Decodable HighFrequency Word Unit
Lesson 7: HighFrequency Words
with /an/ Welded Sound
Performance Objective:
Given a list of highfrequency words containing the /an/ welded
sound, students will state the words with 90% accuracy (nine or more
correct out of 10 attempts).
Resources/Materials Needed:
● Letter cards
● Lists of words to reference (Appendix G)
● Whiteboard and markers
● Student whiteboards and markers
● /an/ maze boards and game markers
● Game boards from previous lessons
● Digital links to assessment document/slideshow
● Assessment papers for teacher to record student responses
Time: 1 Hour
Step 1: PreInstructional Activities
Flip through letter cards one by one, with students stating the sounds
of each letter chorally. Then, call on individual students to supply the
sounds of the letters, incorporating entry level skills review and
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practice, and allowing for corrective feedback as needed. Display
the letter cards (Appendix D) on the document camera/TV to form
consonantvowelconsonant words for students to practice reading,
creating a connection between prior learning and today’s lesson,
which will incorporate a new sound into the types of words students
are familiar with. Review a few /sh/, /th/, /wh/ /ck/, /ch/, and /am/
words from the previous lessons using letter cards to form them on
document camera. Students should read them aloud, chorally, with
the teacher providing necessary corrective feedback. Allow time for
students to play the games they had created during the previous
lessons as a way to review and activate prior knowledge.
Step 2: Content Presentation
Use the letter cards to form and read several /an/ words with the
class . Connect to students’ entry level skills knowledge of the
individual sounds of /a/ and /n/. Teach the class that the letters /a/
and /n/ have distinct sounds when they are separate in a word, but
when they are next to each other, they make a new sound.
Introduce the vocabulary term, welded sound, and explain that it
means two letters that come together to make a new sound, with
the sound of the vowel slightly changed. Practice several more
/an/ words whole group. Display these through the TV connected to
the teacher computer using a Google Slideshow (Appendix B).
Step 4: Learner Participation
Students will retrieve their individual whiteboards, markers, and
erasers and return to the learning area. They will write down five
/an/ words that the teacher writes on the board and practice
reading them to themselves. They will then partner with a peer to
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read the words together. The teacher will write five more /an/ words
down, which the students will copy and read individually and with a
partner. During this time, feedback will be given verbally to students
as needed, based upon the responses they give. If students are
struggling with the concept, the teacher will spend more time
reading words whole group or with individual students. The students
will then be given time to brainstorm as many /an/ words as they
can in one minute and write them on their boards. They will switch
boards with their partner and practice reading the words the other
has written. Even if a child writes a nonsense word, their partner
should read it using the phonics skills and letter sounds knowledge
he/she has.
Step 4: Assessment
During the time the student are playing the game described in Step
5: FollowThrough Activities, the teacher will call students over
individually to read 10 words containing the /an/ welded sound
(student can either read the words from a Google Document in list
format or a Google Slideshow that they can advance by clicking).
All digital links and blackline masters can be found in Appendix A.
The teacher will use a checklist (Appendix C) to document whether
or not each child was able to read the words and their percent of
correct responses. The performance goal states that nine out of 10
correct responses or more (90%) is required to show proficiency.
Step 5: FollowThrough Activities
Introduce the /an/ maze game to students and assign partners.
Students move through the maze by finding an /an/ word to read
and cover. They must correctly read the /an/ word in the box
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before being able to place their game marker there. Their partner
then finds the next /an/ word to move through the maze and reads
it. After students have had ample time to play, pass out blank maze
game boards and invite students to write in their own /an/ words.
The students should then take turns using their game boards to
continue playing the game and reading the words.
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Lesson 7 Assessment Word List
van
can
man
tan
Dan
pan
Nan
ban
fan
Jan
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Lesson 7 Assessment (for teacher use)
Student Name: /an/ Word Identification Assessment
YES NO van
YES NO can
YES NO man
YES NO tan
YES NO Dan
YES NO pan
YES NO Nan
YES NO ban
YES NO fan
YES NO Jan
Total Correct:
Percent of Proficiency:
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Appendix D
Letter cards for building words
Link:
https://drive.google.com/file/d/1U7Q8NcEbWlft7f8xLE72zjjKO4_HlhFW
/view?usp=sharing
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Lesson 7 Game Boards
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Appendix G
● Consonantvowelconsonant words to use for whole group
practice
mop sub dip zap
rat lap tub den
yes lot quit pig
● /sh/ words to use for whole group practice
rash shot lash dash
dish shut rush shop
wish fish shed ship
● /ch/ words to use for whole group practice
chip much rich chin
chop chat chunk Chet
● /th/ words to use for whole group practice
moth path math Beth
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bath Seth thin thud
● /wh/ words to use for whole group practice
whip when whiff where
● /ck/ words to use for whole group practice
duck lick rock pick
kick shock Rick neck
back pack chick sock
● /am/ words to use for whole group practice
ham Sam am jam
Pam bam ram Tam
● /an/ words to use for whole group practice
can than pan man
fan Jan an tan
Dan ran Nan van
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