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Sarah Hundt

Objective(s) for today’s lesson: Students will begin to identify consonant blends in words. Students will able
to identify the characters and settings in a story.

Technology Objective: Students will be able to begin writing a short story using their spelling words for the
week on

Materials & supplies needed: ELMO & Smartboard/Projector, Reading Street Teacher’s Manual & text books,
anchor chart paper, writing/word notebooks, pencils

*The following lesson is adapted from Scott Foresman’s Reading Street (Grade 2, Unit 1, Volume 1.)

TPACK connection: Pedagogy: whole group instruction, centers

Technology:, Content: consonant blends & character/setting

Phonics (10 minutes/on carpet)

Show phonics screen of powerpoint (p.84-85 in student book)

Click once. I see a dog in this picture. Listen to the sounds of a word that tells what the dog can do /p/ /a/ /n/ /t/ (tap
fingers on my hand/table to represent the sounds.) Now I’ll blend those four sounds to say the word. This time use my
fingers as I blend the sounds together faster. What can the dog do? (pant)

We can also break up the sounds in a word. Which animal in the picture is black with a white stripe? (skunk) Click again. I
hear five sounds in skunk. Listen as I segment those four sounds /s/ /k/ /u/ /n/ /k/

I see something in the picture that has three sounds /t/ /r/ /e/. What do I see? (tree) Click again

In the picture I see frogs splash. Click again How many sounds do you hear in splash? Tap it out. Provide wait time for
students to try on their own. How many sounds do you hear? (five) Model counting out sounds in splash.

Change slide to P and L slide to teach consonant blends.

What letters in the word pal are consonants? (p, l) Today, we are going to learn how to spell and read words that have two
or more consonants whose sounds are blended together. Click once

This is the letter p, p says /p/. P says (students say the sound.) click again

This is the letter l, l says /l/. L says (students say the sound.) click again to show the word “plan.”

This word begins with the consonants p and l. model segmenting this word by tapping on hand while saying the sounds.
When I say these sounds I group the consonant sounds before the vowel, and say the parts together: pl, an, plan. Click
again to reveal plant, follow the same model with plant and then split.

Phonics Release (5 minutes/on carpet)

Click to change the slide to reveal 12 practice words with consonant blends.

When I point to the word, I want you to practice the sounds and tap it out. When I point to the class, I want you to say the

Work through the 12 words with students, correcting any errors as you go.

Today, you will be working with a new list of spelling words. All of these words have consonant blends. You will work to
figure out which blends are included by working on your sort steps in your word notebook.
Sarah Hundt
Centers (20 minutes each)
Split up into groups using PowerPoint slides (Teacher, Word, Writing, Read to Self)

The timer on the screen will be a constant reminder to students to remain on task. When the timer goes off, change the
slide and students will rotate to their next center.

Teacher Time @kidney table: During this time I will teaching students what a character is (person, thing, or animal in a
story) and what the setting of a story is (where it takes place or when it takes place.) I will be working with students to
complete a character/setting baggy sort. Depending on student ability I will start with whole small group with one card at a
time. If students seem to be catching on, I will allow them to sort a couple of cards on their own/with their shoulder

 When students have completed the sort we will move on to begin reading the leveled reader for their group
(Lowest – “Camping with Pup,” On-Level – “Camping at Crescent Lake,” Advanced – “At Home in the

Read to Self: students will move around the room to their silent reading spots and read their just right books. Or students
can use the Chromebooks/iPads to read on to interact with read alouds, audiobooks, or read various books
at their level.

Writing (tech. option): students will pick a writing prompt from the “monthly choice” bin (on Monday.) Students will go onto
BookCreator and will work on their story page for the week. Or students can work on their Word Work story.

Words (tech option): students will begin working with the week’s spelling words with consonant blends. They will take their
baggy back to their seat and take out the cards. Students will work to sort the words based on the consonant blends in
each word. After they have sorted the cards, they will write the sort in their notebook.

 From there they have various options: create a rhyme for each word, write a sentence for each word, write a story
using various spelling words, or hunt for those consonant blends in a book and add them to their list.
 If they choose to write a story they will “publish” it using our class BookCreator page. Students will add to our
“Henry & Mudge: spelling stories” book. Each student will have at least one page assigned to them. (This will
continue to be an expectation each week.)

Closing summary for the lesson (5 minutes)

Come back together on the carpet. Ask for volunteers that can orally share an example of a character from a story that
we’ve read as a class. Repeat this for a setting.

Tomorrow you’ll be creating your own stories using different characters and settings.

Later in the Week…

Read Aloud activity throughout the week: Henry and Mudge and the Starry Night

While reading, have students listen for different characters and the setting(s) of the book. When students offer
information, write it on the board.