August 20, 2018
|
By Jasmine Gibson

EL Support Lesson

Listening for Beginning Blends

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This lesson can be used as a pre-lesson for the Blending SoundsLesson plan.
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This lesson can be used as a pre-lesson for the Blending SoundsLesson plan.
Academic

Students will be able to identify and spell words with beginning consonant blends.

Language

Students will be able to identify and read words with beginning consonant blends using visual and written supports.

(2 minutes)
  • Display one of the L blend objects or images selected for the lesson plan.
  • Ask the students to identify the object and say its name aloud (e.g., clock).
  • Write the name of the object on the board and underline the consonant blend.
  • Explain that today you will be learning about words that contain L consonant blends at the beginning, just like in the word "clock."
(5 minutes)
  • Introduce the lesson vocabulary using the Vocabulary Cards and Glossary for reference to provide student friendly definitions in both English and home language (L1) as needed and able.
  • Review the L sound by writing a lowercase and uppercase L on the board. Say the sound aloud with your students and have them repeat the sound after you.
  • Explain that today you will be learning how to identify and read words that contain L blends. This means that the first letter of the word will be a consonant and the second letter will be an L.
  • Write up a word beginning with an L blend on the board and model how to segment the word into parts (L blend, remaining letters).
  • Have the students practise reading and blending the segmented word along with you.
(5 minutes)
  • Write the following L blends on the board: bl, cl, fl, gl, pl, sl. practise reading each blend and think of words that begin with them.
  • Model how to record your word underneath the blend by writing the word and also drawing a quick picture.
(10 minutes)
  • Explain that students will now get to work with a partner to come up with their own words beginning with an L blend.
  • Pair students up and pass out one of the pre-written index cards and two pieces of blank paper to each pair.
  • Ask students to work together to write or draw as many words as they can that begin with their L blend.
  • Bring the class back together and have students share out the new words they came up with.

Beginning

  • Work with a small group of students to identify the beginning blends in additional familiar words written on index cards or on the whiteboard.

Advanced

  • Have students practise identifying additional beginning blends using the Beginning Consonant Blends worksheet.
(10 minutes)
  • Pass out the Beginning Blends Review worksheet for each student to complete independently.
  • As students are working, assess if they are able to identify L blends and appropriately blend the sounds in a word together.
(3 minutes)
  • Close by passing out index cards and having each student draw one thing that begins with an S blend.
  • Have students turn and talk to share their S blend picture with a partner.
  • Collect all of the pictures and write each word next to the picture. Display on a classroom word chart for future reference.

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