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Consonant Blends

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Consonant Blends

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  1. This power point presentation is a tool that a teacher can use when introducing students to the phonics concept of blends. Learning about blends is a first grade learning expectation in Washington State. The Washington Essential Academics Learning Requirements state under EALR 1, “The student understands and uses different skills and strategies to read.” Also, under the EALR components 1.1.2 it says, “Understand and apply phonological awareness . Blend and segment onset and rime.” And, component 1.1.4 says, “Apply understanding of phonics and recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations.”(Office of the Superintendent of Public Instruction, 2004). Blends are onsets, and words that first grade students can read and spell, often have onsets and rimes. This lesson shows the students how blends combine with word families. The goal of this lesson is for the student to understand the phonics concept of blends as an onset. Recognizing blends will help with decoding and fluency. Students in this lesson will be able to decipher if a word begins with a blend. They will also be able think of and write words which contain blends connected with a word family. The instructional strategy this lessons uses is direct instruction, guided reading and cooperative learning (think, pair, share). Using these strategies will be appropriate for high level, low level and English Language learners because it employs more than one strategy. Graves, Juel, Graves, & Dewitz(2011) assert that struggling readers and English Language learners benefit from direct, explicit instruction. This lesson is driven by the teacher, as the slides are read aloud to the students, which prompt class discussion. The slides introduce the concepts and give examples. This is explicit instruction. Scaffolding takes place as the lesson progresses. The student is asked to say words with blends, fill in words with blends, and finally, write words with blends. Graves, et al (2011) state that this process of having the learner receive direct instruction, modeling and then independent practice is what is needed to teach English Language Learners. In addition, having the teacher read the slides, pronounce the blends, and the words, is helpful for the ELL student to understand pronunciation, since blends may not be used in their native language. Furthermore, the think, pair, share activity at the end is a way for students to share their thinking without intimidation, and allows the teacher to conduct informal assessment of student comprehension. This lesson has the flexibility for discussion to take place with each slide, in which higher level learners can express their knowledge of words and spelling. The assessment at the end is also open-ended, so the students can write as many words as they can. This is an introductory lesson on blends. So, further practice and connections to literature will be needed. The materials for this lesson are very few. Connecting to background knowledge is extremely important for all level learners (Graves, et al., 2011). Before beginning the power point presentation, the teacher should present some concrete objects that begin with a blend, such as a clock, a stick, and a plate. The teacher can ask students to pronounce the names for these objects and revisit them at the end of the lesson. The strangeness of having these items in a phonics lesson should build anticipation. The power point lesson slide in which students have to fill in the word should be copied, for students to complete. Also, students will need paper to write their own words with blends. Picture cards that show blend words would also be useful for struggling readers and English Language Learners (Graves et al, 2011). The sequence of the lesson is self explanatory through the power point, except to add the anticipatory set with concrete objects and picture cards. First, the teacher shows familiar pictures, which connects with student background knowledge. The students hear the words have the same onset blend. Then, the students are given another set of pictures, this time, shown with words, where they hear and see the common blend. This is guided exposure and practice. There is a slide that gives explicit instruction on blends, to help the teacher give direct instruction. Next, the students fill in familiar words with their onset blend, thus further reinforcing that blends are onsets and often are followed by a rime. Another slide has the student’s answering questions with a blend. Finally, the teacher can assess understanding with the think, pair, share activity in which students create more words with blends. Finally, this lesson has assessment built in. During class discussion about the blends, the teacher should observe for students to understand the relationships between the pictures and can create words with blends. This is informal assessment. In addition, the think, pair, share activity will provide feedback on whether the students understand blends as an onset and will also give insight as to knowledge of word families. An extension of the lesson can be using blends in spelling words, and having students find objects and words in their classroom and home environment that begin with a blend.

  2. Consonant Blends Two Letter Onsets

  3. What do these pictures have in common?

  4. Let’s look at the pictures and their words. spider sponge spoon That’s right! These pictures and words all begin with sp. Let’s say sp.

  5. Say the word for each picture. block blender blueberries What two letters do they all begin with? Say the sound bl.

  6. Say the words for these pictures. clock clam cloud

  7. BLENDSsp, bl and cl are consonant blends.Two letters that are pronounced together.They are at the beginning of a word.

  8. Blends begin a word and can befollowed by a word family.

  9. There are lots of blends. gl cr st sl fr dr fl sw

  10. Can you fill in the blank?The answers begin with a blend. 1.When you hold on tight, then you have a strong _ _ _ _. 2. When your tire has no air, then it has gone _ _ _ _. 3. When you travel, then you are taking a _ _ _ _.

  11. THINKPAIRSHARE With a partner, write some words that have a blend in the beginning.

  12. References Graves, M.F., Juel, C., Graves, B.B., & Dewitz, P. (2011). Teaching reading in the 21st century: Motivating all learners (5th ed.). Boston, MA: Pearson/ A&B Office of Superintendent of Public Instruction, (2004). Retrieved from http://www.k12.wa.us/Reading/pubdocs/EALR-GLE.pdf

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