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Initial Consonants Lesson Plan
"What's That Sound?"
Objective:
- Children will learn to pronounce the correct consonant sound when seeing the letter associated with that sound.
- Children will learn to identify the correct consonant letter when hearing the sound associated with that letter.
About the Concept:
When spoken words are converted to print, each sound is represented by letters of the alphabet. This phenomenon is called letter/sound correspondence. In order to read, children must be able to pronounce the correct sounds when viewing the letters of a word. In order to write, children must be able to segment words into their component sounds and represent those sounds with letters. This song gives children practice in connecting letters and sounds, beginning with the consonants b, d, f, g, h, j, l, m, n, p, q, r, s, t, v, w, y, and z, in both capital and lower-case forms. Children can practice pronouncing sounds while pointing to letters in the Mini-Charts. They can also practice recalling the letters while singing the sounds, without looking at the Mini-Charts. Once the basic song is learned, some of the more variable consonant sounds can be introduced, while singing to the instrumental track. Examples: the /s/ sound, (represented by letters s or c), the /k/ sound (represented by letters c or k), and the /j/ sound (represented by letters j or g). Alternate song lyrics for these variable consonants are found in the Follow-Up section of the lesson plan.
Materials:
- Sing Your Way Through Phonics Volume 1 CD, Tracks 3 and 4 (Listen to Real Audio or MP3 sample)
- Sing Your Way Through Phonics Volume 1 Mini-Charts (pp. 25-32)
- Plastic letters, letter tiles, or alphabet cards (1 letter per card)
- Optional: picture cards or objects beginning with b, d, f, g, h, j, l, m, n, p, q, r, s, t, v, w, y, and z..
Note: If you do not have the CD or Mini-Charts, you can still teach this alphabet lesson plan using the words on the initial consonants song lyrics page. You can also create your own Mini-Charts based on the miniatures below.
View our Read-and-Sing book, What's That Sound, that coordinates with this lesson.
Find out more about Sing Your Way Through Phonics products.
Procedure:
- Say, "Now that you know all your letters, today, we are going to practice matching letters and sounds."
- Display Mini-Charts pp. 26-27.
- Pointing to letter B and say, "What letter is this?" (capital B) Point to letter b and say, "And what letter is this?" (small b or lower-case b)
- Say, "What sound do we say when we see a capital or lower-case b?" (/b/)
- Say, "Now, I'm going to say a sound and you tell me what letter goes with that sound." Pronounce the sounds /d/, /f/, /g/, /h/, and /j/ while pointing to the Mini-Chart letter sets. (Children respond by naming the letters with D, F, G, H, and J.)
- Repeat Step 5 with Mini-Chart pages 28-31.
- Say, "Now we are going to sing a song about letters and sounds. I will point to a letter set and say the sound three times like this /b/b/b/. When I ask you 'What's that sound?' you sing, 'That's the letter b.' We'll do it the same way for all the letters and sounds."
- Play CD Track 3 (What's That Sound?) and sing the song. The teacher sings the questions and points to the letters. The children sing the answers, identifying the letters.
- Say, "Now, we'll let some of you be the pointers."
- Play CD Track 3 again and ask the children to join in the singing. Allow some children to point to the Mini-Chart letters during the singing.
- Try singing the song without the Mini-Charts and note which letters children have difficulty matching to the sounds you sing. These are the ones that should be reviewed with the Mini-Charts before singing the song again.
Follow-up:
- Practice singing Spelling Families daily for a few days. Then allow some of the children be the leaders, pointing to the letters and singing the questions. For every set of facing pages, choose 1-3 students to sing the questions.
- Using the instrumental version (Track 4) vary the order of the consonants on each page. Instead of singing the top, middle, and bottom letter sets in order, try singing the bottom, middle and top letter sets or middle, top, and bottom sets. See if the children can still identify the letter sets by their sounds.
- Introduce three of the more variable initial consonants by singing the following verse with the instrumental track.
/k-k-k/ What's that sound? Could be c or k.
/j-j-j/ What's that sound? Could be g or j.
/s-s-s/ What's that sound? Could be s or c.
Oh, what fun it is to sing our letter sounds this way!To provide the visual link to print, duplicate the 3-lined Mini-Chart template. Write Cc on the top line and Kk on the top line of the facing page. Write Gg on the middle line and Jj on the middle line of the facing page. Write Ss on the bottom line and Cc on the bottom line of the facing page. To the left of each line, place a labeled picture beginning with the first consonant set. To the right of each line, place a labeled picture beginning with the second consonant set. Suggestions: For the /k/ sound, you might use a picture of a cat on the left and a kite on the right; for the /j/ sound, a giraffe on the left and a jack-o-lantern on the right; for the /s/ sound, a snake on the left and a circle on the right. Point to the appropriate letter sets as you sing.
