What are we going to do? What does produce mean? Produce means ____________.

1. Learning Objective We will blend sounds to produce1 words. What are we going to do? What does produce mean? Produce means ____________. CFU Activate Prior Knowledge Blend the sounds to name the word. Blended Word Blended Word 2 1 Students, you already know how to blend beginning and ending sounds together to make a word. Now, we will blend all the sounds together to make a word. Make Connection [f / our] [s/ ix] 1 make Vocabulary

2. Concept Development To blend is to put sounds together to make a word. Just Sing It Singing the sounds can help you blend. CFU Which word has been blended? (Teacher reads aloud the word [five], then reads aloud the segmented word [f / i / ve]“_____ has been blended because ______.” A [five] B [f / i / ve] In your own words, what is blending? “Blending is _________.” Concept Demo [n / i / ne] [th / r / ee] [nine] [three] NOTBlending [g / a / te] [f / i / ve] *Note to Teacher: Students should be practicing “smooth” blending, where all sounds are “hooked together”. “Chopped” blending, where each phoneme is said as a distinct individual sound, not connected to any others in the word, should be discouraged.

3. Skill Development/Guided Practice To blend is to put sounds together to make a word. How did I/you blend the sounds? CFU Blend sounds to produce words. 2 Go to Appendix for Additional CVC words, as needed Say the sounds. (Teacher first, then Students) Blend the sounds to produce the word. Hint: Say the sounds together quickly. 1 2 **Note to Teacher: Slowly say each sound. Call on 4-5 non-volunteers to produce the blended word. If students cannot produce the blended word, de-escalate by providing the option of the correct blended word, an incorrect word, or the segmented word (e.g., shoes and shoot; [sh/oe/ s] or [shoes]). Call on volunteers to produce the blended word. Click to see the picture for the blended word. 2 3 1 Application Blend the word. T: [ch / ee / r] S: [d / o / ll ] [sh / ir / t] [shirt] [h / a / t] [hat] [sh / oe / s] [shoes]

4. Skill Development/Guided Practice (continued) To blend is to put sounds together to make a word. How did I/you blend the sounds? CFU Blend sounds to produce words. 2 Go to Appendix for Additional CCV words, as needed Say the sounds. (Teacher first, then Students) Blend the sounds to produce the word. Hint: Say the sounds together quickly. 1 2 **Note to Teacher: Slowly say each sound. Call on 4-5 non-volunteers to produce the blended word. If students cannot produce the blended word, de-escalate by providing the option of the correct blended word, an incorrect word, or the segmented word (e.g., shoes and shoot; [sh/oe/ s] or [shoes]). Call on volunteers to produce the blended word. Click to see the picture for the blended word. 2 1 3 Application Blend the word. T: [s / k / y] S: [t / r / ee ] [s / n / ow] [snow] [f / l / u] [flu] [s / k / i] [ski]

5. Skill Development/Guided Practice (continued) To blend is to put sounds together to make a word. How did I/you blend the sounds? CFU Blend sounds to produce words. 2 Go to Appendix for Additional CCVC words, as needed Say the sounds. (Teacher first, then Students) Blend the sounds to produce the word. Hint: Say the sounds together quickly. 1 2 **Note to Teacher: Slowly say each sound. Call on 4-5 non-volunteers to produce the blended word. If students cannot produce the blended word, de-escalate by providing the option of the correct blended word, an incorrect word, or the segmented word (e.g., shoes and shoot; [sh/oe/ s] or [shoes]). Call on volunteers to produce the blended word. Click to see the picture for the blended word. 2 1 3 Application Blend the word. T: [s / t / o / p] S: [t / r / a / ck ] [s / t / o / ve] [stove] [s / p / oo / n] [spoon] [p / l / a / te] [plate]

6. Relevance To blend is to put sounds together to make a word. Blending sounds will help you read words. 1 Does anyone else have another reason why it is relevant to blend sounds? (Pair-Share) Why is it relevant to blend sounds? You may give me my reason or one of your own. Which reason is more relevant to you? Why? CFU

7. To blend is to put sounds together to make a word. Skill Closure Blend sounds to produce words. Say the sounds. (Teacher first, then Students) Blend the sounds to produce the word. Hint: Say the sounds together quickly. 1 2 1 2 Word Bank produce blend sounds together [c / a / tch] [catch] [th / r / ow] [throw] Access Common Core Ms. Garcia’s class is blending sounds. She said the sounds [f / l / a / t]. When Andrew repeated the sounds back, he chopped them up and said, “[f] [l] [a] [t], [fat].” What did Andrew do wrong? Andrew did not put the sounds together. When he did put them together, he left out the /l/ in flat. Summary Closure What did you learn today about blending sounds?(Pair-Share) Use words from the word bank.

8. Guided Practice 1 Blend the sounds to produce the word. 1 2 Bingo Flash Cards and Game Mats in Separate File [m / i / l / k] [t / oe] Access Common Core Let’s Play Bingo! • **Note to Teacher: • Print and distribute BINGO game mats to students (located in separate file). • Select a flash card (do not show to students). Have students blend the sounds to put the piece on their game mat (e.g., “Listen to the sounds: [r / a / t].” Students should blend this to put a piece on the rat box.) Call on non-volunteers or blend chorally and reveal the item on the flash card. • Once students have mastered this with just blending sounds, you can introduce other phonemic awareness concepts, such as beginning/ending sounds, rhyming words, etc. if desired ( “Which word begins with [r]?”, “Find the word that rhymes with cat,” etc.)

9. Guided Practice 2 Blend the sounds to make a word. 1 2 [b / l / a / ck] [b / oy] 3 4 Access Common Core Name the objects in the mystery bag. Blend the sounds to name the object. • **Note to Teacher: • Place various single-syllable items in a “mystery bag”. • Have students name each item by blending the given sounds (e.g., “I have an object here. Can you figure out what it is? Listen to the sounds. [b / l / o / ck].”) • Alternate between choral blending and non-volunteers to maintain interest.

10. Guided Practice 3 Name the word. 1 2 [e / gg / s] [wh /i / te] 3 4 Access Common Core Let’s play a computer game! http://www2.smarttutor.com/player/swf/PA_blending_LA_V1_T1a.swf • **Note to Teacher: • This activity can be done individually, as well as whole-class or in small groups.

11. Guided Practice 4 Blend the sounds to name the word. 1 2 [j / u / m / p] [p / l / a / ne] 3 Yes, the sounds are blended because the sounds are put altogether to make the word ranch. 4 No, the sounds are not blended because the sounds are not put altogether. Access Common Core Let’s read a book. Blend the sounds to name the missing word. • **Note to Teacher: • Select a book the students will enjoy. • While reading, periodically omit single-syllable words that students will have to name by blending the given sounds (e.g., “One day, a [p / ig] went to market.”) • Similarly, periodically pause from time to time to call on non-volunteers to blend a given word.

12. Appendix (Skill Development/Guided Practice) Back to Skill Dev Back to Skill Dev Back to Relevance

13. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies

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