| 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 | English |
| What topic | Blends |
| 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 |
English
Blends
Year/Grade 1
30 minutes
20 students
This lesson aligns with the national standards for early literacy, focusing on the development of phonemic awareness and blending skills.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Blends | 5 min | Briefly explain what blends are with examples. Write a few blends on the whiteboard. |
| 2 | Checking Previous Homework | 5 min | Review homework without students presenting; walk around the class to check understanding. |
| 3 | Guided Practice | 10 min | Present students with a list of words that contain blends. Conduct a class activity where they read and identify blends. |
| 4 | Printable Card Activity | 5 min | Distribute printable cards to students. Instruct them to fill in the cards with blends as directed. |
| 5 | Checking Completed Cards | 3 min | Collect or randomly check students' cards as they finish filling them in. |
| 6 | Assigning Homework | 2 min | Briefly explain the homework assignment related to blends. Provide materials for home use. |
Ensure all students are engaged throughout the lesson by encouraging participation and providing support as needed. Adjust activities based on class dynamics and individual student needs.
"Good morning, class! Today, we will be focusing on a really fun topic in English called 'blends.' Can anyone tell me what they think a blend is?"
[Pause for responses]
"Great answers! A blend is when two or more consonants are combined together, and you can hear each sound in the blend. For example, let’s look at the word 'blend' itself! It begins with the sounds 'b' and 'l.' Let me write a few blends on the whiteboard."
[Write examples such as 'bl,' 'st,' and 'dr' on the whiteboard]
"Now, can anyone give me a word that starts with the blend 'st'?"
[Wait for responses and acknowledge correct answers]
"Before we dive deeper into blends, let's quickly check your homework from last time. I won't have you present it to the class today, but I want to walk around and see how you did. So, please take out your homework, and I will come around to check your answers."
[Walk around the classroom, checking students' homework and providing feedback]
"Thank you for showing me your work! It looks like everyone is getting better at their reading."
"Now, let’s have some fun with blends! I’m going to show you a list of words that contain blends, and I want you to read them with me. Look here at the whiteboard."
[Present a list of words such as 'frog', 'stop', 'slip', and 'tree']
"Let's read these words together. On the count of three, I want you to say the first word: one, two, three!"
[Prompt students to read aloud the word together]
"Great job! Now, let’s focus on the blends in these words. Can anyone tell me what blend they hear at the beginning of 'frog'?"
[Encourage students to respond]
"That’s right! It’s 'fr.' You’re doing an amazing job identifying these blends. Let’s continue!"
"Now it's time for an activity! I have some printable cards with blend-related prompts for each of you."
[Distribute the printable cards]
"I want you to fill in these cards with blends as I call them out. For example, if I say 'bl,' you would write 'bl' on your card. Afterward, we’ll share some of our blends together. Ready? Let’s begin!"
[Call out blends for students to write on their cards, pausing to assist and encourage engagement]
"Great work, everyone! Now that you’ve filled in your cards, I’d like to check them. You can either bring them up to me or I’ll come around to look at them."
[Collect or check cards as students finish]
"Wow, I’m impressed with the blends you’ve written! Keep it up!"
"Before we wrap up today, I want to explain your homework. You will be practicing blends at home. I’ll provide you with some materials to help you. You can also use your printable cards for this."
[Hand out any additional materials]
"Remember, practice makes perfect! I can’t wait to hear about the blends you discover!"
"Great job today, everyone! Before we leave, do you have any questions about what we learned about blends?"
[Conclude with answers to any questions]
"Have a wonderful day, and I’ll see you next time!"
Define what a blend is in your own words. Provide at least two examples of blends.
Identify the blends in the following words:
Write down three words that begin with the blend 'cl'.
Create a list of five words that contain blends, and underline the blends in each word.
Choose one of the following blends: 'br', 'gl', or 'sn'. Write a short sentence using a word that starts with the chosen blend.
Look around your home for items that start with blends. List at least three items and their corresponding blends.
Explain the difference between a blend and a digraph. Provide an example of each.
Create a fun rhyme or poem that includes at least three words with blends.
Draw a picture of something that starts with a blend and label it with the word.
Practice reading five words with blends to a family member or friend. Ask them to provide feedback on your pronunciation. Write down their comments.
| Question | Answer |
|---|---|
| What is a blend in phonics? | |
| Can you give an example of a word that starts with the blend 'bl'? | |
| What two sounds are combined in the blend 'st'? | |
| What blend do you hear at the beginning of the word 'frog'? | |
| Name a word that contains the blend 'dr'. | |
| What is the purpose of the printable cards in our lesson today? | |
| How can you practice blends at home? | |
| What did we do during the guided practice section of today's lesson? | |
| Why is it important to identify blends? | |
| Can you think of another blend that begins with 'sl'? |