Name: Valerie Chandler

Content Area: Language Arts

Grade Level: 1st

Date: April 10th 2015

Beginning Blends

Big or Essential Question:

Effective readers use appropriate strategies to construct meaning.

Curriculum Standards:

CC.1.1.1.C: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Count, pronounce, blend, and segment syllables in spoken and written words.

Orally produce single-syllable words, including consonant blends and digraphs.

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Lesson Objectives:

1. Students will be able to orally pronounce 4 out of 5 consonant blends when given a card

with a randomly selected consonant blend.

2. When hearing a beginning consonant blend sound, students will be able to match the sound

to the corresponding consonant blend card.

3. Students will be able to match beginning letters and blends to word families to create new

words.

Assessment:

1. I will assess the student by scoring the amount of consonant blends the student correctly

pronounces.

2. I will assess students by using a checklist, marking which sounds the student is able to match

to a blend card.

3. I will assess students through observation of a matching game to create words with blends and word families.

Materials and Resources:

1. 3 Metal cookie trays

2. 1 larger blender drawing

3. Alphabet magnets of initial consonant blends

4. 8 Initial consonant blend magnetic cards 5. Magnetic word family cards

Anticipatory Set:

To begin I will ask students if they remember what a blend is. I will tell the students that a blend

is when two letters go together to make one sound like: ch, br, and st. I will introduce the students to

my “letter blender”. I will then take out the magnetic blend cards. I will show the students the card, and

create the sound that that blend makes and place it in the alphabet blender. I will tell the students that all the cards in the alphabet blender are blends that come at the beginning of words.

Procedures:

1. I will point to different blends in the alphabet blender and ask the students to say the blend

with me. After doing three blends with the students I will ask the students to say them

without me.

2. After I have gone through all the blends with the students I will call upon students on their

own and ask them to produce the blend sound of a blend that I point to.

3. I will then say several blend sound aloud and ask the students to point to which blend I am

saying.

4. I will then hand each student a set of initial blend cards.

5. I will then move to saying the blend sound without pointing and ask the students to find the

card that has that blend and hold it in front of them.

6. I will continue this process with all blend sounds.

7. I will then have the students hand back the blend cards and take out a metal cookie sheet.

8. I will then take out a set of magnetic word family cards and put them face down on the

table.

9. Then I will introduce the word building game. I will tell the students that they will take turns

flipping over a word family card. Once they have flipped over the card I will sound out the

card with the student. The student will then try to find the initial blend sound that

completes the word family card.

10. I will then model the first myself by flipping over a card and finding the initial blend that

makes it a word.

11. Students will take turns flipping over cards and finding the matching blend. Students will

replace the word family card before the next student begins. 12. The game will go on for 5 minutes until I declare the end of the game.

Adaptations/ Accomodations:

1. For students who struggle with sounding out letter blends I will work more closely with

them and help them blend the sounds and ask that they find the correct matching word

family.

2. For students who may struggle with having too many options I will find the correct blend

and two wrong blends to help limit the options for the student.

3. For students who need more one on one instruction I will help them by writing the word

family and blend they have chosen on a white board and sounding out and blending the

word together.

Closure:

For the closure of the lesson I will ask the students to tell me what a blend is. I will then ask them to provide me with some examples of blends and words that have blends in them.