First Grade Decodable High-Frequency Word 

Unit for Digraphs and Welded Sounds 

Instructor’s Manual 
 

Overview of Unit 
● Instructional Goal​: First grade students will be able to 
accurately read aloud from a list of high-frequency words 
during one-on-one assessment opportunities to prove mastery 
of the words in isolation, which will lead to increased fluency 
when reading them in context. 
● Intended Audience​: This unit is intended for first grade students 
in a regular education classroom during reading and phonics 
instruction. The lesson plans are created for use with students of 
all ability levels. 
● Length​: This unit spans seven days, with one hour-long lesson 
per day of instruction. 
● Delivery Approach​: The unit includes several types of 
instruction (drill and practice, direct instruction, and discovery 
learning). 
● Instructional Sequence​: The basic sequence of each lesson is as 
follows: Pre-instructional activities, content presentation, learner 
participation, assessment, and follow-through activities. 
● Materials Needed​: General materials to be used in this unit plan 
are students’ whiteboards, dry erase markers, and erasers as 
well as the teacher dry erase board, marker, and erasers. 

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Letter cards for sound drill and practice will be utilized with a 
pointer. Posters with chants to aid students in memorizing the 
sounds of digraphs will be used, as well as various 
game-making materials (spinners, game boards, dice, game 
counters). Various paper word lists will be utilized by students as 
they practice reading the high-frequency words. Student 
devices will be used to practice reading the high-frequency 
words through Google Slides and Documents. The teacher will 
need to utilize a document camera and TV to display several of 
the content presentation and pre-instructional activity 
materials. Please see the lesson plans for a detailed list of 
materials needed for each day’s lesson. 
● Overview of Lessons​: The first five lessons cover reading words 
with digraphs (/sh/, /ch/, /th/, /wh/, and /ck/). The last two 
lessons focus on reading words with /am/ and /an/ welded 
sounds. Students practice letter sounds daily, read review 
words, practice reading words containing the new sound of the 
day, and play/build games using high-frequency words 
containing the focus sounds. Daily assessment opportunities 
are provided to provide the instructor with insight into how 
students are progressing. 
● Assessments​: Students are assessed daily on their reading 
proficiency. The teacher should assess each child in a 
one-on-one setting while the other students play the practice 
games included in each lesson. Daily assessments will keep the 
instructor informed on how students are retaining and 
transferring the skills learned in the content presentation section 
of that day’s lesson. A summative assessment is also provided 
for the end of the unit (also administered one-on-one). This 

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assessment contains words from throughout the unit. Each 

assessment is 10 words long. 

Instructional Strategies 
The instructional strategies used in this plan of instruction are as 
follows: Drill and practice, expository learning (direct instruction), and 
discovery learning. Students begin each lesson drilling the letter 
sounds as a review. Several lessons include a warm-up chant to get 
the students ready for the content presentation. Students also 
practice blending sounds into words as part of the pre-instructional 
activities, often reviewing sounds and words covered in previous 
lessons. The teacher uses letter cards to build words containing the 
focus sound of the day and students read them chorally. During the 
learner participation portion of each lesson, students use 
whiteboards to practice writing and reading words that contain the 
focus sound. Students work with peers to write words and read them 
while the teacher offers corrective feedback, as needed based 
upon student performance. The assessment and follow-through 
sections of the lessons occur concurrently, as the instructor assesses 
children one-on-one while the other students work in partnerships to 
play and create games, providing them with practice reading the 
high-frequency words (either containing the focus skills or review 
skills). 

Instructional Materials Needed 

● High-frequency assessment word lists (paper and Google 
Documents versions available within lesson) 
● High-frequency word slideshows for instruction and assessment 
(digital links included within lesson materials) 

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● Assessment papers for teacher use (included in lesson 

materials) 
● Game board materials (game boards included in lesson 
materials) 
● Letter cards (included in lesson materials) 
● Chant posters (included in lesson materials) 

Physical Resources Needed 

A large whiteboard space will be needed, as well as a large 
magnetic board for attaching the letter sound cards. Plenty of 
space will be necessary for students to spread out and create their 
games during each lesson’s Follow-Through portion. Students will 
need access to individual or shared devices that can access the 
internet (Chromebooks, tablets, iPads) and the teacher will need 
access to a document camera connected to a computer and a TV. 
Students will also need their own whiteboards, markers and erasers to 
write on. Materials such as dice and game board markers will be 
needed during each lesson’s Follow-Through portion. 
 

 
 

   

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Decodable High-Frequency Word Unit 

Lesson 1: High-Frequency 
Words with /sh/ Digraph 
 

Performance Objective: 
Given a list of high-frequency words containing the /sh/ digraph, 
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) 
● Poster with the /sh/ chant written on it 
● Whiteboard and markers 
● Student whiteboards and markers 
● /sh/ tic-tac-toe board and game markers 
● Digital links to assessment document/slideshow 
● Assessment papers for teacher to record student responses 

Time: 1 Hour 

Step 1: Pre-Instructional 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 

5 
 

practice, and allowing for corrective feedback as needed. Display 

the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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. To provide motivation for the upcoming content 
presentation, display poster on document camera/TV with the /sh/ 
chant (Appendix E) and read it for the class. Invite the class to read 
it too and teach them some simple hand and body motions that 
match (optional).  

Step 2: Content Presentation 

Ask the students to recall the types of words they read in the /sh/ 
chant and what each of those words had in common. Students 
should recognize that each word contained the /sh/ digraph. Use 
the letter cards to form and read several /sh/ words with the class. 
Connect to students’ entry level skills knowledge of the individual 
sounds of /s/ and /h/. Teach the class that the letters /s/ and /h/ 
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, digraph, and explain that it means two letters that 
come together to make a new sound. Practice several more /sh/ 
words whole group, making sure to use words that begin with /sh/ as 
well as those that end with /sh/. Display these through the TV 
connected to the teacher computer in a Google Slideshow 
(Appendix B). 

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Step 4: Learner Participation 

Students will retrieve their individual whiteboards, markers, and 
erasers and return to the learning area. They will write down five /sh/ 
words that the teacher writes on the board and practice reading 
them to themselves. They will then partner with a peer to read the 
words together. The teacher will write five more /sh/ 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 /sh/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /sh/ digraph (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 

7 
 

responses. The performance goal states that nine out of 10 correct 

responses or more (90%) is required to show proficiency. 

Step 5: Follow-Through Activities 

Introduce the /sh/ tic-tac-toe game (Appendix F) to students and 
assign partners. Students use game markers to select a square on 
the game board they would like to cover. They must correctly read 
the /sh/ word in the box before being able to place their game 
marker there. The first partner to get a tic-tac-toe wins that round 
and the game starts again. After students have had ample time to 
play, pass out blank tic-tac-toe game boards (Appendix F) and 
invite students to write in their own /sh/ words. The students should 
then take turns using their game boards to continue playing the 
game and reading the words.   

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Decodable High-Frequency Word Unit 

Lesson 2: High-Frequency 
Words with /ch/ Digraph 
 

Performance Objective: 
Given a list of high-frequency words containing the /ch/ digraph, 
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) 
● Poster with the /ch/ chant written on it 
● Whiteboard and markers 
● Student whiteboards and markers 
● /ch/ maze board and game markers 
● Game boards from Lesson 1 
● Digital links to assessment document/slideshow 
● Assessment papers for teacher to record student responses 

Time: 1 Hour 

Step 1: Pre-Instructional 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 

9 
 

sounds of the letters, incorporating entry level skills review and 

practice, and allowing for corrective feedback as needed. Display 
the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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/ words from the previous lesson 
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 
/sh/ game they had created during the previous lesson as a way to 
review and activate prior knowledge. To provide motivation for the 
upcoming content presentation, display poster with the /ch/ chant 
(Appendix E) written on it and read it for the class. Invite the class to 
read it too and teach them the simple hand and body motions that 
match (optional).  

Step 2: Content Presentation 

Ask the students to recall the types of words they read in the /ch/ 
chant and what each of those words had in common. Students 
should recognize that each word contained the /ch/ digraph. Use 
the letter cards to form and read several /ch/ words with the class . 
Connect to students’ entry level skills knowledge of the individual 
sounds of /c/ and /h/. Teach the class that the letters /c/ and /h/ 
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, digraph, and explain that it means two letters that 
come together to make a new sound. Practice several more /ch/ 
words whole group, making sure to use words that begin with /ch/ as 

10 
 

well as those that end with /ch/. 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 
/ch/ words that the teacher writes on the board and practice 
reading them to themselves. They will then partner with a peer to 
read the words together. The teacher will write five more /ch/ 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 /ch/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /ch/ digraph (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 

11 
 

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: Follow-Through Activities 

Introduce the /ch/ maze game to students and assign partners. 
Students move through the maze by finding a /ch/ word to read and 
cover. They must correctly read the /ch/ word in the box before 
being able to place their game marker there. Their partner then 
finds the next /ch/ 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 /ch/ words. 
The students should then take turns using their game boards to 
continue playing the game and reading the words.   

12 
 

Decodable High-Frequency Word Unit 

Lesson 3: High-Frequency 
Words with /th/ Digraph 
 

Performance Objective: 
Given a list of high-frequency words containing the /th/ digraph, 
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) 
● Poster with the /th/ chant written on it 
● Whiteboard and markers 
● Student whiteboards and markers 
● /th/ spinner board and paper clips 
● Game boards from Lessons 1 and 2 
● Digital links to assessment document/slideshow 
● Assessment papers for teacher to record student responses 

Time: 1 Hour 

Step 1: Pre-Instructional 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 

13 
 

sounds of the letters, incorporating entry level skills review and 

practice, and allowing for corrective feedback as needed. Display 
the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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/ and /ch/ 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. To provide 
motivation for the upcoming content presentation, display poster 
with the /th/ chant (Appendix E) written on it and read it for the 
class. Invite the class to read it too and teach them the simple hand 
and body motions that match (optional).  

Step 2: Content Presentation 

Ask the students to recall the types of words they read in the /th/ 
chant and what each of those words had in common. Students 
should recognize that each word contained the /th/ digraph. Use 
the letter cards to form and read several /th/ words with the class . 
Connect to students’ entry level skills knowledge of the individual 
sounds of /t/ and /h/. Teach the class that the letters /t/ and /h/ 
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, digraph, and explain that it means two letters that 
come together to make a new sound. Practice several more /th/ 
words whole group, making sure to use words that begin with /th/ as 

14 
 

well as those that end with /th/. 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 /th/ 
words that the teacher writes on the board and practice reading 
them to themselves. They will then partner with a peer to read the 
words together. The teacher will write five more /th/ 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 /th/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /th/ digraph (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 

15 
 

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: Follow-Through Activities 

Introduce the /th/ spinner game to students and assign partners. 
Students take turns spinning the spinner (use a pencil to hold the 
paper clip in place to spin it) and reading the words. After students 
have had ample time to play, pass out blank spinner boards and 
invite students to write in their own /th/ words. The students should 
take turns using their game boards to continue playing the game 
and reading the words.   

16 
 

Decodable High-Frequency Word Unit 

Lesson 4: High-Frequency 
Words with /wh/ Digraph 
 

Performance Objective: 
Given a list of high-frequency words containing the /wh/ digraph, 
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 
● /wh/ Connect Four boards and game markers 
● Game boards from Lessons 1, 2, and 3 
● Digital links to assessment document/slideshow 
● Assessment papers for teacher to record student responses 

Time: 1 Hour 

Step 1: Pre-Instructional 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 

17 
 

practice, and allowing for corrective feedback as needed. Display 

the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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/, and /ch/ 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 /wh/ words with the 
class . Connect to students’ entry level skills knowledge of the 
individual sounds of /w/ and /h/. Teach the class that the letters /w/ 
and /h/ 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, digraph, and explain that it means 
two letters that come together to make a new sound. Practice 
several more /wh/ 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 
/wh/ words that the teacher writes on the board and practice 
reading them to themselves. They will then partner with a peer to 

18 
 

read the words together. The teacher will write five more /wh/ 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 /wh/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /wh/ digraph (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: Follow-Through Activities 

Introduce the /wh/ Connect Four game to students and assign 
partners. Students take turns reading the words and placing their 
game markers on the board, trying to cover four in a row. After 

19 
 

students have had ample time to play, pass out blank game boards 
and invite students to write in their own /wh/ words. The students 
should then take turns using their game boards to continue playing 
the game and reading the words.   

20 
 

Decodable High-Frequency Word Unit 

Lesson 5: High-Frequency 
Words with /ck/ Digraph 
 

Performance Objective: 
Given a list of high-frequency words containing the /ck/ digraph, 
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 
● /ck/ Chutes and Ladders 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: Pre-Instructional 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 

21 
 

practice, and allowing for corrective feedback as needed. Display 

the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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/, and /ch/ 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 /ck/ words with the 
class . Connect to students’ entry level skills knowledge of the 
individual sounds of /c/ and /k/. Teach the class that the letters /c/ 
and /k/ have the same sound, but when they are next to each 
other, they make only one /k/ sound together. Introduce the 
vocabulary term, digraph, and explain that it means two letters that 
come together to make a new sound. Practice several more /ck/ 
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 /ck/ 
words that the teacher writes on the board and practice reading 
them to themselves. They will then partner with a peer to read the 
words together. The teacher will write five more /ck/ words down, 

22 
 

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 /ck/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /ck/ digraph (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: Follow-Through Activities 

Introduce the /ck/ Chutes and Ladders game to students and assign 
partners. Students take turns reading the words and placing their 
game markers on the board, moving through from start to finish. 
After students have had ample time to play, pass out blank game 

23 
 

boards and invite students to write in their own /wh/ words. The 
students should then take turns using their game boards to continue 
playing the game and reading the words.   

24 
 

Decodable High-Frequency Word Unit 

Lesson 6: High-Frequency 
Words with /am/ Welded Sound 
 

Performance Objective: 
Given a list of high-frequency words containing the /am/ 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 
● /am/ tic-tac-toe 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: Pre-Instructional 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 

25 
 

practice, and allowing for corrective feedback as needed. Display 

the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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/, and /ch/ 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 /am/ words with the 
class . Connect to students’ entry level skills knowledge of the 
individual sounds of /a/ and /m/. Teach the class that the letters /a/ 
and /m/ 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 
/am/ 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 
/am/ words that the teacher writes on the board and practice 
reading them to themselves. They will then partner with a peer to 

26 
 

read the words together. The teacher will write five more /am/ 
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 /am/ 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: Follow-Through Activities, the teacher will call students over 
individually to read 10 words containing the /am/ 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: Follow-Through Activities 

Introduce the /am/ tic-tac-toe game to students and assign 
partners. Students use game markers to select a square on the 
game board they would like to cover. They must correctly read the 

27 
 

/am/ word in the box before being able to place their game marker 
there. The first partner to get a tic-tac-toe wins that round and the 
game starts again. After students have had ample time to play, 
pass out blank tic-tac-toe game boards and invite students to write 
in their own /am/ words. The students should then take turns using 
their game boards to continue playing the game and reading the 
words.   

28 
 

Decodable High-Frequency Word Unit 

Lesson 7: High-Frequency 
Words with /an/ Welded Sound 
 

Performance Objective: 
Given a list of high-frequency 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: Pre-Instructional 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 

29 
 

practice, and allowing for corrective feedback as needed. Display 

the letter cards (Appendix D) on the document camera/TV to form 
consonant-vowel-consonant 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 

30 
 

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: Follow-Through 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: Follow-Through 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 

31 
 

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.   

32 
 

Appendix A 
Lesson 1 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1pn1W2cQjmDLZNaIe
5LSj8ok_3SNDF7E8_UZ3cfLVDjY/edit?usp=sharing 

Lesson 2 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1z0u8fXgG_ce0pczBg
u-OAKqTgw7f96_equjaYbw4qoo/edit?usp=sharing 

Lesson 3 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1XFNm_k8Bx6g13X6A
odkcXvtDUewGJgYJrNpiHwwoyVw/edit?usp=sharing 

   

33 
 

Lesson 4 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1WBgqCZxSof7qcRN
VkB3qy1_GTCczB6Fi1iqcor3EZaM/edit?usp=sharing 

Lesson 5 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/15AsQkxWhQNTJaBM
uF932oMR_e8edEaw3hEy7AqpisqM/edit?usp=sharing 

Lesson 6 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1zz2vWiTN_xo9jer0jz0
bWbU5-JJoYbh-0zD_rHev-MY/edit?usp=sharing 

   

34 
 

Lesson 7 Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1kAQwXf3jxnuKCvPG
D1GPRaYo9PQNot7km79P1hm7r9Q/edit?usp=sharing 

Summative Assessment Links 

● Google Document: 
https://docs.google.com/document/d/1OBMaUdYTC2vg9CY0
UzsYGdZmhoCO0MOswle4jSbtwAE/edit?usp=sharing 
● Google Slideshow: 
https://docs.google.com/presentation/d/1wHruxajaO3YY_POTk
oWv49qAspZ_p9oOC0U_z6CnDUA/edit?usp=sharing 

35 
 

Lesson 1 Assessment Word List 

ship 
shut 
lash 
shop 
rush 
fish 
cash 
sham 
shot 
shun 
 
   

36 
 

Lesson 2 Assessment Word List 

 
chop 
chat 
chap 
chin 
chub 
rich 
much 
such 
chuck 
chunk 
lunch 
Lesson 3 Assessment Word List 
37 
 

 
thin 
with 
this 
then 
math 
than 
path 
bath 
hath 
thud 
   

38 
 

Lesson 4 Assessment Word List 

 
whip 
when 
whisk 
which 
whiff 
wheel 
whomp 
what 
why 
where 
 

39 
 

Lesson 5 Assessment Word List 

 
sock 
luck 
Mack 
tick 
sick 
tack 
peck 
muck 
tuck 
back 
 

40 
 

Lesson 6 Assessment Word List 

 
jam 
bam 
ham 
Sam 
dam 
Tam 
yam 
Pam 
slam 
ram 
 

41 
 

Lesson 7 Assessment Word List 

 
van 
can 
man 
tan 
Dan 
pan 
Nan 
ban 
fan 
Jan 
 

42 
 

Summative Assessment Word 

List 
 
lash 
whip 
chin 
thin 
bam 
shop 
duck 
van 
bath 
chop 

43 
 

Appendix B 
Lessons 1 through 7 Content Presentation Google Slideshow Link:  

https://docs.google.com/presentation/d/1oZjF_035Tp-VAYcK7stvdhA
68ohKgBCAMUg3yA5YcX8/edit?usp=sharing   

44 
 

Appendix C 
Lesson 1 Assessment (for teacher use) 
 

Student Name:   /sh/ Word Identification Assessment 

YES NO  ship 

YES NO  shut 

YES NO  lash 

YES NO  shop 

YES NO  rush 

YES NO  fish 

YES NO  cash 

YES NO  sham 

YES NO  shot 

YES NO  shun 

Total Correct:   

Percent of Proficiency:    

   

45 
 

Lesson 2 Assessment (for teacher use) 

 
Student Name:   /ch/ Word Identification Assessment 

YES NO  chop 

YES NO  chat 

YES NO  chap 

YES NO  chin 

YES NO  chub 

YES NO  rich 

YES NO  much 

YES NO  such 

YES NO  chuck 

YES NO  chunk 

YES NO  lunch 

Total Correct:   

Percent of Proficiency:    
 

   

46 
 

Lesson 3 Assessment (for teacher use) 

 
Student Name:   /th/ Word Identification Assessment 

YES NO  thin 

YES NO  with 

YES NO  this 

YES NO  then 

YES NO  math 

YES NO  than 

YES NO  path 

YES NO  bath 

YES NO  hath 

YES NO  thud 

Total Correct:   

Percent of Proficiency:    
 

   

47 
 

Lesson 4 Assessment (for teacher use) 

 
Student Name:   /wh/ Word Identification Assessment 

YES NO  whip 

YES NO  when 

YES NO  whisk 

YES NO  which 

YES NO  whiff 

YES NO  wheel 

YES NO  whomp 

YES NO  what 

YES NO  why 

YES NO  where 

Total Correct:   

Percent of Proficiency:    
 

   

48 
 

Lesson 5 Assessment (for teacher use) 

 
Student Name:   /ck/ Word Identification Assessment 

YES NO  sock 

YES NO  luck 

YES NO  Mack 

YES NO  tick 

YES NO  sick 

YES NO  tack 

YES NO  peck 

YES NO  muck 

YES NO  tuck 

YES NO  back 

Total Correct:   

Percent of Proficiency:    
 

   

49 
 

Lesson 6 Assessment (for teacher use) 

 
Student Name:   /am/ Word Identification Assessment 

YES NO  jam 

YES NO  bam 

YES NO  ham 

YES NO  Sam 

YES NO  dam 

YES NO  Tam 

YES NO  yam 

YES NO  Pam 

YES NO  slam 

YES NO  ram 

Total Correct:   

Percent of Proficiency:    
 

   

50 
 

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:    
 

   

51 
 

Summative Assessment (for teacher use) 

 

Student Name:   Summative Word Identification 

Assessment 

YES NO  lash 

YES NO  whip 

YES NO  chin 

YES NO  thin 

YES NO  bam 

YES NO  shop 

YES NO  duck 

YES NO  van 

YES NO  bath 

YES NO  chop 

Total Correct:   

Percent of Proficiency:    

 
 

   

52 
 

Appendix D 
Letter cards for building words 

Link: 
https://drive.google.com/file/d/1U7Q8NcEbWlft7f8xLE72zjjKO4_HlhF
W/view?usp=sharing   

53 
 

Appendix E 
Lesson 1 Chant 

Link: 
https://docs.google.com/presentation/d/1jDa41p-42TgyhaW4Hgnh
CHFIeWswD7bWr4em_GlxAOE/edit?usp=sharing 

   

54 
 

Lesson 2 Chant 

Link: 
https://docs.google.com/presentation/d/1jDa41p-42TgyhaW4Hgnh
CHFIeWswD7bWr4em_GlxAOE/edit?usp=sharing 

   

55 
 

Lesson 3 Chant 

Link: 
https://docs.google.com/presentation/d/1jDa41p-42TgyhaW4Hgnh
CHFIeWswD7bWr4em_GlxAOE/edit?usp=sharing 

   

56 
 

Appendix F 
Lesson 1 Game Boards 

57 
 

Lesson 2 Game Boards 

58 
 

Lesson 3 Game Boards 

59 
 

Lesson 4 Game Boards 

   

60 
 

Lesson 5 Game Boards 

61 
 

62 
 

Lesson 6 Game Boards 

63 
 

Lesson 7 Game Boards 

64 
 

Appendix G 
● Consonant-vowel-consonant 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 

65 
 

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 

66