Datiz Finds Vivid F and V Words

Lesson Guide

Imprimir

Activity 1 Learning to Make the Sounds /f/ and /v/

Refer to the Word Scientists website before starting the lesson to learn how to teach sound-symbol correspondences for /f/ and /v/ sounds.


Letter F

What do you feel? What do you see?

  • Make the /f/ sound.
  • Ask students to repeat the sound after you: /f/
  • Ask students: what do you feel?
  • Think-aloud: I feel my top teeth on my lower lip. If I hold my hand in front of my mouth, I can feel a stream of air.
  • Ask students: What do you see?
  • Think-aloud: I see my top front teeth on my bottom lip.
  • Ask students: If you hold your fingers on your neck when you make the sound /f/, do you feel a vibration? (no) So it is a quiet sound.  If you cover your ears, do you hear a quiet or noisy sound? (quiet). So it is a quiet sound.
  • Ask students: Do you stretch the sound /fffff/? Or do you bounce it?
  • Think-aloud:  You stretch the sound /f/. I can make the sound until I run out of air.
  • Assign a corresponding hand motion: Tell students, “The sound /f/ begins the word fish  so I flap my hands up and down like a fish flapping its fins.” Make a hand motion like a fish flapping its fins.  Have students repeat the sound, the key word (fish) and the motion.

Letter V

What do you feel? What do you see?

  • Make the /v/ sound.
  • Ask students to repeat the sound after you: /v/
  • Ask students: What do you feel?
  • Think-aloud: I feel my top teeth on my lower lip. If I hold my hand in front of my mouth, I can feel a vibrating stream of air. It tickles a little bit.
  • Ask students: If you hold your fingers on your neck when you make the sound /v/, do you feel a vibration? (yes) So it is a noisy sound.   If you cover your ears, do you hear a quiet or noisy sound? (noisy). So it is a noisy sound.
  • Ask students: What do you see?
  • Think-aloud: I see my top front teeth on my bottom lip.
  • Ask students: Do you stretch the sound /v/? Or do you bounce it?
  • Think-aloud: You stretch the sound / vvvvv/. I can only make the sound until I run out of breath.
  • Assign a corresponding hand motion: Tell students, “The sound /v/ begins the word violin ” Make motion of playing a violin with a bow.  Have students repeat the sound, the keyword (violin), and the motion.

Activity 2 Exploring the Illustrations on the Book Cover

Before reading the text on each page, guide students in exploring the cover and illustrations.

Examine the cover. Tell students:

  • Let’s look at the cover of the book.
  • Do you recognize the character on the front cover of the book? Who is it? (Datiz)
  • What is  Datiz doing? (He is  holding a frog in one hand and a  touching a box of vegetables in the other hand. )
  • What else do you see on the cover? (a green frog)
  • What letter does frog  start with? (f)
  • What sound does the letter f make? (/f/)
  • I also see vegetables.
  • I feel the sound /v/ at the beginning of the word  vegetables.
  • What letter does vegetables start with? (v)
  • What sound does the letter v make? (/v/)
  • The title says: Datiz Finds Vivid F and V Words
  • What does the word  “vivid” mean? It means bright colors.
  • What do you see that has vivid, bright colors? ( frog, peppers, broccoli, squash)
  • What kind of book do you think this is? Is it a story book, a science book, or an alphabet book? (An alphabet book.)

 

Activity 3 Phonological Awareness

Use the pictures on page 2 of the book to practice phonological awareness activities.

  • Name each picture with students. Confirm that it is the correct label by examining the first letter in each word and checking its sound.

For each picture, ask students, “What do you see?” Students should name the picture. If they do not know a word, take time to teach it. Example: If students  labels a picture “ jar” instead of “vase” you can say, “Yes, it’s looks like a jar, but jar begins with /j/ and this word begins with the letter v and the sound /v/. The book we are reading is about words that begin with the letter f or v.  It is a vase and you can put flowers in a vase and add water to keep the flowers fresh.  I know it says vase because I feel a /v/ sound at the beginning of the word. So, this picture shows a vase. Repeat after me: “vase.”

  • Say, clap, and count the number of syllables in each word: fox (1), frog (1), violin (3), vegetables (4), volcano (3), vase (1), fish (1), vest, (1), forest (2)
  • Onset-rime practice: Tell students you are going to play a game where you will say a word in parts and they need to guess the word.  Let students see the pictures to give them the context. V-ase (vase), f-ox (fox),v-est (vest) f-ish (fish), fr-og (frog).

            Note: Use only one syllable words for the onset-rime activity.

Activity 4 Teach the Carrier Phrase

Practice using the articles is and some.

  • Prepare cut-outs of the pictures on page 2. Change the pictures so each time students read the phrase with a different picture.
  • Write the carrier phrases on the board:

              a _______________ (one thing) some ___________(more than one thing)

  • Identify a picture out loud and ask studentsto repeat it.
  • Fill in the blank  space with the picture. Example: a fish.
  • Have all the students repeat the completed phrase in unison.
  • Save the word “vegetables” for the carrier phrase “some __________” because it is a plural.   
  • Write the carrier phrase on the board:   Some __________. (more than one thing )
  • Read the word out loud and ask students to repeat it.
  • Fill in the blank with a plural word students know. Example: some books.
  • Hold up two or more books and repeat the phrase: some books
  • Ask students to repeat the sentence.
  • Ask students: What is the difference between this and the previous example? (In this example, there is more than one book.)
  • Repeat with the picture of vegetables. (Call attention to the plural marker s at the end of the word that tells us there is more than one vegetable.)
  • Ask students: Why is there a letter s at the end of the word vegetable? (We add an s when there is more than one of something.) Name all the vegetables in the picture.  
  • Say: We use the article some, when there is more than one thing or if something like rice cannot be divided into one thing. Say: “ some vegetables” “some rice
  • Draw a picture on the board of 1 volcano and write: volcano
  • Draw a picture of  2 volcanoes and write: volcanoes
  • Repeat the activity with the some of the other pictures on page 2.

Practice using the word “and” to tell more than one thing.

_____ and ______

  • Write the carrier phrase on the board: ________ and ________
  • Fill in the two blanks with two different things  from the pictures. Example: violin and vest
  • Ask students to repeat the phrase.

Ask students to think of two things that go together.  Example: fox and forest because foxes live in the forest.

Activity 5 Guided Reading of the Book

After the students have mastered the carrier phrase, guide them in reading each page together as a class. Use the example below as a model for guiding students to read the book page by page.


Example: Page 3 Text: a fish

Tell students:

  • Let’s read the part of the sentence we know together:  a______.
  • What do you see in the picture? (a fish)
  • What sound does fish begin with? (/f/). How do we spell the sound /f/? (letter f)
  • Let’s clap to see how many syllables are in the word fish (1). So fish is a one syllable word that begins with the letter f. Do you see a word that could be fish? (the last word). That makes sense with the picture.
  • Read the page with me.
  • Now read the page to me.

Repeat this pattern for each page. Pay careful attention to pages with a plural noun.  Guide students to recognize the change in the carrier phrase (a or some)


Expand students vocabulary: Ask students questions about the topic on each page of the book to give additional oral language practice.   For example: Where do fish live? (Fish live in the sea.) What does a fox look like? (It is furry and has pointy ears and a bushy tail.) Name all the vegetables you see (pepper, squash, broccoli).

Activity 6 Reread the text for fluency. My turn, Your Turn.

The teacher reads a page of text, and then the students read the same text. Reread the whole book. Observe students to see if they are pointing to the words as they say them (speech-to-print match).

Activity 7 Partner Reading

Break students into pairs. Make sure each pair of students has a copy of the book. Instruct students to read the whole book with their partner.  First, Student #1 should read each page of the book, pointing to each word as he/she reads it. Next, Student #2 should reach each page of the book, pointing to each word as he/she reads it. Encourage students to help each other if they cannot recognize a word. Walk around the room and check the progress of each student, correcting errors as necessary.

Activity 8 Word Sort

Preparation: Before the lesson, cut out the vocabulary pictures provided on the page before the sorting chart.


Ask each pair of students to turn to the page of the book which shows a T-chart with columns for the letters Ff and Vv. Give each pair of students a set of the pictures.


Instruct the pairs to sort the pictures into the correct columns, based on their starting sounds.


Model the activity:

  • Draw a larger version of the T-chart on the board.
  • Hold up a picture of a fish
  • Ask students: What is this? (a fish)
  • Ask students: What is the first sound you hear? (/f/)
  • Make the corresponding fish flapping its fins motion that goes with the sound /f/.
  • Ask students: What letter makes the sound /f/? (f)
  • Use tape to place the picture of the fish into the Ff column.
  • Say:  fish begins with the sound /f/.
  • Repeat this procedure to sort the words that begin with the sound /f/ or /v/.
  • Have students name all the pictures in a column each time a new picture is added.

Students work in pairs to complete their own charts. Walk around the room checking progress and correcting errors as necessary.


Group check:

  • Get the students’ attention. Ask them to stop working on their charts.
  • Hold up each picture one by one and ask students the same questions as in the model.
    • What is this?
    • What is the first sound you hear? [make the corresponding motion]
    • What letter makes that sound?
    • Use tape to place the picture in the correct column on the board.
  • Ask partners to check that they put their pictures in the correct columns.

Another Way to Do The Chart: PICTURE SORT- SOUND ONLY

Paste a word that begins with the letter F over the printed letter on the chart.  Then paste a word that begins with the sound /v /over the letter V on the chart.  One by one compare each of the other pictures first with the picture headers that begins with f and then with the picture header  that begins with v.  For example say: vest-fish, vest -violin . Vest sounds like violin . They begin with the same sound, so I am going to put it in the violin column.  Each time a student places a new picture in a column have them name all the pictures in the column.

Activity 9 Vocabulary Builder Activity

I Spy….


Explain the rules of the game: I will think of something from this group of pictures that starts with the sound /v/ or /f/. I will say, “I spy with my little eye something that starts with the sound /v/.”  You can guess what thing I am thinking about. Use the pictures from the book and add pictures or objects of things that start with either the /f/ or /v/ sound.


Model the activity: Decide on one of the pictures or objects that starts with an /f /or /v/.

Example: forest Say: I spy with my little eye something that starts with the sound /f/ and it is a forest animal. If students guess the wrong word, but it begins with the right sound say something like, “Yes this picture begins with the sound /f/ but I am thinking of an animal that lives in the  forest.”

Continue the activity until you have practiced all the  f and v words.

Activity 10 Assessment

  • Observespeech-to print-match. Watch each student read the book and point. Observe if they are pointing to each word as they say it.
  • Check to see if students can read the high-frequency words  out of the text: a, some
  • Ask students to tell the beginning sound in the words: fish /f/, forest /f/, frog /f/,fox /f/,  violin /v/, vase /v/, volcano /v/, vest /v/.