Lesson Plan : Blending

Teacher Name:
 Miss Lid
 Grade 2
 Language Arts

 Language Arts Lesson: Phonics and Fluency in the Area of Blending
 Blending for /er/ spelled er, ir, ur; /j/ spelled ge, gi_; /s/ spelled ci_; /z/ spelled z Key words: her, sir, stir, stern, hurt, urge, surge, burn, buzz, fuzz, cinch, circus, birch, perch, merge, gibber, ginger, cinder, buzzer, curler, hunter, trader, interpreter, settlers, leaders, gave, made, broke, wrote, write, and sight words: the, on, was
 Students will understand the basic features of reading. They will select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They will apply this knowledge to reinforce concepts of oral and silent reading.
 Reading Standard 1.1 - Students will recognize and use knowledge of spelling patterns (e.g. special vowel spellings) when reading. Reading Standard 1.2 - Students will apply knowledge of basic syllabication rules when reading (e.g. vowel-consonant-vowel = su/per; vowel-consonant/consonant-vowel = sup/per). Reading Standard 1.3 - Students will decode two-syllable nonsense words and regular multisyllable words.
 overhead projector, whiteboard, markers, Open Court Decodable Books "Dinner for Hardtop", Crayons, laminated word cards for categorizing sounds/spellings
 (Anticipatory Set) 1. Review sound and spelling cards with students to engage student learning and activate interest. A jingle will be led by the teacher and sung by students to review the cards. 2. Teacher will point out and briefly review specific sound/spelling cards that students should focus on in the blending activities. Focus cards are: BIRD card /er/ spelled ir, er, ur; JUMP card /j/; SAUSAGES card /s/; ZIPPER card /z/. Students will name the cards chorally.
 1. Teacher will demonstrate how to use proper blending procedure to read words. 2. Teacher will demonstrate syllable by syllable blending for multi-syllabic words. 3. Teacher will stop when necessary, to explain word concepts/parts (adjectives, nouns, verbs), spelling patterns or unfamiliar word meanings.
 1. Students will read teh words using the blending procedure to read unfamiliar words. 2. For multi-syllabic words, students will blend syllable by syllable. 3. For sentences, students will read each word, then reread each sentence for fluency practice.
 1. Teacher will emphasize sounds by segmentation to allow students to focus on initial, middle, and end word sounds so that students can identify the sound/spelling associations. 2. If students are having trouble, teacher will segment the word by saying the word parts to students and asking, "What word am I making?" or "What sound do you hear at the beginning? middle? end?"
Checking For Understanding:
 1. Students will identify, read, and classify word cards by the correct sound/spelling cards (Jump /j/ spelled ge, gi_; Sausages /s/ spelled ci_; Zipper /z/ spelled z; and Bird /er/ spelled ir, er, ur. 2. Students will use the laminated word cards to classify into sound/spelling categories.
 1. Students will practice identifying sound/spelling patterns by reading the Open Court Decodable Book "Dinner for Hardtop" chorally. 2. Students will identify words that follow the practiced sound/spelling patterns during blending by circling words that follow the blending set patterns.
 Since the purpose of blending exercises is to help students hear how sounds are put together to make words, my evaluation of students will be based primarily on hearing my students blend and identify sounds during segmentation and syllable blending exercises. I will also be checking for understanding of sound/spelling association when students are asked to classify words into the appropriate sound/spelling card names.
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