1.
2.
3.
4.
5.
Book- Harley, S. (2002). Fran Goes to the Prom. Arizona: Learning A-Z.
R-Blend Sort Cards
Lily Pad Categories (CVC, CVC(r), CCVC(r), CCVC(l))
Crayons
R-Blend and L-Blend review worksheet
Activities or Procedures:
The explicit instruction model will be used. This includes modeling, guided
practice, and independent practice.
Modeling
The concept of blends will be reviewed in small groups. As a
review, I will model a bl-blend on the board using black, lack, back. I will use
the think-aloud procedure to demonstrate the blend. I will say the words aloud:
black-lack-back. Then I will say, listen to the beginning sounds of each word:
bl-ack, l-ack, b-ack. In the word black, we hear two sounds in the beginning: b
and l. In the words lack and back, we hear only one sound at the beginning: b or
l.
I will then say: We have been studying blends. Sometimes two
letters at the beginning of a word blend together. We hear both sounds, but they
almost slide into each other.
I will name a few l-blend words such as black, clock, slope.
I will then, ask the students to say a word they know containing an l-blend.
Students will then be told: Today we will be working on a new
blend. You will be listening to a story that has a lot of r blends in it. These words
will have an r combined with some other letter at the beginning of the word. The
book I will read is titled Fran Goes to the Prom.
Before starting to read the story, I will tell the students: If we look
at the title, we notice that Fran is an r-blend word, and Prom is an r-blend word.
When we say the word Fran, we hear two consonant sounds in the beginning, and
one of them is an r sound. How many consonant sounds do we hear in the
beginning when we say Prom? I modeled that the word Prom contained an rblend, then asked them to try one on their own.
The book will be read aloud to the group once.
During the reading when I arrive at page 6, I will ask the students:
On this page can you point out an r-blend word? I will also tell the students that
there are also some l-blend words that we learned already. I will ask them to
identify the l-blend word on the page (slim).
Story will continue, and if I dont think students have grasped the
skill of r-blends, I will stop at another page to have them identify r-blend words.
Guided Practice:
I will explain to the students that they will be doing a sort that will
review l-blend words, and will help them practice identifying r-blend words. I
will explain to the students what the four categories are: CVC, CVC(r), CCVC(r),
and CCVC(l).
I will model sorting a CVC word (tag), a CVC(r) word (rot), a
CCVC(r) word (grab), and a CCVC(l) word (slot). I will explain why each word
fits into that particular category.
I will go through all the words and pictures of the sort and say
them aloud while showing them to the students. This is for the purpose of helping
them be able to recognize what each word/picture is when sorting.
Each group will get a set of cars and 4 lily pad cards with the
categories on them. In each group, I will split up the cards with words/pictures on
them between the group so each student has the same amount. The group of
students will work together to complete the sort.
Once the sort is complete, the students and I will go over the sort
together. I will ask why the students why they placed certain words in certain
categories. They will be able to come up with a generalization that a word
contains an r-blend if the word begins with two consonant sounds, and one of
those sounds is an r sound. A word begins with an r, but doesnt contain an rblend, if the word begins with one consonant r sound.
Independent Practice:
Students will be given a worksheet that contains a blank picture
that will be colored according to the directions. The directions will provide a
certain r-blend, and if the word found on a certain part of the picture corresponds
with that direction, the students colors it the color stated. This will assess their
knowledge of r-blends. Also, at the end of the worksheet, there is a direction that
asks the student to write a word containing an l-blend (to review), and to write an
r-blend (to assess their knowledge).
Students will then take part in playing the game Frog Prom in
groups of 4. There are directions provided, however, a teacher or adult may need
to explain the directions to the students before they begin.
WORD SORT