Lesson Plan : Consonant Blends

Teacher Name:
 Mr. Caprio
 Grade 4
 Language Arts

 English Language Arts / (3rd to 5th Grade Level) / Mild Moderate Resource Classroom
 Lesson Description: (Brief Narrative): After the blends knowledge is established, student(s) will identify, sort, and match multiple-syllable words. The teacher will utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word.
 OVERVIEW: Getting kids to blend sounds to make words is an essential step in learning to read. This activity gives them a concrete and fun way to learn this skill. PURPOSE: Once a child knows consonant and short vowel sounds, they can learn to blend these sounds together to make words. Once they learn how to do this, a whole world opens up to them. They are reading!
 Lesson/Instructional Objective(s): - Students will identify sound of letters, and match words with beginning letter sound. - The student will be able to identify the /sh/, /th/, & /wh/ blends verbally. - The students will be able to sort words with the /sh/, /th/, and /wh/ blends within 8 seconds of presentation with 85% accuracy over 3 consecutive days. Content Standard(s): Language Arts 1. Exhibit phonemic awareness 2. Apply advanced phonetic analysis to words 3. Demonstrate phonemic isolation, deleting, and adding of phonemes.
 Letter Cards (s, t, w, h), dry erase board, dry erase markers
 1. The teacher will define a blend 2. Review the sounds of (s, t, & w) 3. The teacher will use the dry erase board to write the letters as the students say the sounds to provide a visual aid.
 Presentation 1. The teacher will hold up each letter card and model the correct sound that each letter makes. 2. The teacher will give each student a different letter card to be their designated sound. 3. The teacher will ask one student to stand up in the front of the group with their letter card facing the students. She will ask the students to say the sound of the letter being held up. 4. Now, the teacher will introduce the Sh letter card and hold it up next to the student who is holding their card. She will explain how the letters blend to make that certain sound and ask the students to repeat the sound of that blend. 5. This will continue until all the blends have been reviewed and all the students have identified & sorted blends.
 (How): For students with difficulties learning and staying on task, prioritize the lesson objectives & directly follow the steps of presentation. „« For students with vision impairments, prepare a consonant blends handout similar to the board presentation. „« **Also, Refer to IEPS MODIFICATIONS (What): For students with difficulties learning and staying on task, minimize the # of consonant blends to 1. For instance, instead of presenting to these students blends of (¡§sh¡¨, ¡§th¡¨, ¡§wh¡¨), minimize your presentation to just the blend ¡§sh¡¨.
Checking For Understanding:
 Conclusion The teacher will use the dry erase board to write down the 3 blends. With the 3 blends displayed on the board, the teacher will take the students through a review of what was learned. The teacher will use the letter cards as manipulative and visual aids to help the students grasp the concept in a deeper way.
 The teacher will assess whether the students have sorted the words on the board correctly. The teacher will also ask the students to verbally identify the blends for the group. If time allows, the teacher will ask the students to give their own examples of other words that have the same or similar blends as the ones on the board. How will performance be documented? ---The teacher will use the attached rubric to assess students' work.(See Attachment) **Attached are all necessary resources, graphic organizers, charts, handouts, transparencies, assessments, etc.
Teacher Reflections:

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