| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Reading |
| What topic | Blending |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Reading
Blending
Grade 1
30 minutes
20
This lesson aligns with the following standards:
| Step Number | Step Title | Length (Minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Explain the concept of blending sounds. Use examples. |
| 2 | Demonstration | 5 | Model how to blend sounds using a few different phonetic examples. |
| 3 | Printable Card Activity | 10 | Distribute blending cards. Instruct students to fill them out with words they blend. |
| 4 | Guided Practice | 5 | Go around the class, assisting students as they blend words aloud. |
| 5 | Check Activity | 3 | Randomly collect or check students' blending cards for understanding. |
| 6 | Assign Homework | 2 | Explain the homework assignment, ensuring students understand the task. |
| 7 | Conclusion and Review | 2 | Recap the lesson, highlighting key points about blending. Encourage practice at home. |
"Good morning, class! Today, we’re going to dive into a fun topic—blending sounds to read words! Blending helps us put sounds together so we can read them. For example, if I say the sounds /c/, /a/, and /t/, can anyone guess what word that makes? Yes! It makes the word 'cat.' Great job! Throughout this lesson, we’ll learn how to blend sounds together to make reading easier and more enjoyable. Are you ready to become blending experts?"
"Now, let’s see how blending works a little more closely. I’m going to write a few sounds on the board. Watch closely! Here I have /b/, /a/, and /t/. When I say each sound slowly, listen carefully. /b/... /a/... /t/... Now, let’s blend them together! What do we get? Yes, 'bat'! Fantastic! Let’s try another one. I’ll write down /s/, /n/, and /a/. Can anyone guess the word? Right! It's 'sna'—now let’s try blending. /s/, /n/, /a/—what do we have? Yes, 'snake!' You’re catching on!"
"Awesome job, everyone! Now it’s your turn. I have prepared some blending cards for you. Each card has different sounds on it. I want you to pick a card and write down a word that you can make by blending those sounds. You can use markers or crayons to be creative! Remember, take your time and think about the sounds carefully. I’ll be walking around to help anyone who needs it. Let’s start!"
"How's everyone doing with your blending cards? Now I’d like you to practice saying the words you created out loud! I’m going to come around the class while you read your words. Don’t worry if you’re having a hard time; I’m here to help you! Just take it one sound at a time. Let’s get blending!"
"Alright, class, I just want to do a quick check. Please raise your hand if you want to show me your blending card. I’ll come over to see what words you wrote down. I’m excited to hear about all the words you blended! This will help me see how well you understood blending today."
"Great work today, everyone! For homework, I want you to practice blending at home. You will receive a sheet with different sounds, and I want you to write down the words you can create. Remember, this is just practice—no pressure! Make sure you show it to your family and ask them to read with you too. Who’s excited to share with their family?"
"Let’s wrap up what we learned today. We talked about blending sounds and created many fun words! Remember, blending is the key to reading. Practice it at home, and don’t forget to have fun while you read! Any last questions before we finish? Great! I can’t wait to see how well you blend at home. See you all tomorrow!"
What is blending in reading, and why is it important?
Write down the sounds for the word "dog." How do you blend those sounds together?
Pick three sounds: /m/, /a/, /p/. What word do you create by blending these sounds?
List two more examples of words you can create by blending the sounds /s/, /t/, and /ar/.
Choose any three sounds from the phonemic chart at home. Write down the sounds and the word they can blend into.
Can you think of a word that starts with the sound /fl/? Write it down and break it into its constituent sounds.
Explain how you would help a friend who is having difficulty with blending sounds. What strategies would you suggest?
After practicing blending at home, what did you enjoy the most? Write one sentence about your experience.
Describe a fun activity you did with family while practicing blending. What words did you work on together?
Share one new word you learned while practicing blending this week. How did you figure it out?
| Question | Answer |
|---|---|
| What does blending help us do when reading? | |
| Can you give an example of a word you can create by blending the sounds /c/, /a/, and /t/? | |
| What are the sounds we used to blend the word 'bat'? | |
| What is the word that we get when we blend the sounds /s/, /n/, and /a/? | |
| What materials were provided for the blending card activity? | |
| Why is it important to say the words you created out loud? | |
| How can you practice blending at home according to the homework assignment? | |
| What did we learn about blending today? | |
| Why is blending considered key to reading? | |
| How can sharing your blending practice with family be beneficial? |