Consonant Blends
Author: Katelyn Spencer
Topic: Spelling
Grade Level: 1st Grade
Common Core Standard(s): CCSS.ELA-Literacy.RF.1.3.A. Know the spelling-sound correspondences for common consonant digraphs.
Lesson Objective: Students will be able to determine common consonant digraphs successfully through various types of activities.
Lesson Materials: Book “Stop, Drop, and Flop in the Slop” by Brian P. Cleary, Chart paper & markers, ELMO, Smart board, Video about “Blends”, Blender book search papers, pencils, Blends Clip Cards, Clothes Pins, Blender Anchor chart (completed prior to lesson).
Instructional Lesson Methods and Assessment
Anticipatory Set:
- Begin the lesson by having the students sit “criss- cross applesauce” on the rug.
- Gain background knowledge with the students’ about consonant blends by asking the students the following questions:
- Do you know what the word consonant means?
- Do you know what the word digraph means?
- What do you think the word “blend” means?
- Have you heard any of these words before? If so, when?
- Let the students ponder on this new information for a moment. Tell them to get “knee-to-knee” with a buddy to discuss these words and what they think they mean. (Allow 2 minutes for this)
- After the 2 minutes is up, have the students direct their attention back to the teacher by saying “Ready to Rock?” and the students will know this is time to get back to their place on the rug and will reply with “Ready to Roll!”
- Get out the chart paper easel and some markers. Introduce the terms “consonant digraphs” or “blends” by writing them on the chart paper. Ask a couple of the students what their “buddy” thought these words may mean. Explain what consonant digraphs (or blends) are.
- Explain what a consonant is. (The students have likely heard the term before, but refresh them.)
- Consonants: any letter that is not a vowel.
- Consonant digraphs (blends): 2 or more consonants in a row whose sounds blend together.
- After explaining the meaning of these, write what consonant digraphs are on the chart paper so it can be displayed in the classroom. Next, write the consonant blends st, sp and bl on the chart paper. Have the students to think of words that have these consonant blends and record them as they answer. Then, have the students to think of any other two consonants that could make a consonant blend and record them at the bottom of the chart paper.
- Once the chart paper is complete, explain to the students that they will be doing some activities with consonant blends and they need to try their best so their parents will be proud of their hard work. The anchor chart will be displayed in the room for a reference.
- The finished product anchor chart should look as follows:
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.1 Define Vocabulary and symbols: During the anticipatory set, I will introduce the terms “consonant”, “blend”, and “digraph.” The students will be aware that we will be using consonants (letters) to make sounds blend. | 4.1 Provide various ways to respond: The students will get “knee-to-knee” with a buddy to discuss these new words (consonant, blend, and digraph) with one another to ponder on what they may mean. | 3.1 Provide or activate background knowledge: For me to be able to successfully teach consonant digraphs (blends) to the students, I must first know if they know these terms and/or what they mean. I will ask the students if they know these terms, or have heard them before, and if they know their meanings. If no background knowledge is obtained, I will give examples to the students (chart paper anchor chart). |
Introduce and Model New Knowledge:
- With the students still on the carpet, hold up the book “Stop, Drop and Flop in the Slop” by Brian P. Cleary. Explain to the students that you are going to read to them this fun book that has consonant digraphs (or blends) in it.
- Before reading, tell the students to put on their “listening ears” and “thinking caps” so they can hear different consonant blends in the book and tell them that you are going to be asking them which ones they heard while you read.
- Project the book on the ELMO for the students to see the book on the Smart Board clearly.
- When done reading the book, seat yourself by the chart paper easel once again to review consonant blends found in the book. Ask the students to tell you, by raising their hand, what consonant blends they heard in the story as you read. After you have written down some consonant blends they heard, you can then have them to give you some words, or names, that would go under each consonant blend for extra practice. This final chart would be as follows:
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.1 Customize the display of information: Because I am providing a book and a video to help learn these skills, I am customizing the display of information. | 6.3 Facilitate managing information and resources: Students will have to think about the blend and then come up with a word that incorporates that blend. | 9.1 Guide personal goal-setting and expectations: The teacher wants to know words that the students come up with under each blend example. The students know they will be using this information in the today’s lesson. |
| 1.3 Provide alternative for visual information: I will use the ELMO to display the book “Stop, Drop and Flop in the Slop” book about consonant blends. |
- After discussing the different consonant blends found in the book “Stop, Drop and Flop in the Slop,” I will explain to the students that they are going to watch a short video about blending sounds. I will explain to the students that they can choose which video they would like to watch. They may choose from the "Blend Song" or the "Blend Rapper." The class will conduct a vote to see which video wins the preview. I will also explain to the students that they need to make sure and pay attention to the video because it will help them to understand how to blend consonants (or letters) together, and prepare them for their next activity.
 |
| Photo |
**http://readyteacher.com/consonant-blends**
**https://www.youtube.com/watch?feature=player_embedded&v=ZBkaAx8H1LA**
- Once the video is over, I will break the students into partners (or 3 to a group if needed) to complete the Blender Book Search Activity.
- Blender Book Search Activity: Students will be paired up to go around the room and look through different books, and any other text they find, to record different blends. The pairs will be given a “Blender Record Sheet” for them to record the blends they find.
- I will get a book, or other text, I find in the room and give the students an example of what I am looking for to be completed by them.
- I will walk around the room as this activity takes place to assure the students are on task and know what to do.
- This is the sheet the students will use to record the blends they find in books and any other text in the classroom. The students will hold on to these sheets until time for wrapping up the lesson. (Found from Pinterest).
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.2 Provide alternatives for auditory information: The video provides a dialog that can be an everyday conversation, except through a song. | 4.3 Integrate assistive technologies: Visual learners will benefit from having the book displayed on the ELMO projection screen, instead of just hearing the book be read they can also see it. | 8.3 Foster collaboration and communication: The students must work in groups of two (or maybe three) to complete the Blender Book Search activity. |
| 9.2 Scaffold coping skills and strategies: I will show the students how to use strategies such as looking through books, and other texts, to find consonant blends and record them. . | ||
| 7.1 Increase individual choice and autonomy: The students will be given the choice of which video they want to watch about blends. The “Blend Song,” or the “Blend Rapper” videos will be the choices. |
- For the independent practice part of the lesson, students will be given a hands on activity that requires them to use clothes-pins to choose the correct blend for a given picture.
- Each student will have their own set of Clip Cards and handful of clothes-pins to complete the activity.
- I will explain to the students that they are to look at the picture, say the name of the picture, and then choose the blend that goes with the given picture.
- I will walk around the classroom and observe the students as they complete this in order to make sure they are placing the clothes-pins on the correct blend, and in case they need help selecting the correct blend for the word given.
- I will have an anchor chart like the one below displayed in the room (along with the one we completed as a class) for the students to refer to if needed.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.2 Highlight critical features, big ideas, and relationships: Students will see the relationship between the picture, word and blend the word makes. | 4.2 Provide various ways to interact with materials: Students will be allowed to use clothes pins to complete their individual assignment instead of a pencil or marker. | 7.3 Reduce threats and distractions:\ Allowing the students to work independently on this assignment lets the students know what they learned by allowing them to complete the assignment on their own. |
Wrap-up:
- To finish up this lesson, students will reconvene at the rug for the review of the Blender Book Activity completed as partners.
- Students will bring their Blender Book Search record sheet (shown above) with them to the rug to discuss the blends they found.
- I will then ask the students some questions about the blends they found in their partnerships:
- What did you discover about blends?
- Are blends only in books?
- Where else did you find blends besides books?
- What are some of the blends you found?
- When the students begin to communicate to me some blends they found during the activity, I will write them on the Blender Activity “blender” that was created prior to this lesson.
- This blender will remain on the board in the classroom (besides during assessment) as an anchor chart to help the students to remember what was learned about consonant blends. (Accessed from Pinterest).
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.2 Clarify syntax and symbols: Students will find the relationship between the blends they have learned and the blends found in books or other texts. | 6.4 Enhance capacity for monitoring progress: During the discussion about the blends found during the activity, I will validate the students’ answers by letting them know they answered it correctly. | 8.1 Heighten salience of goals and objectives: Students will show they have comprehended what blends are by recalling blends they found around the classroom during the Blender Book Search. |
| 8.2 Vary levels of challenge and support: In the wrap up, student will be the ones who have to give answers instead of just receiving new information. They will have to recall blends found in the Blender Book activity, which will force them to reflect and recall what they learned. |
- Formative (Informal – must be a written assessment)
- Students will be given the next activity to complete. They will be told that this is individual work and will go inside their folder for their parents to see. I will explain to the students that is important to try their best on this "activity."
- Students will write the blend they hear on the sheet given to them as I say the words of the pictures aloud to the class. Then, the students will be asked to circle ONLY the two consonant blend words provided on the page. I will read these words aloud as well.
- I will explain to the students that they are not allowed to use the anchor charts in the room, or the Blender Book Search activity sheet because I want to see what they learned. (The anchor charts in the room will be covered.)
- I will read both prompts aloud to the students.
- I will provide an example of how to complete the assessment before they begin on the smart board so make sure the students understand the assignment.
- Question 1: I will read aloud the names of the pictures provided on the page handed out to the students. They will then be expected to record the blend they heard me say without help from any anchor charts or other materials, including myself.
- Question 2: I will explain to the students that they are to circle the word only if it has a two consonant blend in it. I will read the words aloud to the students to complete the page. (I will also provide an example of this on the smart board)
- This is the record sheet that will be handed out to the class to be completed as an assessment. (Accessed from Pinterest.)
- Once the assessment is complete, go over the page that was just completed. Allow some of the students to answer what they wrote for the blends sounds they heard, and the words they circled at the bottom.
- If the students have some of the answers incorrect, allow them to correct their page, but make sure to explain to them the correct answer (without making them feel guilty for getting it incorrect.)
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 2.5 Illustrate key concepts non-linguistically: I will allow the students to communicate their comprehension of blends non-linguistically through their writing and circling of the answers. I will give an example of what to do before they begin the assessment. | 6.2 Support planning and strategy development: By providing the students with an example of the assessment to be completed, they are aware of how to complete the assessment provided before beginning. | 7.2 Enhance relevance, value, and authenticity: I will be providing relevance, value and authenticity because the assessment includes pictures that will be recognized by the students, engaging them in the activity. |
| 3.3 Guide information processing. By asking questions, but providing examples before the questions, I am providing guidance through information processing. | 8.4 Increase mastery-oriented feedback: By asking the students guiding questions, the students can correct their mistakes if they made one on the worksheet used as an assessment. |
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