Spin and Splash

Objective

Associate the letters sp with the /sp/ sounds (e.g., spout, spool, spin).

Lesson Plan

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Target Words:

  • spin
  • spill
  • splash
  • spoon
  • spot
  • spool
  • spout

Materials:

  • Sp objects: spouts (cut off the tops of water bottles), spots (paper circles), spools (empty thread spools), spoons, spatulas, sponges
  • Plastic drop cloth/large plastic sack cut open and spread out
  • Water bottles, container of water, and spray bottle
  • Action cards (see below)
  • Spin, Spill, and Splash (see text below)

State and model the objective

Tell the children they will spin spools in water and spill water out of spouts. They will also practice writing the letters sp and saying the /sp/ sounds: spatula, sponge, spoon.

Practice the skill within an activity

Spin, spill, and splash

  • Read the action cards with the children then have them underline the letters sp in the word on each card.
  • Point out that the letters sp make the /sp/ sounds.
  • Set out water (e.g., container of water, spray bottle, water bottles) and objects that begin with sp (e.g., spots, spouts, sponge, spoon, spatula, spools, spray bottle) on a large sheet of plastic.
  • Have the children choose action cards (see below) and help them read the words on the cards.
  • Let the children take turns acting out the sp actions using the water and sp objects.
  • Throughout the activity emphasize the sp sounds by making comments such as, “You’re spilling spools on spots,” or “You can spin a spout.”

Sprinkle and spray words that start with sp

  • Set out the word cards (see below) on a large sheet of plastic.
  • Read the words with the children, emphasizing the sp sounds at the beginning of the words.
  • Let the children use a spray bottle to spray the word cards with water.
  • Allow the children to use the container of water to splish, splash, splosh, and sprinkle water on and around the word cards.
  • Pretend to spill water from the spout on the bottle and have the children use a sponge to sponge up the spilled water.

Apply the skill

Read words with the target letters in a text

  • Engage the children in reading Spin, Spill, and Splash (see text below) as a group.
  • Have the children underline the letters sp in words in the text.
  • Read the text again and have the children spin a spool each time they hear a word that begins with the /sp/ sounds.

Write the target letters

Help the children write the letters sp on a piece of paper.

  • Instruct the children to say the /sp/ sounds each time they write the letters.
  • Have the children sprinkle and spray water on the sp letters.
  • Allow the children to spray a bit of water on the drop cloth then have them trace the letters sp in the water using a spoon.

SEEL Target Texts

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Spin and Splash

Spin spools and splash water.
 
Spin spools in water. 
Splish and splash spools in water.
Spoon water onto spools.
Spoon water into spouts.
Spin spools in water to make water spots.
Spoon water onto spots and watch the water splash.
Spin spouts in water to make splashes.
Sponge up all the water that spills.
 
That’s a lot of spinning and splashing.

Printouts

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Print

Objective
Associate the letters sp with the /sp/ sounds (e.g., spout, spool, spin). 

Materials 

  • Action cards (see below)
  • Container of water
  • Spray bottle

Activity: Spin and Splash

  • Set out the word cards (see below) on a large sheet of plastic and help your child read the words.
  • Have your child underline the letters sp at the beginning of each word and emphasize that the letters sp make the /sp/ sounds.
  • Let your child use a spray bottle to spray the word cards with water or have your child sprinkle water from a container onto the words.
  • Allow your child to use the container of water to splish, splash, splosh, and sprinkle water on and around the word cards.
  • Have your child trace the letters sp in the spilled water.
  • The activity can be repeated several times.

Action-Cards

Standards

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1. CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper and lower case letters in the alphabet.
2. CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

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