Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Gingerbread Phonics

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Gingerbread Phonics

Grades K – 2
Lesson Plan Type Standard Lesson
Estimated Time Four 15- to 45-minute sessions
Lesson Author

Martha Cheney

Huson, Montana

Jennifer Prior, Ph.D.

Jennifer Prior, Ph.D.

Flagstaff, Arizona

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

This lesson uses familiar words from The Gingerbread Man to help early readers learn letter–sound correspondence. Students begin with a teacher-conducted shared reading of the story. As students listen, they read the words in the refrain along with the teacher. After the third hearing of the story, students choose their favorite words from the story and identify the sounds that the letters make in the words. Students conclude the lesson by using the newly learned words in an online story of their own creation.

back to top

 

FEATURED RESOURCES

Picture Match: Students can practice their knowledge of letter-sound correspondence with this interactive matching game.

back to top

 

FROM THEORY TO PRACTICE

Moustafa, M., & Maldonado-Colon, E. (1999). Whole-to-part phonics instruction: Building on what children know to help them know more. The Reading Teacher, 52, 448–458.

  • Context helps early readers make sense of print.

  • Familiar language is easier for earlier readers to comprehend than unfamiliar language.

 

 

Moustafa, M. (2002). Research on Effective Reading Instruction, K–4.

This article summarizes some pertinent research regarding effective reading instruction.

back to top