Objectives (5 minutes)

1. Introduce the concept of phoneme-grapheme to elementary school students, explaining that the sounds we produce when speaking (phonemes) can be represented by letters (graphemes) in writing.

2. Develop students' understanding of the different sounds that the letters of the alphabet can represent, focusing on the letters that represent the most frequent phonemes in the Portuguese language.

3. Provide students with the opportunity to identify and relate phonemes and graphemes through practical and playful activities, aiming at the development of reading and writing skills.

Introduction (10 - 15 minutes)

1. Reviewing content: The teacher starts the lesson by reviewing the alphabet with the students, explaining that each letter of the alphabet represents a sound when we speak. The teacher may ask the students to sing the alphabet together or to identify the letters on a board or poster.

2. Problem-solving situations: The teacher presents two problem-solving situations that involve the relationship between sounds and letters.

   • First situation: 'Imagine you are writing a story and want to describe an animal that goes 'woof woof'. Which letter of the alphabet would you use to represent this sound?'
   • Second situation: 'Now, imagine you want to write the word 'sun'. Would you use the letter 's' or 'z' to represent the sound at the beginning of the word?'

3. Contextualization: The teacher explains that understanding the relationship between sounds and letters is very important for reading and writing. For example, if we do not know that the sound 'woof' is represented by the letter 'u', we would not be able to write the word 'woof'.

4. Engaging students' attention: The teacher presents two curiosities related to the lesson's theme.

   • Curiosity 1: 'Did you know that there are more sounds than letters in our alphabet? For example, the sound 'ch' is formed by two letters, but represents only one sound.'
   • Curiosity 2: 'And did you know that in some languages, like Chinese, each symbol represents a different sound? This makes writing a bit more complicated than ours!'

5. Introduction of the topic: The teacher introduces the lesson's topic, explaining that they will learn more about the relationship between sounds (phonemes) and letters (graphemes) in writing. To do this, they will explore different practical and playful activities. The teacher may also mention that understanding this relationship will help students become better readers and writers.

Development (20 - 25 minutes)

1. Activity: Phoneme-Grapheme Memory Game (10 - 15 minutes)

   • The teacher prepares paper cards in advance, each with a grapheme (letter or group of letters) of the alphabet representing a phoneme (sound).
   • The cards are distributed with the letters facing up on a table or on the floor.
   • In turns, each student must turn over two cards. If the cards represent the same phoneme (for example, 'b' and 'b' for the sound /b/), the student keeps the cards and earns a point. If the phonemes are different, the cards are returned to the same position.
   • The game continues until all cards have been matched. The student with the most cards at the end of the game is the winner.
   • During the game, the teacher should encourage students to say the sound represented by the card they flipped and to name the corresponding letter.

2. Activity: Phoneme Treasure Hunt (10 - 15 minutes)

   • The teacher spreads cards with graphemes (letters or groups of letters) around the classroom.
   • Students, divided into teams, are instructed to find as many cards as possible within a set time.
   • After the stipulated time, each team must return to their table and organize the cards into groups according to the represented phoneme.
   • The teacher goes from group to group, checking the matches made and guiding the students, if necessary.
   • At the end, the teacher may ask each team to present a set of cards and explain the phoneme-grapheme correspondence.
   • During the activity, the teacher should reinforce the relationship between the sound and the letter, encouraging students to think about the different sounds that letters can represent and the letter combinations that can represent a single sound.

3. Activity: Phoneme Bingo (10 - 15 minutes)

   • The teacher prepares bingo cards with different graphemes (letters and groups of letters) of the alphabet.
   • The teacher says a sound and the students must look for the grapheme that represents that sound on the card.
   • The first student to find the match marks the space with a bottle cap or a marker.
   • The game continues until a student completes a line, column, or diagonal and shouts 'Bingo!'.
   • The teacher can repeat the game several times, using different sounds in each round.
   • During the game, the teacher should reinforce the students' understanding of the phoneme-grapheme relationship, helping them identify different graphemes that represent the same phoneme and vice versa.

Note: The teacher should choose one of the activities described above, according to the needs and learning profile of their class. Each of the proposed activities is suitable for working on the phoneme-grapheme relationship in a practical and playful way, encouraging active student participation and the development of their reading and writing skills.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher gathers all students in a circle and starts a group discussion about the activities carried out.
   • Each group of students is invited to share their discoveries and difficulties during the activities. For example, what were the easiest or most difficult phonemes to find? Which were the letters that represented the most different phonemes?
   • The teacher should encourage students to explain the correspondences they found between phonemes and graphemes, reinforcing the idea that letters represent the sounds we use to speak.
   • The teacher should also take this opportunity to correct any misunderstandings or misconceptions that may have arisen during the activities.

2. Connection to Theory (3 - 5 minutes)

   • The teacher revisits the theoretical content presented at the beginning of the lesson and relates it to the discoveries made by the students during the activities. For example, the teacher may ask: 'What were the different sounds you found represented by the letter 's'?' or 'Did you manage to find a letter that represented the /s/ sound in all the words we used in bingo?'.
   • The teacher emphasizes that understanding the relationship between phonemes and graphemes is fundamental for reading and writing, and that the activities carried out in the classroom help strengthen this skill.

3. Final Reflection (2 - 3 minutes)

   • The teacher proposes that students reflect for a moment on what they learned in the lesson. To do this, they ask two simple questions:
     1. 'What was the biggest discovery you made today about the relationship between sounds and letters in writing?'
     2. 'What can you do to improve your understanding of this subject?'
   • The teacher gives a minute for students to think about the answers and then invites some students to share their reflections with the class.

4. Closure (1 minute)

   • The teacher ends the lesson by thanking everyone for their participation and effort, reinforcing the importance of what was learned. For example, the teacher may say: 'Today, we learned that the letters of our alphabet represent the sounds we use to speak. This is very important for reading and writing, as it helps us better understand the words we read and write. Keep practicing and exploring this relationship at home and in the upcoming lessons!'

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher summarizes the main points covered in the lesson. They reinforce the central idea that the letters of the alphabet represent the sounds we use to speak, and that this relationship between sound and letter is called phoneme-grapheme.
   • The teacher also highlights the importance of understanding this relationship for reading and writing, as it helps us decode the words we read and represent the sounds we speak in writing.

2. Connection between Theory and Practice (1 - 2 minutes)

   • The teacher explains how the lesson connected theory (the idea of phoneme-grapheme) with practice (the playful and interactive activities). They emphasize that the activities allowed students to explore the relationship between sound and letter in a concrete and meaningful way, which facilitates the understanding and retention of the concept.

3. Extra Materials (1 - 2 minutes)

   • The teacher suggests some extra materials for students who wish to deepen their knowledge on the subject. This may include online games that work on the phoneme-grapheme relationship, educational videos available on the internet, and storybooks that emphasize the sound-letter relationship (for example, books that use sound repetition or rhymes).

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher emphasizes the importance of the subject for students' daily lives. They explain that by understanding the relationship between sound and letter, students will be able to read and write more easily and accurately. Additionally, this understanding will allow them to appreciate the diversity of sounds that the Portuguese language possesses and improve their pronunciation when speaking.

5. Closure (1 minute)

   • The teacher concludes the lesson by reiterating the relevance of the content learned and congratulating the students for their effort and active participation in the activities. They encourage the students to continue exploring the relationship between sound and letter in their daily activities and in future lessons.