i/ - /p/ • dot → /d/ - /o/ - /t/ 2 Introduce New Concept: Grapheme / Phoneme d 3 Minutes Teacher Explicit Script: “The letter d spells /d/, like in the beginning of the word dog. The letter d can come at the beginning of a word, such as dip and dad. The letter d can also come at the end of a word, such as mad and pad.” Mouth Mechanics & Kinesthetic Cue: “Tap your tongue right behind your top front teeth. Keep your voice on! Feel your throat buzz to confirm it's voiced.” Handwriting Cue (b / d Differentiation): “Start like a c: circle back around to make a doughnut, pull up tall to the skyline, pull straight down.” 3 Sound Out Words in PowerPoint Slides 5 Minutes Display slides (Pages 23–40 review words → Pages 49–50 target words). Use Look, Think, Blend, Say routine. Warm-Up / Review Words (Slides) not tot pot pit pat pan man fan Pam pom mom Tom top pop mop sop Target New Concept Words (Slides 49-50) ad sad mad pad tad dip dim did dot and Continuous sound blending: “/d/ - /i/ - /p/ → dip!” 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. Routine: Echo read → Choral read → Partner timed re-read. 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
Letter C Lesson PlanUFLI Foundations Lesson 14 Target: c /k/ Daily Structured Literacy Plan Explicit Phonics Routine • Concept Introduction, Decoding & Encoding Practice Pacing: ~35-40 min • Kindergarten / 1st Keyword: cat /k/ c Articulation: Lift back of tongue to soft palate; release a quick, unvoiced puff of air. Keep voice off! Unvoiced: No Throat Buzz 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Letter ID Drill 2 min Teacher flashes cards (Slides 8-18); students name letter & sound chorally: a d o n i f p t s m Letter Sounds Drill 1 min Teacher cues target phonemes; students echo cleanly: Target sounds: /d/, /m/, /a/, /s/, /t/, /p/, /i/, /n/, /o/, /f/. Reinforce crisp stops without schwa (say /d/, not /duh/). Oral Blending Drill 1 min Teacher dictates separated sounds; students blend: • /c/ /a/ /t/ → cat • /c/ /a/ /p/ → cap • /c/ /o/ /t/ → cot • /c/ /o/ /d/ → cod Oral Segmenting Drill 1 min Teacher says word; students tap fingers per phoneme: • cap → /c/ - /a/ - /p/ • cot → /c/ - /o/ - /t/ • cat → /c/ - /a/ - /t/ • can → /c/ - /a/ - /n/ 2 Introduce New Concept: Grapheme / Phoneme c 3 Minutes Teacher Explicit Script: “The letter c spells /k/, like in the beginning of the word cat. The letter c can come at the beginning of words, such as can and cat. To make the /k/ sound, lift the back of your tongue to touch the back roof of your mouth, and release a quick puff of air. Keep your voice off!” Mouth Mechanics & Kinesthetic Cue: “Touch your throat while saying /k/. It stays quiet—no vibration! It is a quick puff sound (unvoiced velar stop).” Handwriting Cue (Letter Formation): “Start just below the dotted line. Curve up and around like an open circle: c.” (Remind students: c also starts the letter d!) 3 Sound Out Words in PowerPoint Slides 5 Minutes Display slides (Pages 24–38 review words → Pages 46–47 target words). Use Look, Think, Blend, Say routine. Warm-Up / Review Words (Slides 24-38) 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 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. 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
CVC Practice Lesson PlanUFLI Foundations Lesson 10 CVC Practice: /a/, /i/, /m/, /s/, /t/, /p/, /f/, /n/ Daily Structured Literacy Plan Explicit Phonics Routine • Cumulative CVC Review, Decoding & Encoding Practice Pacing: 40 min Total (Day 1: 18m • Day 2: 22m) Concept: Short /a/ & /i/ CVC Words Instructional Note (Body-Coda Blending): Syllables can be segmented into body (vowel + initial consonants) and coda (everything after): ca-t, pi-n. Use as a scaffold for students struggling with initial stop phonemes. Body-Coda Scaffold 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Visual Drill (Letter Identification) 2 min Teacher flashes grapheme cards; students name letter & sound chorally: n (/n/) i (/ĭ/) f (/f/) p (/p/) t (/t/) s (/s/) m (/m/) a (/ă/) Auditory Drill (Letter Sounds) 1 min Teacher cues target phonemes; students echo sound & write grapheme: Phonemes: /n/ (n), /ĭ/ (i), /f/ (f), /p/ (p), /t/ (t), /s/ (s), /m/ (m), /ă/ (a). Maintain unvoiced stops without schwa (/p/, /t/). Phonemic Awareness: Blend 1 min Teacher dictates separated sounds; students blend into whole word: • /f/ /ĭ/ /t/ → fit • /m/ /ă/ /t/ → mat • /n/ /ă/ /p/ → nap • /t/ /ĭ/ /n/ → tin Phonemic Awareness: Segment 1 min Teacher dictates word; students tap fingers per phoneme: • if → /ĭ/ - /f/ • tap → /t/ - /ă/ - /p/ • sat → /s/ - /ă/ - /t/ • pin → /p/ - /ĭ/ - /n/ 2 Concept Review: Reading & Spelling CVC Words 3 Minutes Teacher Explicit Routine Script: “We have been learning new letters and sounds! Today we will practice reading and spelling words using the letters and sounds we know. When we read words, we look at every letter, say each sound, then blend the sounds together to read the word. When we spell words, first we say the whole word, next we say each sound we hear in the word, and then we write a letter for each sound.” Articulatory Gesture & Sound Wall: n/a (Cumulative review). Review vowel mouth shapes: /ă/ jaw drops wide open; /ĭ/ chin drops slightly with a soft smile. Reinforce crisp stop endings on p and t. Letter Formation & Handwriting Cues: Practice letter formation as needed for spelling: reinforce tall letters (t, f) starting at headline, drop letters (p) dipping below baseline, and midline letters (m, n, s, a, i). 3 Sound Out / Blend & Word Reading (with Visual Associations) 10 Minutes Total Blending Drill Board Setup 3 min 3-Pocket Blending Board Pocket Arrangement: Initial f, n, p, s, t Medial a, i Final n, p, t Blending Chain Sequence: in → fin → pin → tin → tip → tap → nap → nip → sip → sit → it → at → Nat “Sweep finger left-to-right under cards: blend smoothly!” Read Words & Visual Meaning Hooks 7 min I do: tip | We do: nap, fit, sit, pat, sat, if, tin, in, tap Visual Memory Cues for Reading & Vocabulary: ✏️ tip pencil tip 😴 nap take a rest 🧩 fit puzzle fits 🪑 sit sit in chair ✋ pat pat on back 🐈 sat cat sat 🥫 tin tin can 🚰 tap water tap *Note: “if” and “in” (📥 inside) are structural prepositions/connectors modeled with gestures. UFLI Foundations Lesson 10 • CVC Practice (Day 1: 18 min) Page 1 of 2 Lesson 10 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 Routine) 7 Minutes 4-Step Sound-to-Letter Mapping Routine: Teacher states word: “The word is nap. Say nap.” Students tap & push: Tap sounds (/n/ - /ă/ - /p/), push 1 chip per box. Write graphemes: Write each letter inside its sound box. Read & verify: Run finger under word and sweep-read chorally. Spelling Dictation Words (with Picture Prompts): 😴 I do: nap (/n/ /ă/ /p/) 🪑 We do: sat (/s/ /ă/ /t/) 🚰 We do: tap (/t/ /ă/ /p/) 🔍 We do: if, it (2 sounds) Elkonin Sound Box Model • 😴 nap n a p Touch • Say Sound • Push Counter • Write 5 Word Work: Manipulative Letters (Letter Chaining) 10 Minutes Students build words using magnetic letters/tiles on boards. Guide single-letter substitutions, identify changed sounds, and blend: Full 14-Step Manipulative Chaining Sequence: if → in → fin → tin → pin 🧷 → pit 🕳️ → it → sit 🪑 → sat → at → mat 🚪 → map 🗺️ → sap 🌲 → tap 🚰 Teacher Script / Prompt Sample: “You have pin. Change one letter to make pit. What sound changed? (/n/ changed to /t/). Which tile did you swap? (n for t). Tap it out: /p/ - /ĭ/ - /t/ → pit. Now remove the first letter. What word do you have? (it). Add s to the beginning to make sit!” 6 Read Sentence Fluency & Irregular Words 5 Minutes Step 7: Irregular Words (Heart Words) Review: the I* and* a* is* Teach: n/a (no new irregular words this lesson) *Temporarily irregular (memorize heart parts until patterns are introduced). Step 8: Connected Text Sentences Read Sentences (with Visual Cue): 1. “I tap it in.” 🚰 📥 2. “Tim is in the pit.” 🕳️ 3. “The pin is in the tin.” 🧷 🥫 Spell Sentences (Teacher Dictates): 1. “The pin fit.” (🧷 🧩) • 2. “I sat in sap!” (🌲) • 3. “Tim and I nap.” (😴) Decodable Text: Refer to UFLI Decodable Text Guide for Lesson 10 passages. Scaffolding & Visual Anchoring Tips: • Visual Vocabulary Cues: Concrete nouns and action verbs (tin, pin, tap, nap, sit, fit, pit) benefit from picture associations for English learners and students building orthographic mapping. • Body-Coda Blending Prompt: If a student pauses on initial stop sound /p/ or /t/, blend the vowel first (“/t/ → /a/ → ta... tap!”). • Vowel Discrimination: Keep short /ă/ (apple) and short /ĭ/ (itch) anchor pictures visible above the blending board. UFLI Foundations Lesson 10 • CVC Practice (Day 2: 22 min) Page 2 of 2
CVC Practice Blending WorksheetName: UFLI Foundations Lesson 10 CVC Practice: /a/, /i/, /m/, /s/, /t/, /p/, /f/, /n/ Sound Box Blend & Read Decoding & Visual Fluency 1 Touch each dot & say each sound. • 2 Slide arrow to blend & check picture. • 3 Write word & color a star! Read 3x Part 1: Sound Out, Blend & Connect to Meaning 8 CVC Practice Words t i p ✏️ tip Write Word: n a p 😴 nap Write Word: f i t 🧩 fit Write Word: s i t 🪑 sit Write Word: p a t ✋ pat Write Word: s a t 🐈 sat Write Word: t i n 🥫 tin Write Word: t a p 🚰 tap Write Word: Part 2: Sentence Fluency Practice Touch dot under each word • Read 3 times 🚰 I tap it in. Read 3x: 1 2 3 🕳️ Tim is in the pit. Read 3x: 1 2 3 🧷 The pin is in the tin. Read 3x: 1 2 3 UFLI Foundations Lesson 10 • CVC Practice Worksheet (Front: Read, Blend & Visuals) Page 1 of 2 Lesson 10 • Encoding Sound Box Spell & Write Tap • Map • Write Alphabet Reference Strip Amber boxes = Taught Letters (/a/, /i/, /m/, /s/, /t/, /p/, /f/, /n/) Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1 Look at picture or listen to teacher. • 2 Tap sounds on dots. • 3 Write 1 letter per box & rewrite on the line! 3 Boxes = 3 Sounds Spelling Words (Sound Boxes with Picture Prompts) Write 1 letter per box • Rewrite whole word 1 😴 Rewrite: 2 🚰 Rewrite: 3 🐈 Rewrite: 4 🧷 Rewrite: 5 🥫 Rewrite: 6 🕳️ Rewrite: 7 🧩 Rewrite: 8 🚪 Rewrite: UFLI Foundations Lesson 10 • Sound Box Spelling Worksheet (Back: Spell, Map & Visuals) Page 2 of 2
Letter N Lesson PlanUFLI Foundations Lesson 9 New Grapheme: n /n/ Daily Structured Literacy Plan Explicit Phonics Routine • Introduction of Letter n /n/, Blending & Word Reading Pacing: 40 min Total (Day 1: 18m • Day 2: 22m) Concept: Consonant n /n/ (Nasal) Instructional Note (Nasalized Vowel Alert): When N appears after A, the pronunciation of A changes and the sound becomes nasalized as air is released through the nose. Nasalized A (e.g., an) is explicitly addressed in Lesson 11. Nasal /n/ 1 Review Warm-Up & Phonemic Drills 5 Minutes Total Visual Drill (Letter ID) 2 min Flash taught grapheme cards; students state letter name & sound chorally: i (/ĭ/) f (/f/) p (/p/) t (/t/) s (/s/) m (/m/) a (/ă/) Auditory Drill (Letter Sounds) 1 min Teacher cues sounds; students echo sound & write grapheme on slate: Phonemes: /ĭ/ (i), /f/ (f), /p/ (p), /t/ (t), /s/ (s), /m/ (m), /ă/ (a). Fast-paced oral-to-print recall. Phonemic Awareness: Blend 1 min Teacher dictates separated sounds; students blend into whole word: • /n/ /ă/ /p/ → nap • /f/ /ĭ/ /n/ → fin • /n/ /ĭ/ /p/ → nip • /p/ /ĭ/ /n/ → pin Phonemic Awareness: Segment 1 min Teacher dictates word; students tap fingers per phoneme: • in → /ĭ/ - /n/ • tin → /t/ - /ĭ/ - /n/ • pin → /p/ - /ĭ/ - /n/ • nap → /n/ - /ă/ - /p/ 2 Introduce New Concept: Letter n /n/ 3 Minutes Teacher Explicit Introduction Script: “This is the letter N. N is a consonant. N spells /n/ like in the beginning of the word nose. The letter N can come at the beginning of a word, such as the words nut and nod. N can also come at the end of a word, such as the words in and pin.” Articulatory Gesture & Sound Wall: Put tongue right behind top front teeth; voice is ON. /n/ is a continuous nasal sound stretched out with hand motion: air releases through the nose (/nnn/). Scaffold: If voice is off, have student hum a tune while holding tongue behind teeth. Add 'n' under /n/ picture card on Sound Wall. Letter Formation Verbal Cues: Capital N: Start at top. Straight line down to bottom. Hop back to top. Slanted line to bottom. Hop back to top. Straight line to bottom. Lowercase n: Begin at middle line. Start at top. Straight line down to bottom. Go straight back up. Curve forward and then down to bottom. 3 Sound Out / Blend & Word Reading (with Visual Associations) 10 Minutes Total Blending Drill Board Setup 3 min 3-Pocket Blending Board Pocket Arrangement: Initial f, m, p, s, t Medial a, i Final p, t, f Blending Chain Sequence: if → it → sit → sip → tip → tap → map → mat → pat → pit → fit “Sweep finger left-to-right: blend sounds smoothly without pausing!” Read Words & Visual Meaning Hooks 7 min I do: nap | We do: in, fin, pin, nip, tin Visual Memory Cues for Reading & Vocabulary: 😴 nap take a rest 📥 in in the box 🦈 fin fish fin 🧷 pin safety pin 🤏 nip quick bite/pinch 🥫 tin metal tin can *Notice how /n/ occurs both at word beginnings (nap, nip) and word endings (in, fin, pin, tin)! UFLI Foundations Lesson 9 • Letter n /n/ (Day 1: 18 min) Page 1 of 2 Lesson 9 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 Routine) 7 Minutes 4-Step Sound-to-Letter Mapping Routine: Teacher states word: “The word is pin. Say pin.” Students tap & push: Tap sounds (/p/ - /ĭ/ - /n/), push 1 chip per box. Write graphemes: Write each letter inside its sound box. Read & verify: Run finger under word and sweep-read chorally. Spelling Dictation Words (with Picture Prompts): 🧷 I do: pin (/p/ /ĭ/ /n/) 📥 We do: in (/ĭ/ /n/ - 2 boxes) 🦈 We do: fin (/f/ /ĭ/ /n/) 🥫 We do: tin (/t/ /ĭ/ /n/) 😴 We do: nap (/n/ /ă/ /p/) Elkonin Sound Box Model • 🧷 pin p i n Touch • Say Sound • Push Counter • Write 5 Word Work: Manipulative Letters (Letter Chaining) 10 Minutes Students build words using magnetic letter tiles on cookie sheets. Guide substitutions, identify changed sounds, and blend: Full 12-Step Manipulative Chaining Sequence: nip 🤏 → sip 🧃 → sap 🌲 → nap 😴 → map 🗺️ → tap 🚰 → tip ✏️ → tin 🥫 → pin 🧷 → fin 🦈 → in 📥 → it Teacher Script / Prompt Sample: “Start with tin. Change the first letter to make pin. What sound changed? (/t/ changed to /p/). Swap tile t for p. Now change pin to fin. What changed? (/p/ changed to /f/). Tap it: /f/ - /ĭ/ - /n/ → fin. Now take away f. What word is left? (in)!” 6 Read Sentence Fluency & Irregular Words 5 Minutes Step 7: Irregular Words (Heart Words) Review: the I* and* a* Teach New: is* (/ĭ/ /z/ • 's' spells voiced /z/) *Temporarily irregular (heart part is the 's' representing sound /z/). Step 8: Connected Text Sentences Read Sentences (with Visual Cue): 1. “It fit in the pit.” 🧩 🕳️ 2. “Tim and I nap.” 😴 3. “The map is in the tin.” 🗺️ 🥫 Spell Sentences (Teacher Dictates): 1. “I tap the fin.” (🚰 🦈) • 2. “The pin is in.” (🧷 📥) Decodable Text: Refer to UFLI Decodable Text Guide for Lesson 9 stories. Scaffolding & Articulation Support: • Continuous Nasal Sound: Unlike stop sounds /p/ and /t/, /n/ is continuous and voiced. Have students place a clean finger right beside their nose to feel the vibration. • Discriminating /m/ vs. /n/: /m/ has both lips pressed together; /n/ has lips parted with tongue tip anchored behind upper front teeth. • Visual Memory Cues: Associate pin, tin, fin, nap, in with concrete picture anchors for bilingual and emergent decoders. UFLI Foundations Lesson 9 • Letter n /n/ (Day 2: 22 min) Page 2 of 2
Letter N Blending WorksheetName: UFLI Foundations Lesson 9 New Grapheme: n /n/ Sound Box Blend & Read Decoding & Visual Fluency 1 Touch each dot & say each sound. • 2 Slide arrow to blend & check picture. • 3 Write word & color a star! Read 3x Part 1: Sound Out, Blend & Connect to Meaning 8 Practice Words with Letter n n a p 😴 nap Write Word: i n - 📥 in Write Word: f i n 🦈 fin Write Word: p i n 🧷 pin Write Word: n i p 🤏 nip Write Word: t i n 🥫 tin Write Word: f i t 🧩 fit Write Word: t i p ✏️ tip Write Word: Part 2: Sentence Fluency Practice Touch dot under each word • Read 3 times 🧩 It fit in the pit. Read 3x: 1 2 3 😴 Tim and I nap. Read 3x: 1 2 3 🗺️ The map is in the tin. Read 3x: 1 2 3 UFLI Foundations Lesson 9 • Letter n Blending Worksheet (Front: Read, Blend & Visuals) Page 1 of 2 Lesson 9 • Encoding Sound Box Spell & Write Tap • Map • Write Alphabet Reference Strip Indigo boxes = Taught Letters (/a/, /i/, /m/, /s/, /t/, /p/, /f/, /n/) Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1 Look at picture or listen to teacher. • 2 Tap sounds on dots. • 3 Write 1 letter per box & rewrite on the line! 3 Boxes = 3 Sounds Spelling Words (Sound Boxes with Picture Prompts) Write 1 letter per box • Rewrite whole word 1 🧷 Rewrite: 2 📥 Rewrite: 3 🦈 Rewrite: 4 🥫 Rewrite: 5 😴 Rewrite: 6 🤏 Rewrite: 7 🕳️ Rewrite: 8 ✏️ Rewrite: UFLI Foundations Lesson 9 • Letter n Spelling Worksheet (Back: Spell, Map & Visuals) Page 2 of 2
