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Student: PSMT Name: Lesson Plan Title: Lesson Plan Topic: Date: Estimated Time: Grade Level: School Site

This lesson plan template from UNLV provides details for a first grade lesson on consonant blends. The lesson will focus on sh-, ch-, and th- blends, with objectives for students to orally blend sounds into words and demonstrate knowledge of associated spelling patterns. A variety of activities are outlined, including picture sorting, spelling practice with magnetic letters, and sentence writing. Accommodations for diverse learners include modification of word lists and physical support. The plan concludes with formative and summative assessment descriptions.

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Kim Bowers
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134 views8 pages

Student: PSMT Name: Lesson Plan Title: Lesson Plan Topic: Date: Estimated Time: Grade Level: School Site

This lesson plan template from UNLV provides details for a first grade lesson on consonant blends. The lesson will focus on sh-, ch-, and th- blends, with objectives for students to orally blend sounds into words and demonstrate knowledge of associated spelling patterns. A variety of activities are outlined, including picture sorting, spelling practice with magnetic letters, and sentence writing. Accommodations for diverse learners include modification of word lists and physical support. The plan concludes with formative and summative assessment descriptions.

Uploaded by

Kim Bowers
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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UNLV/Department

of Teaching & Learning Elementary Lesson Plan Template


Student: Kim Bowers PSMT Name:


Lesson Plan Title: Blend it all together! Lesson Plan Topic: Consonant Blends


Date: Estimated Time: 20 minutes


Grade Level: First School Site:


1. State Standard(s):
CCSS.ELA-LITERACY.RF.1.2.B Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.

CCSS.ELA-LITERACY.RF.1.3.A Know the spelling-sound correspondences for common
consonant digraphs.

2. Teaching Model(s):

Direct, Collaborative

3. Objective(s):
SWBAT: say single-syllable words through blending

SWBAT: demonstrate that they know how common consonant diagraphs are
spelled.

4. Materials and Technology Resources:

• Handouts
• Scissors
• Glue
• Pencils
• White board
• White board marker
• Magnetic letters
• Cookie sheets

5. Instructional Procedures:

a. Motivation/Engagement: (<1 min)

• TW welcome the students to the small group and explain what they are going
to do for the day: work on sh-, ch-, and th- blends and then do an activity

b. Developmental Activities or Learning Experiences: (15 minutes)

• Show students the pictures on the last handout page (sorting)


• Ask them if they know what each picture is (pictures are (in order): three,
shark, throw, chick, thumb, shovel, ship, chair think, cherry, child, sheep,
shell, cheese, and thread).
• Repeat one of the pictures and ask the students to listen for the first sound
o Have the students sound it out with you
o Have them repeat the sound once it’s identified.
• On the board, write the word, breaking it down again with the visual spelling
of the word
o Then make note of the letter combination that makes the sound
(repeat until all three sounds are covered).
• On the word list page, read together all of the words (segmenting and
blending).
o Then, have the students practice spelling the words using the
magnetic letters on the cookie sheets.
§ Assigning students one word from each category, so that
they’re working with three words
• Last, have them cut, sort, and paste the images into their appropriate
category.
c. Closure: (4 min)

• Go over the sorting worksheet as a group asking students where they put the
different pictures, the group for whether or not they got the same thing, and
why/why not.

d. Extension:
• Students who finish their worksheet early could practice spelling the words
on the spelling handout page and/or write sentences on one side using the
new words they just learned.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

• Intervention: This lesson could be a great lesson for students needing


intervention in that it provides specific and explicit phonics instruction. If
needed, choose fewer words for the students to work with on each of the
worksheets and focus more intently on those at first. Then if appropriate, add
in the others.
• Physical: For students with physical limitations, depending on the need you
may have to cut out the sorting worksheet for them and help with the gluing
process or provide them with “chubby” pencils for better grip.
• ELL: Because this lesson is an explicit phonics lesson, it is already suited
toward many ELL needs. Use the pictures to help build with the vocabulary
acquisition they are gaining in the lesson and (if you know what the
vocabulary word is in their native language) tie the new word to the word
they’re already familiar with.

7. Assessment and Evaluation of Learning:

a. Formative: Check student worksheets for understanding (whether or not they


correctly sorted the words) and how legible the student’s handwriting is. Also, make
notes during the group instruction portion

b. Summative: N/A

8. Homework Assignment: N/A


Name ____________

Practice spelling the words!

sh


shark
shovel
shell
ship
sheep

ch


cherry
chair
cheese
child
chick
th


thumb
think
throne
thimble
three
Shark
Shovel
Shell
Ship
Sheep

Cherry
Chair
Cheese
Child
Chick

Thumb
Think
Throne
Thimble
Three
Name ____________

Cut out the picture and glue it to the sound its first letters make!

Sh- Blends Ch- Blends Th-Blends


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