Lesson Plan
Attributes & Sound Switch Plan
Students will list attributes and define objects, sequence steps of a familiar task, and identify and substitute initial, medial, and final phonemes to form new words.
This lesson strengthens vocabulary and semantic skills, enhances executive functioning through task planning, and builds phonemic awareness—critical foundations for fluent reading and flexible thinking.
Audience
4th Grade Student (Tier 3 Individual)
Time
30 minutes
Approach
Hands-on tasks using cards and charts.
Materials
Attribute Cards, - Task Sequence Chart, - Phoneme Cards, - Phoneme Substitution Mat, - Recording Worksheet, and - Timer or Clock
Prep
Material Preparation
5 minutes
- Print and cut the Attribute Cards.
- Prepare and display the Task Sequence Chart.
- Print and organize the Phoneme Cards and the Phoneme Substitution Mat.
- Make copies of the Recording Worksheet for note-taking.
- Set up a timer or clock within view.
- Review each material to ensure clarity and readiness.
Step 1
Semantic Attributes
8 minutes
- Present one Attribute Card to the student.
- Ask the student to list at least three attributes or characteristics of the object.
- Prompt the student to define or describe the object in their own words.
- Record responses on the Recording Worksheet.
- Provide scaffolding by asking guiding questions (e.g., “What color is it?” “What is it used for?”).
Step 2
Task Sequencing
7 minutes
- Introduce the Task Sequence Chart featuring a familiar multi-step task (e.g., making a sandwich).
- Ask the student to verbally list each step in order.
- Have the student arrange step cards on the chart in the correct sequence.
- Confirm the order and prompt reordering if needed.
- Encourage self-monitoring by asking, “What comes next?”.
Step 3
Phoneme Identification
8 minutes
- Use the Phoneme Cards to present words one at a time.
- Ask the student to identify and say the initial, medial, and final sounds of each word.
- Record each identified sound on the Recording Worksheet.
- Provide prompt: “Tell me the first sound you hear in ‘cat.’”
Step 4
Phoneme Substitution Practice
7 minutes
- Lay out the Phoneme Substitution Mat with movable phoneme cards.
- Model replacing the initial sound of a word (e.g., change /c/ in ‘cat’ to /b/ to make ‘bat’).
- Ask the student to perform substitutions with at least three examples.
- Have the student say the new words and record them on the Recording Worksheet.
- Offer support by prompting, “What new word do you hear when we swap /m/ with /s/?”
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Slide Deck
Attributes & Sound Switch
30-Minute Individualized Session for 4th Grade
Focus: Semantic Skills · Executive Functioning · Phonemic Awareness
Welcome the student and introduce today’s lesson. Explain that we will practice vocabulary, planning skills, and sounds in words over the next 30 minutes. Display the timer.
Session Objectives
• List attributes and define objects
• Sequence steps of a familiar task
• Identify and substitute initial, medial, and final sounds
Read each objective aloud. Confirm student understands what we will do and why it matters. Shift to next slide when ready.
Materials Needed
• Attribute Cards
• Task Sequence Chart
• Phoneme Cards
• Phoneme Substitution Mat
• Recording Worksheet
• Timer or Clock
Show each material as you list it. Invite the student to touch or hold materials to increase engagement.
Semantic Attributes Task
- Present an Attribute Card.
- Ask for at least 3 attributes (color, size, use).
- Have student define the object in their own words.
- Record answers on the Recording Worksheet.
Allow 8 minutes for this activity. Present one card at a time. Prompt with guiding questions if the student is unsure. Record responses.
Task Sequencing Activity
- Introduce the Task Sequence Chart.
- Student lists steps of a familiar task (e.g., making a sandwich).
- Arrange step cards in order on the chart.
- Confirm and reorder as needed.
Allocate 7 minutes. Guide student through each step. Encourage verbal self-monitoring with questions like “What comes next?”
Phoneme Identification
- Use the Phoneme Cards.
- Identify and say the initial, medial, and final sounds of each word.
- Record each sound on the Recording Worksheet.
Spend 8 minutes here. Show one word at a time. Help the student break the word into sounds and record each sound.
Phoneme Substitution Practice
- Lay out the Phoneme Substitution Mat.
- Demonstrate swapping initial sounds (e.g., /c/ in “cat” → /b/ to make “bat”).
- Student practices at least 3 substitutions.
- Record new words on the Recording Worksheet.
Use remaining 7 minutes. Model substitutions first, then let student try. Encourage exploration of new words.
Recording & Monitoring
• Ensure all attributes, steps, and sounds are noted.
• Check for clarity and completeness.
• Praise accurate work and offer gentle prompts if needed.
Remind student to double-check their recordings. Use this slide to monitor data collection.
Review & Reinforce
• Name one attribute and definition you gave.
• Describe the sequence you arranged.
• Share a new word you made by swapping sounds.
Engage the student in reflection. Ask them to share one example from each activity.
Next Steps & Home Practice
• Find everyday objects and list attributes together.
• Sequence another daily routine (e.g., brushing teeth).
• Play a sound-swap game with family (“What’s cat → sat?”).
• Keep using the Recording Worksheet to track progress.
Provide encouragement and outline simple home‐practice suggestions. End on a positive note.
Worksheet
Recording Worksheet
A. Semantic Attributes
Object Name: ________________________________________
List at least three attributes of the object:
- _______________________________________________
- _______________________________________________
- _______________________________________________
Definition of the object in your own words:
_______________________________________________
B. Task Sequencing
Write each step of the familiar task in order:
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
C. Phoneme Identification
Break each word into its sounds. Write the initial, middle, and final phoneme you hear.
| Word | Initial Sound | Middle Sound | Final Sound |
|---|---|---|---|
| 1. ________________ | _______ | _______ | _______ |
| 2. ________________ | _______ | _______ | _______ |
| 3. ________________ | _______ | _______ | _______ |
| 4. ________________ | _______ | _______ | _______ |
| 5. ________________ | _______ | _______ | _______ |
D. Phoneme Substitution Practice
For each original word, swap the initial sound to make a new word. Write the new initial and the new word.
| Original Word | New Initial Sound | New Word |
|---|---|---|
| 1. ________________ | _______ | ________________ |
| 2. ________________ | _______ | ________________ |
| 3. ________________ | _______ | ________________ |
| 4. ________________ | _______ | ________________ |
Activity
Attribute Cards
Print and cut along the lines to create individual cards. Each card shows an object. Use these to prompt students to list attributes and define the object.
Card 1: Apple
Card 2: Ball
Card 3: Pencil
Card 4: Shoe
Card 5: Clock
Card 6: Spoon
Card 7: Flower
Card 8: Dog
Card 9: Book
Card 10: Cup
Instructions for use:
- Present one card to the student.
- Ask: “What is this object?”
- Prompt: “List at least three attributes (color, shape, size, material, use).”
- Then ask: “How would you define or describe this object in your own words?”
- Record responses on the Recording Worksheet.
Activity
Task Sequence Chart
Use this chart and step cards to sequence a familiar multi-step task, such as making a sandwich. Cut out each step card and arrange them in the boxes below in the correct order.
Chart Template
Step 1: ________________________________________
Step 2: ________________________________________
Step 3: ________________________________________
Step 4: ________________________________________
Step 5: ________________________________________
Step Cards (Cut Along the Lines)
Cut two slices of bread
Spread peanut butter on one slice
Spread jelly on the other slice
Put the two slices together
Cut the sandwich in half
Instructions for Use
- Read each step card aloud with the student.
- Have the student place each card in the chart in the order they think is correct.
- Confirm the sequence together, asking “What comes next?”
- If the order is incorrect, prompt the student to self-monitor and reorder until the steps flow logically.
- Once complete, have the student verbally retell the entire sequence.
Activity
Phoneme Cards
Print and cut along the lines to create individual cards. Each card shows a simple CVC word. Use these to practice identifying initial, medial, and final sounds.
Card 1: cat
Card 2: dog
Card 3: pen
Card 4: sun
Card 5: hat
Card 6: map
Card 7: pig
Card 8: cup
Card 9: bat
Card 10: mud
Instructions for Use
- Present one card to the student and ask: “What word is this?”
- Prompt the student to say the initial sound they hear.
- Prompt the student to say the middle sound they hear.
- Prompt the student to say the final sound they hear.
- Record each identified sound on the Recording Worksheet.
- Repeat with at least five different cards per session, providing support as needed.
Activity
Phoneme Substitution Mat
Print and use this mat to build CVC words and practice swapping initial sounds to make new words.
Mat Template
| Initial (Onset) | Middle (Nucleus) | Final (Coda) |
|---|---|---|
| ( ) | ( ) | ( ) |
Place one phoneme card in each box to form a word. Use the spaces below to write the words you create.
Original Word: ____________________________
New Word: _________________________________
Instructions for Use
- Select one Phoneme Card for each box (initial, middle, final) and place it on the mat.
- Say the word you have built aloud.
- To practice substitution, swap out the initial sound card with a different initial phoneme card.
- Read the new word you have formed.
- Record both the original and the new word in the spaces above.
- Repeat this process with at least three different initial sound substitutions.
Extension Ideas
- Swap middle (vowel) sounds next and see how many new words you can make.
- Experiment with changing the final consonant sound.
- Challenge yourself: How many real words can you create using the same rime (middle+final)?
Activity
Phoneme Practice Games
Use these three fun, hands-on games to boost phonemic awareness. Each game can be done with the Phoneme Cards or with everyday objects/words.
1. Sound Segmentation Hunt
Materials: Phoneme Cards or small objects around you
Instructions:
- Choose a card or object (e.g., “map”).
- Ask the student to hunt for the sounds by tapping or clapping for each phoneme:
• /m/ /a/ /p/ (3 taps) - After each sound, have the student say it aloud and then blend all sounds to say the whole word.
- Repeat with at least five different words or objects.
Recording (optional): Write each segmented sound on a mini-chart or on the Recording Worksheet under a new section.
2. Deletion Challenge
Materials: Phoneme Cards
Instructions:
- Present a CVC word card (e.g., bat).
- Ask the student: “If we remove the initial sound /b/, what’s left?”
- Guide them to segment and blend the remaining sounds: /a/ + /t/ → “at.”
- Repeat for medial deletion (remove /a/ from “cat” → “ct” → “c–t” can be blended as “cut” if swapped) and final deletion (remove /t/ from “cat” → “ca” → “c–a” → “ca”).
- Challenge: Give them the new word and ask them to say which sound was removed.
Extension: Turn it into a race—time how long it takes to do five deletions!
3. Rhyme Relay
Materials: Blank index cards or sticky notes, marker
Instructions:
- Write a simple CVC word on a card (e.g., sun).
- Place four empty cards in a row.
- Student runs (or points) to each empty card and writes or says a rhyming word:
• run, fun, bun, gun - After each rhyme is named, have the student clap the onset (/r/, /f/, /b/, /g/) and the rhyme (/ŭn/) separately.
- For each correct rhyme, award a point or sticker.
Variation: Reverse the relay—teacher names the rhyme family (e.g., “ap”), student generates words: cap, lap, nap, tap.
Tip: Mix and match these games in short 5–7 minute bursts during a session for variety and high engagement!
Activity
CCVC Word Cards
Print and cut along the lines to create individual cards. Each card shows a four-sound (CCVC) word. Use these to practice segmentation of consonant clusters and substitution of initial clusters.
Card 1: clap
Card 2: swim
Card 3: drop
Card 4: plan
Card 5: skip
Card 6: clip
Card 7: flat
Card 8: grin
Card 9: swing
Card 10: brim
Instructions for Use
- Present one CCVC card to the student and ask: “What word is this?”
- Segment the word into three parts:
• Initial cluster (e.g., /cl/ in “clap”)
• Vowel sound (e.g., /ă/)
• Final consonant (e.g., /p/) - Have the student say each part aloud and then blend all three to say the whole word.
- Record the three segments on the Recording Worksheet under a new CCVC section.
Cluster Substitution Practice
- Choose a second CCVC card (e.g., skip) and replace the original card’s initial cluster with this new cluster:
• e.g., swap /cl/ in “clap” with /sk/ → “skap.” - Ask the student to blend and say the new word.
- Record the new word on the worksheet.
- Repeat with at least three different cluster swaps.
Extension:
- Swap just one consonant from the cluster (e.g., change /cl/ to /fl/ to make “flap”).
- Experiment with changing the vowel (e.g., “clip” → “clop”).
- Challenge: How many real CCVC words can you build by mixing and matching clusters and rimes?