State Standards: 1. CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. 2. CCSS.ELA-LITERACY.RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 3. 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.
Lesson Objective(s) & Targeted Outcome(s):
● TLW come up with rhyming words that correlate to a variety of words ● TLW pick out a word that doesn’t rhyme with the rest of the words ● TLW come up with words that have /l/ consonant blends ● TLW categorize /l/ consonant blends ● TLW blend sounds to make words ● TLW make words with the beginning /l/ consonant blend
Materials & Resources:
● Google Slides ● Consonant L blend worksheets
Knowing the Students:
● Students will need to be familiar with rhyming ● Students will need to know their letter and sounds Literacy Connection: ● Blending and segmenting words ● Students are using listening and reading skills to identify consonant blends ● Using their knowledge of letters and sounds to make words ● Rhyming words
Technology Integration: ● Google Slides ● Youtube ● Online educational game
Estimated 4. Instructional Procedures 9. UDL, Differentiation, and
Time Accommodations Introduction/Activate Prior Knowledge: ● Champs song: C=voice level H=raise your hand A-phonics M-in your spot P=Everybody is participating S=success ● Students repeat I can statement on google slides, “I can identify L consonant 5 min blends” ● Ask students what consonant blends they worked on yesterday ● Watch youtube video (What Is a Blend? | bl, cl, gl, sl | Writing & Reading Skills for Kids | Phonics Song | Jack Hartmann) ● Ask students what blends they heard in the song (bl, cl, gl, sl) and write on the board Step-By-Step Procedures 1. Today, we are going to learn about l consonant blends like br, cr, fr, and dr. ● If students are struggling with 2. Tell students to get their clapping hands ready, put the /b/ sound in left palm and /l/ sound in your right hand and put the sounds together as you clap it identifying blends in words, together to make /bl/ sound (do for the rest of the sounds cl, gl, sl) write the word on the board 3. Click on next slide in google slides. Ask students what is the beginning blend and underline the beginning >20 min you hear in clock, blue, glove, and slide. Students will share out. blend in the word 4. Click on next slide in google slides. Ask the students what kind of words they ● If students are struggling with see in the picture that have the blends bl, cl, gl, sl and circle the pictures that finding words, point out the the students come up with the r consonant blends. Give students a moment to picture of bread, dress, crack, think about the word they see before they share out 5. Click on the next slide in google slides. Have students come up with the or freeze and ask what the beginning blend in flashlight, clock, and slide. Tell students that their job is to beginning sound of those figure out what the beginning blend is and point to the picture of the flashlight, words are clock, and slide that has the same beginning sound. ● If students are finding it hard to 6. Click on the next slide in google slides. Tell students to repeat the I can decipher beginning blends in statement, “I can blend sounds to make words” words, write the beginning 7. Click on the next slide in google slides. Tell students to get their arm ready because we are going to make words. Go through words, slim, plot, club, flap. blend above the pictures The beginning blend you point to your shoulder, middle vowel you point to the middle of your arm, and final sound you point to your wrist. Put all sounds together on your arm to make all four words 8. Click on the next slide on google slides. Have students repeat, “I can rhyme words” ● If students don’t understand 9. Click on the next slide on google slides. Ask students, which word doesn’t rhyming words, underline the rhyme with the rest of the words? (hat, cat, bat, bit) Ask the students why it doesn’t rhyme. Do same routine for other words in the row. ending sounds in the rhyming 10. Click on the next slide on google slides. Ask students, what is a word that words and ask what word rhymes with hot? Cat? Lip? (The words can be nonsense words, as long as doesn’t have the same ending they rhyme) sound 11. Click on the next slide on google slides and click on the blends game link. ● Write the spelling of the words When it asks what blends to go over during the game, click all L consonant crab, bed, and dress. beginning blends. Pick sticks for students that are sitting successful to play Substitute beginning sounds in the game. Remind students that we will not be able to finish the game because time does not allow it. Pick 4-5 sticks the word to make rhyming 12. Click on the next slide on google slides. Go over the worksheet they will have words to work on. Their job is to write the beginning blend that correlates to the picture next to it. When they are done, they can color the pictures. Do the first two with them. ● If students are struggling, write 13. Pass out worksheets to students that are sitting quietly. out the word of the picture and ask what the beginning blend is or ask students to separate the sounds they hear in the beginning of the word 5. Closure: 1 min ● Thumbs up or thumbs down if they understand ● Tell students to kiss their brains because they rocked it! 5 min 10. Assessment & Evaluation: ● Asking questions throughout ● Ask students to come up with their own rhyming words ● Ask students to come up with beginning blend they hear in certain words ● Ask students to give a thumbs up or thumbs down if they think we were successful in the I can statement ● Blends worksheet 11. Reflection (after teaching lesson): After doing the /r/ consonant blends, the students were very comfortable with /l/ consonant blends. The music that I showed that went along with the lesson was really helpful with the students. They seemed to remember the consonant blends with the music that went along with it. After looking at the worksheet they did at the end of the lesson, I could tell majority of the students understood the concept.