apple phonics

Tutor ManualUnit 1: My Classroom

Copyright © 2007 Oxford Tutoring, Inc. All Rights Reserved.

Phonics

Unit 1: My Classroom

Unit 1 Overview

Phonics Unit 1: My Classroom


Goals: 1. Identify, recognize and write letters A, B, C, D, E and F.

2. Master letter sounds A, B, C, D, E and F

3. Identify and master unit specific vocabulary words.

a apple, cat

b bear, bat

c cat, cap

d dog, bad

e elephant, bed

f fish, fun

Vocabulary Words

Oxford Reader: My Classroom

Letter Sound Review

1. desk2. chair3. whiteboard4. eraser5. pencil6. paper

AlphafriendBenny Bear

Skills: 1. Vocabulary word review 2. Picture association with words 3. Identify the title, title page and cover on a book.

LessonStep

Warm Up

Notes

ObjectivesStandards

Section 1: Warm-up

1. Understand and follow one and two step questions, share info, and speak audibly. 2. Identify, describe and sort words in basic categories and specific language.3. Match all consonant and short-vowel sounds to appropriate letters. 4. Write letters of the alphabet and cVc words, attending to proper stroke order.3. Distinguish letters from words. Identify the cover, back cover and title of a book.

LS 1.1, 1.2R 1.17 , 1.18R 1.14, 1.16 W 1.2-1.4R 1.1, 1.5

Lesson 1: A, B, C


Activity: Expectation Song - (sung to the tune of London Bridges Falling Down)

Purpose: To learn and consistently review the expectations of the classroom.

Directions: Follow the step-by-step instructions at the right.

Directions:

(1) Talk about rules with the

students. Ask them why

they are important, what

they are needed for, etc.

Tell the students that you

will be teaching them a

song of the rules.

(2) Read the rules to the

students.

(3) Sing London Bridges once

through with students.

Lyrics: “London bridges

falling down, falling down,

falling down. London

bridges falling down, my

fair lady.

(4) Sing the song once

through to the students

to the tune of ‘London

Bridges Falling Down.’

(5) Then sing the song

together with the

students using the hand

motions provided .

Copyright © 2007 Oxford Tutoring, Inc. All Rights Reserved. page 1

Lyrics Hand Motions

I raise my hand when I need to speak,

I sit nicely in my seat.

I remember these rules while I’m here,

because we use them everyday.

I speak nicely to my peers,

I never ever touch them, dear.

I remember these rules while I’m here,

because we use them everyday.

Ver

se 1

Ver

se 2

Raise your hand.

Pretend to sit and fold hands on lap.

Repeatedly, point finger and place

hand on hip.

Smile and draw a smile with fingers. Shake head ‘no’ , point finger and place hand on hip.Repeatedly, point finger and place hand on hip.

Activity: Warm-up Stretch

Purpose: To get students to attention and in their seats.

Rhyme Actions

Open your eyes, real wide. (open your eyes with fingers)

Touch the sky. (stretch arms to the sky)

Lean to the right. (stretch arms over head and lean right)

Lean to the left. (stretch arms over head and lean left)

Turn around, (twirl around)

and sit down! (sit down)

Directions:

(1) Tell students that you will

show them a rhyme. Say

the following rhyme and

do the accompanying

actions.

Phonics


Section 2: Vocabulary

LessonStep Notes

Vocabulary

Lesson 1: A, B, C

Directions:(1) Complete the following dialogue to teach the vocabulary words. When repeating the dialgoue hold up the ‘desk’ card anytime the word ‘desk’ is said. (2) Repeat with the ‘chair’ card. (3) To help with kinesthetic learners, teach students to hold their hands out when “This is desk’ is said, clap when the sound is said and then hold their hands out again when desk is said.

Instructional Tip: Make sure that EVERYTIME the students say a sound they clap in ANY section of the lesson.

Activity: Vocabulary Chant

Purpose: To introduce vocabulary words and orally identify the initial sound.

Directions: Follow the step-by-step directions at the side of the page.


Teacher: “This is desk. /d/ /d/ /d/ desk. Repeat it with me.”

Students and Teacher: “This is desk. /d/ /d/ /d/ desk.”

Teacher: “Great, now say it on your own.”

Students: “This is desk. /d/ /d/ /d/ desk.”

Teacher: “Great job. Let us say it together one last time.”

Teacher and Students: ”This is desk. /d/ /d/ /d/ desk.”

Vocabulary Chant

Activity: Vocabulary Hunt

Purpose: To master vocabulary words and get wiggles out.


Directions:(1) Review the vocabulary picture cards with the students.

(2) Explain to the students

that they will be going on a ‘vocabulary hunt’ to find items in the room that represent their vocabulary words.

(3) Have the students raise their hand when they find a ‘desk’ in the room. Repeat with ‘chair.’

(4) Other variations, have the students stand next to the item that matches the vocabulary word(s) or to count how many items match the vocabulary word(s).

Vocabulary Words/Cards

Desk Chair

Phonics


Section 2: Vocabulary

LessonStep Notes

Vocabulary

Lesson 1: A, B, C

Directions:

(1) Complete directions on the worksheet. Make sure students understand vocabulary words prior to beginning worksheets.

Activity: Vocabulary Worksheet

Purpose: To follow up and internalize vocabulary terms



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p.1

Phonics


Section 3: Letter Recognition

LessonStep Notes

Letter Recognition

Lesson 1: A, B, C

Directions:

(1) Sing the ‘Alphabet Song’

to the tune of ‘Twinkle

Twinkle Little Star’ with

the students.

(2) Hold up the letter ‘A’ card

and the ‘A’ alphafriend

card; repeat the dialogue

to the left.

(3) Repeat with letters B and

C.

(4) Ensure students know

letters and alphafriends.

If they struggle, repeat

until mastery is achieved.

Alphafriend/Letter Key

Andy Apple = Letter ‘A’

Benny Bear = Letter ‘B’

Callie Cat = Letter ‘C’

Activity: Meet the Alphafriends

Purpose: To introduce alphafriends and their correspondence with letter recognition.



abc

Teacher: “Students, this is the letter A. (show letter ‘A’ card) The letter A has a

special friend that looks similar to it; its friends’ name is Andy Apple.

(show alphafriend card). What letter is this again?”

Student: ”A.”

Teacher: “Great. This is the letter A (show letter card). What is the letter ‘A’s

special friends’ name?”

Students: “Andy Apple.” (Be prepared to tell students the alphafriend name if

they cannot recall.)

Teacher: “Yes, Andy Apple is the special friend to the letter ‘A’. Remember, this

is Andy Apple (show alphafriend).”

Alphafriends Letter Card

Activity: Name Cheer

Purpose: Review letter recognition of letters A, B, C and get wiggles out.


“Andrea, Andrea let’s give a cheer!

We’re so glad Andrea is here!”

Directions:

(1) Repeat the following

cheer with anyone that

has a name that begins

with A, B or C.

-Teacher:“Let’s give a cheer

for Andrea, because her

name starts with A.

‘Andrea, Andrea let’s give

a cheer! We’re so glad

Andrea is here!’ Now let’s

say it together!”

(2) Repeat with any other

student names.

** If no student has a name that starts with A,B, or C; have them come up

with a name that begins with one of these letters.**

Phonics



LessonStep Notes

Letter Recognition

Lesson 1: A, B, C

Directions:

(1) Using the A, B, and C letter

cards hold up each letter

individually and repeat

the letter name with the

students.

(2) Once the students have

completed this task, use

the dialogue to the left.


C. Continue until mastery

is achieved.

Activity: Meet the Alphabet!

Purpose: To review alphafriends and their corresponding letter cards.



Teacher: “Students, I am going to hold up a card. When I hold up the card,

I want you to tell me the letter name as a group. Here is the card.

What letter is it? ” (hold up the letter A card)

Students: “A” (be prepared to help the students when needed.)

Teacher: ”Great job, students. Now, what is the name of this card again?”

(keep holding the letter A card up)

Students: “A”

Teacher: “Excellent. One more time, what is the letter?”

Students: “A!”

Teacher: “Great job! Students let’s all say this letter’s name together one last

time. “

Students and teacher:”A.”

a cLetter Card

b

Phonics



LessonStep Notes

Letter Recognition

Lesson 1: A, B, C

Directions:

(1) Have students turn to

pages 2 and 3 in their

student workbooks.

(2) Complete worksheets

with students. Follow

directions on worksheets.

Activity: Letter Recognition Worksheets

Purpose: To reinforce and master letter recognition skills.



Phonics

p.2

p.3


Section 4: Letter Sounds

LessonStep Notes

Letter Sounds

Lesson 1: A, B, C

Directions:

(1) Hold up the letter ‘A’ card

and alphafriend. Ask

students what letter you

are holding up.

(2) Tell the students that each

letter makes a sound and

the letter ‘A’ makes the

/a/ sound. Ask the

students to repeat the

sounds with you.

(3) Use the dialogue to the

left to further illustrate

this concept.

(4) Repeat with the letters

B and C. Utilize hand

motions outlined to the

left.

Letter Sounds

A says /a/ like apple

B says /b/ like bear

C says /k/ like cat

Activity: Letter Sounds with Alphafriends

Purpose: Introduce letter sounds and alphafriends’ hand motions.



Teacher: (hold up the letter A card and alphafriend card) “Remember, this is the

letter A card and its friend Andy Apple. The letter A makes the /a/

sound. Repeat this sound with me.”

Students and Teacher: “/a/” (be prepared to help the students when needed.)

Teacher: ”Great! Now tell me the sound that letter A makes again.”

Students: “/a/”

Teacher: “Excellent. Andy Apple helps us remember the letter A’s sound by

using a special hand motion when we say the sound. The hand

motion for the letter A and Andy Apple is to pretend to eat an apple

by bringing our hands to our mouth. Watch me as I practice.” (show

hand motion while saying the /a/ sound.)

Teacher: “Now lets practice together.”

Students and Teacher: “/a/ /a/ a/. “ (use hand motion while saying sound).

Teacher: ”Great. Now try it on your own.”

Students: “/a/ /a/ /a/.” (make sure that the students utilize the hand motion).

Teacher: “Wonderful. Now practice one more time.”

Studnets: “/a/ /a/ /a/.” (make sure that the hand motion is utilized).

a cLetter Card

b

Alphafriend Hand Motions

Andy Apple

Benny Bear

Callie Cat

Hold hand to the mouth and pretend to eat while saying the sound.

Make a pretend belly with your hands and move it up and down.

Put hand to the face and pretend to wash your face like a cat.

Phonics



LessonStep Notes

Letter Sounds

Lesson 1: A, B, C

Activity: Letter Sound Instruction

Purpose: To teach and internalize letter sounds.



a cUSE THESE LETTER CARDS

b

Directions (Routine 3):

(1) Begin by saying,

“Students today we are

learning the letter A

(point to the letter card).

Now, say the letter name

with me (point to letter

card).”

Together say, “A.”

(2) Say, “What is the letter’s

name?”

Students say, “A.”(3) Say, “Good the letter A, makes the /a/ (clap) sound like apple. Now say the sound with me three times.” Together say, “/a/ (clap) /a/ (clap) /a/ (clap)” Repeat this step 3x(4) Say, “Great! Now one more time, what is the letter’s name? Students say, ”A.”(5) Say, “What sound does the letter A make?” Students say, “/a/ (clap)”.(6) Repeat steps 1-5 with letters B and C. Continue until mastery is achieved.

• A says /a/ like apple.

• B says /b/ like bear.

• C says /k/ like cat.

Letter Sounds

Activity: Head, Shoulders, Knees and Toes

Purpose: To get wiggles out and teach additional vocabulary.

Directions: Follow the step-by-step directions at the side of the page. Directions:

(1) Ask the students if they

can name any of their

body parts. Point to your

hand and ask the students

what the name of that

body part is.

(2) Tell the students that they

will be learning a song

about their body. Sing the

lyrcis and complete the

hand motions to the right

as a model for the

students.

(3) Sing the song as a group. Have students lead as a variation to instruction.

Time-Out ActivityThis activity may be

skipped.

VER

SE 1

VER

SE 2

Head, shoulders, knees and toes


Eyes and mouth, ears and nose,

Head, sholders, knees and toes




Head, sholders, knees and toes

LYRICS

Touch appropriate body part

when it is stated.

HAND MOTIONS

Phonics



LessonStep Notes

LetterSounds

Lesson 1: A, B, C

Directions:

(1) Place the A, B, and C letter

cards out for the students

to see. Review each letter

and sound with the

students.

(2) Remove the cards and

explain to the students

that they will be learning

a song to help remember

the sounds.

(3) Sing the song to the

students. In verse two,

hold up the ‘A’ letter card

when stating that verse.


are going to now sing the

song with you. However,

when in verse two they are

going to point to the letter

card when you hold it up.

Students may also take

turns holding up the letter

cards.

(5) Repeat with letters B and C.

(6) Variation - Shuffle cards,

give one to each student

and tell them to keep it a

secret. When the class gets

to that letter in the song

the student stands up

with their secret card.

Activity: Where is the Sound? Hide and Seek

Purpose: To master letter recognition and letter sounds

Materials: Letter cards


Song: Where is the Sound?(Sing to the tune of “Are you sleeping?”)

Actions

Hand to forehead and pretend to

look out to the distance.

Repeatedly, point to wherever the ‘A’ card is.

Tap index finger to forehead

pretending to think. (repeat)

Point index finger pretend to tell

someone something. (repeat)

Words

Where is A?

Where is A?

It’s right here.

It’s right here.

A makes the /a/ sound.

A makes the /a/ sound.

It’s right here.

It’s right here.

Verse 1

Verse 2

Verse 3

Verse 4

a b cUSE THESE LETTER CARDS

Phonics



LessonStep Notes

LetterSounds

Lesson 1: A, B, C

Directions:

(1) Have students turn to

pages 4 and 5 in the

student workbook.

(2) Complete worksheets with

students utilizing

directions on the student

workbook pages.


Activity: Letter Sound Worksheets

Purpose: To master letter recognition and letter sounds

Directions: Follow directions to the right.

Phonics

p. 4

p. 5

c b a

c b a

b a c


Section 5: Letter Writing

LessonStep Notes

LetterWriting

Lesson 1: A, B, C

Directions:

(1) Place the A, B, and C letter

cards out for the students

to see. Reveiw each letter

and sound with the

students.


have a big brother or

sister. Discuss.

(3) Tell the students that

letters are special and have

a big letter and a little

letter kind of like a big or

little brother or sister.

(4) Show the students the

upper-case ‘A’ letter card

and repeat the dialogue

to the right.


C. Continue until mastery

is acheived.

Activity: My Big Brother/Sister

Purpose: Identify and master recognition of upper vs. lower-case letters.

Materials: Letter cards


a

cb

CBA

USE THESE LETTER CARDS

Teacher say, “Students, this is big ‘A’ and big ‘A’ says /a/ just like Little ‘a’.

This is Little ‘a’ right here. (show students the lower-case ‘a’

card).

Teacher say, Now point to the big ’A’? (wait for students to point to

the upper-case A) Great, now what sound does the big ‘A’

make?”

Students say, “/a/.”

Teacher say, “Great. Now point to the big A one last time. (wait for the

students to point to the big ‘A’.) Excellent job. Can anyone

point to the little ’a’? (wait for students to point) Great.

Now what sound does the little ‘a’ make?”

Students say, “/a/ (clap).”

Teacher say, “Yes, it makes the /a/ (clap) sound. Now tell me do the big ‘A’

and little ‘a’ make the same sound?”

Students, ”Yes, they do. “

Phonics



LessonStep Notes

LetterWriting

Lesson 1: A, B, C

Directions:

(1) Briefly review the letters

A - C focusing on the

difference of upper and

lower-case letters.


will be playing the game

“Find the Match.” In this

game they will find the

matches of upper and

lower case letters.

(3) Show the students the

differences between the

“find the match” letter

cards. Make sure to point

out the differences in font

and color.

(4) Play the game utilizing the

directions to the left.

(5) Play up to 2-3 times or

until mastery is achieved.

Activity: Find the Match!

Purpose: Identify and master recognition of upper vs. lower-case letters.

Materials: Find the Match Letter Cards A - C


DIRECTIONS:

(1) Use cards designated in lesson directions or materials (A - C).

(2) Shuffle cards and lay them out on the table face down.

(3) Explain to the students that they will each take turns turning over two

cards. When they turn over the cards, they are looking for a match.

A correct match consists of the following:

- Both cards have the same font.

- Both cards are the same color. (yellow, purple or blue)

- The pair is of an upper and lower case letter of the same

letter. (see example below)

(4) Each player only gets one turn. They do not get another turn if they get

a correct pair.

(5) Determine who goes first by birthday, age, the letter their name starts

with, etc.

(6) The game ends when all of the cards are gone. The student with the

most correct pairs wins.

Phonics



LessonStep Notes

LetterWriting

Lesson 1: A, B, C


Activity: Head, Shoulders, Knees and Toes

Purpose: To get wiggles out and teach additional vocabulary.

Directions: Follow the step-by-step directions at the side of the page. Directions:


can name any of the body

parts on their head. Point

to your hand and ask the

students what the name

of that body part is.


will be learning a song

about their body. Sing the

lyrics and complete the

hand motions to the right

as a model for the

students.

(3) Sing the song as a group. Have students lead as a variation to instruction.** Be prepared! Students may name an inappropriate body part inadvertently. **









LYRICS

Touch appropriate body part

when it is stated.

HAND MOTIONS

Time-Out ActivityThis activity may be

skipped.

Activity: Letter Writing Worksheets

Purpose: To reinforce and master letter recognition, upper vs. lower-case and penmanship.

Directions: Follow the step-by-step directions on the worksheets.

p. 7

(1) Demonstrate writing letter to students on the board.

(2) Write the letter in the air as a group.

(3) Demonstrate writing the letter on the board again.

(4) Have students write letter on their paper.

(5) Repeat with all letters A-C.

Phonics

p. 6

*Complete time permitting*


Section 6: Reading Circle

LessonStep Notes

ReadingCircle

Lesson 1: A, B, C


Activity: My Classroom Reader

Purpose: To expose students to concept of print and review vocabulary.


Directions:

(1) Introduce the reader, “My

Classroom” and complete

the activities that follow.

(2) Show the students the cover

of “My Classroom” and ask

students the following:

Who can point to the cover?

Who can point to the title?

(3) Discuss the picture and what

they think the book is about.

(4) Garner student ideas. Ask

pre-reading questions:

Teacher say. “What do you

think the story is about? How

does the cover tell us what

the story is about?” Discuss.

Student answer, “My Class

room.”

Teacher say, “Why do you

think the story is about your

classroom?”

Student answer, “There is a

picture of one. ”

(5) Read the story.

(6) Re-read. Have students echo

each line.

(7) Re-read. Have students read

on thier own and you listen.

(8) Comprehension: Ask

questions that allow students

to demonstrate their

understanding of concepts

of print.

Who can point to the cover?

Who can point to the title?

(9) Ask the students if they can

find any of the items from the

book in the classroom.

Activity: My Classroom Reader Worksheet

Purpose: To review reader

Directions: Follow the step-by-step directions on the worksheet.

Phonics

pg 8


Section 7: Closing

LessonStep Notes

Closing

Lesson 1: A, B, C


Activity: Review and Closing

Purpose: To review concepts taught within lesson.


Directions:

(1) Ask students to tell you

the sounds that A, B and

C make. Review.

(2) Ask students to tell you where a desk or chair is within the classroom.

(3) Ask students what their favorite or least favorite part of the story was and why. Discuss.

(4) Clean up and put away all materials.

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LEFT BLANK

Phonics

Student WorkbookUnit 1: My Classroom


Phonics


Student Name: _____________________


Name:

1

Directions: Help find all the chairs! Circle all the chairs you see below. Complete the bonus question to test your counting skills!

GO

1 4 3 2 5Bonus: How many chairs did you find?

Directions: Help find all the desks! Circle all the desks you see below. Complete thebonus question to test your counting skills!

1 4 3 2 5Bonus: How many desks did you find?

Unit 1 My CalendarLesson 1


Name:

2

Directions: Help the letters find there special friend. Draw an apple around all the A letters, a bear around all the B letters and a cat around all the C letters. Then draw a line from all the letters to its special friend.

GO

aa

b

b

c

c

cb

aa

b



Name:

3

Directions: The monkey has the letters all mixed up! Help sort the letters by placing them in the appropriate column.

GO

a b c

a bc ba

cac



Name:

4 GO

a

b

c

Directions: Look at each picture and say its name. Draw a line to the letter that represents the sound that each picture starts with.




Name:

5 GO

Directions: Look at each picture and say its name. Write the letter that each picture begins with on each line.




Name:

6 GO

Directions: Oh-no! All the upper and lower-case letters are all scrambled up! Draw a around all the big letters, a around all the little letters.Then help the letters find their match by drawing a line to the correct upper and lower case pair. When your are done, trace as many letters as you can.


Aa

B

b

b

Bc

C

c

C

AaA

b

a

c

C

BbB



Name:

7

Directions: Using the guides on each line, review penmanship with the students. Then have them complete the lines on their own. Guide as needed.

GO

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Aa

bB

CcAa Bb Cc



Name:

8

Directions: It is important to know where things are located on a book. Have the students draw a around the title, a around title page and a around the cover of the book that they just read. A breif explanation of the items may be necessary.

GO


apple phonics

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sing london bridges

tune of london bridges

lean right lean

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c unit