Lesson Plan Form - LBS 400

Candidate: Subject: Grade level(s): Date: 11/17/17

Yuri Montes ELA 1st
Standard:
1.2 B- Orally produce single syllable words by blending sounds(phonemes), including consonant blends.

1.3- Know and apply grade-level phonics and word analysis skills in decoding words.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

The students are learning how to blend words with short vowels and initial consonant blends.

II. LEARNING OUTCOME (Objective):

Given that the students did poorly on the consonant blend component of the assessment, after this
lesson, the students will be able to comprehend and articulate the way consonant blends work. They
will be able to orally blend phonemes and words that contain initial consonant blends by
distinguishing between the various initial blends that exist, and by creating words utilizing dice that
contain a variety of consonant blends.

DOK/Cognitive Rigor Level: Level 2: The students will be able to learn the concept behind words with
consonant blends and will learn the skills required to blend and read words with initial blends.

Language Demands
For this lesson, the students will need to participate by answering my questions, giving their
opinions/input, and by practicing what they learned by creating words with initial consonant blends and
practicing blending them and reading them out-loud.

III. CURRICULUM CONNECTION

Before this lesson, the students should already know their consonant sounds, short vowel sounds and
should be able to blend cvcs. After this lesson, students should be able to easily blend words with
short vowels and initial Consonant Blends.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: The teacher will have a picture of a blender and a few pictures of fruit with velcro
attached to them will ask the students if they know what it is and how it works. She will then explain
how every ingredient thrown in the blender blends with all of the other ingredients to create a liquid
such as a smoothie. Even though every ingredient(fruit) is mixed together, one is still able to taste each
fruit. She will then correlate this to the way consonant blends work and how even though these
consonants are blended together, each consonant sound is still also heard.

Student friendly objective: By the end of our lesson you should be able to understand what
consonant blends are, how they work and how to blend and read words that contain initial
consonant blends.
 Purpose: The students are learning how to blend words with initial two letter blends, which is essential
since a lot of the common words in the English language contain words with consonant blends.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1: Consonant Sounds & Short Vowel Sounds

a. T input Before going into depth on consonant blends, the Teacher will remind students what
consonants are (all of the letters in the alphabet except for the vowels). Teacher will then remind
students what the short vowel sounds are. Once the teacher has gone over these concepts, she will
check for comprehension by asking the students to give a thumbs-up if they understand or a thumbs
down if they do not understand.
a. T model Teacher will use a pointer and point to all of the consonant spelling cards to demonstrate
what they are. Then, she will point to the vowels and demonstrate what the short sounds of them are.
b. Student response: Check for understanding: active participation: think pair share, choral response,
etc. Students will respond by giving a thumbs-up or thumbs down.

Step #2: CVC Blending Example

a. T input Once the teacher has gone over the consonants and short vowel sounds, the teacher will
then move on to providing an example of a cvc; the word top. Teacher will quickly explain how to
blend these simple type of words and will then begin to transition into consonant blends.
a. T model Teacher will write the word top on the whiteboard and will demonstrate to the students
how to blend it. She will begin by using sound chips to represent the sound in each letter of the word(
so, a total of three sound chips) The teacher will move one sound chip at a time down and will hold the
sound of the letter for three seconds. She will continue bringing the sound chips down (making sure
that all of the sound chips are aligned but are about 1 1-2 to 2inches apart from one another), until she
gets to all three and will also hold the sound of each letter for three seconds. After, she will once again
start over with sounds of the word but will decrease the pauses in between each phoneme and will
move the chips closer to one another in a manner that aligns to how long each pause is. In the end the
chips should be touching and the word should be read without any pauses in between each letter sound.
pair share, choral response, etc.
b. Student response: The students will respond by sounding out each letter in the word, top in
accordance to the teachers specific instruction.

Step #3: Initial Consonant Blend Introduction

a. T input Teacher will explain how the word, top, can be made even longer by adding just one
more consonant in front of it to create a new word. Teacher will then introduce a page of the book,
Stop, Drop and Flop in the Slop, and will read this page to her students. Once this page is read to the
students she will ask the students if they can identify a word that was similar to the word top in the
story.
a. T model The teacher will read the passage to the students, making sure to point to each word in the
sentences and to emphasize on the consonant blends. Teacher will then, ask the students if they heard a
word that was similar to top. After, she will write down the sentence on the board and will see if the
students can identify the word by looking at it and will ask them questions.
b. Student response: Students will either give a thumbs-up or down if they heard a word that was
similar to top; one or two students will be called on to share. Students will then identify the word in its
written form.

Step #4: Initial Consonant Blend Continuation

 a. T input Once the teacher has provided the word for the students, she will explain to them how the
word stop is different from top and how we blend the s and t together and how the o and p are still
individually blended in the same manner that they are in the word top. Teacher will then explain that
the word Stop is an example of a consonant blend (two or three consonants who team up and work
together. Both letter sounds are heard when you sound out the team.) Teacher will then ask students if
they see any more consonant blend examples in the sentence on the board.
a. T model Teacher will demonstrate how to blend s and t. Teacher will point to other examples and
circle them. Then she will sound out the words and emphasize on the beginning blends of each word.
b. Student response: Students will reply by mimicking the teacher in blending S and T. Students will
then, mimic the teacher once again when she provides the other words with consonant blends in the
sentence written on the board.

Step #5: Initial Consonant Blend Activity

a. T input Teacher will introduce the consonant blend activity and explain to the students that she will
roll the first word first, so that they can see how to do it and how to create the word. Then she will
check if they understand by asking them to give a thumbs-up or down. Once the teacher has rolled the
first word, she will ask the students what the word is and if what she rolled was a real word and if it is
not, she will make sure to let the students know that it is a make-believe word. She will make sure to
let the students know that some of the words they create may either be real or make-believe.
a. T model Once the students know and understand how initial consonant blends work, the students
will help the teacher create words using dice. The teacher will first roll the consonant blend die, then
she will roll the vowel die and place it to the right of the consonant die, and lastly she will roll the final
consonant die and will place it right next to the vowel die. After she rolls the word and checks for the
students responses, she will write the word down on the whiteboard and have the students read it
aloud with her.
b. Student response: The students will give a thumbs-up or down if they understand or do not
understand. They will state what the word says and whether it is a real word or not. After, they will
practice reading the word on the board as the teacher points to it.

Step #6: Initial Consonant Blend Activity Continued

a. T input After the first word is done, the whole process is repeated again, except that the
students are now able to roll the dice. Teacher will explain that each student will have a turn in
rolling the dice and creating a word.
a. T model Teacher will provide the students with the three dice starting with the student to her
right. The student will roll one die at a time with the teachers guidance and will attempt to blend
the word and figure out whether he/she thinks it is a real word. The Teacher will ask the rest of the
students to give a thumbs-up if they think it is a real word or a thumbs down if they do not think it
is a real word. Once, the group as whole decides whether the word is real or not, the teacher will
write it on the whiteboard, right below the first word, and will ask the students to read it with her.
The whole process will be repeated until every student has had a turn. In the end, there should be a
total of five words written on the board.
b. Student response: The students will respond by giving a thumbs-up or down and by reading
the word aloud with their teacher.

Step #6: Initial Consonant Blend Activity Closure

a. T input Teacher will go over what they worked on and will ask the students, what they learned,
if they liked the activity, and to rate themselves on their confidence when it comes to reading
words with initial consonant blends.
a. T model Teacher will show the students how to rate themselves. (A 3 meaning they feel
 completely confident and will probably not need much help, a two meaning they kind of
understand but may need more practice, or a one meaning they are completely lost)
b. Student response: The students will respond by showing the teacher how confident they feel
about words with consonant blends and by answering her questions in regards to the lesson.

C. APPLICATION ACTIVITY (Practice and/or Reflection): The students will work with the teacher
using dice in order to create words that contain initial consonant blends that correlate to the story. One
die will have different consonant blends on each side such as: Sl, Dr, and Sw. The second die will only
have vowels, and the third dice will only have consonants. The purpose of the activity is to get the
students to practice blending and reading words with blends in an engaging manner.

D. MATERIALS & RESOURCES: Magnetic sound chips, white board, markers, the book, Stop Drop
and Flop in the Slop by Brian P. Cleary, Erasable dice

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: Checking for understanding during the lesson and observing the students.

Summative: At the end of the activity, the teacher will go to each student and ask them to read all of the
words written on the board on their own, and will take notes on what words they struggled with, what
they missed or if they read without any difficulty.

VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS: How can we

provide equal access for all students? If the students speak a different language, the teacher will make
sure to use more visuals and to point to everything and will use hand signals so that they can repeat what
she is doing. If they are Spanish speakers, the teacher can also translate for them.
How will you help struggling learners or differentiate (challenge) high achievers? For the high achievers, I
will provide blends that are a bit more challenging such as three letter initial blends and may throw in
words with long vowel spelling patterns, depending on how well they do. For the struggling learners, I will
provide additional guidance and will provide them with more time to blend the words and will give them
additional thinking time. I may even let them know to take their time and that I can come back to them
when they feel that they are ready.