Daily Lesson Plan -- Lesson 16

Blending

Subject: English | Class: Prep | Series: Skillford

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Overview

In this lesson children learn what blending means: running the sounds of a word together until you hear the whole word. They learn that a consonant blend is two or more consonants said together, with no vowel between them. There are two types: initial consonant blends (at the start of a word) and final consonant blends (at the end of a word). Then they say each picture and write the blend that is missing.

Learning Objectives

• Understand that blending means running sounds together to hear the whole word
• Say each sound in turn, then say the word together (/s/ /u/ /n/ - sun)
• Know that a consonant blend is two or more consonants said together
• Read the initial blends: bl, br, cl, cr, dr, fr, fl, gl, gr, pl
• Read the final blends: ct, ft, lf, lk, lt, rn, mp, nd, nt, sk
• Write the missing blend in a word

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Day 1: Blending and Consonant Blends (35 minutes)

Materials

• Textbook page 30, blend cards

Warm-Up (5 minutes)

• Say the sounds of "sun" slowly: /s/ /u/ /n/. Children say each sound, then say "sun" together.

Main Activity (20 minutes)

• Read the rule: "Blending means running the sounds of a word together until you hear the whole word."
• Follow the three steps on the page:
  • Look at the whole word.
  • Say each sound in turn.
  • Now say the word together.
• Read the example in the red box: /s/ - /u/ - /n/ - sun
• Read: "A consonant blend is two or more consonants said together, with no vowel between them. Blends come in two types."
• Read the Initial Consonant Blends with the pictures:
  • bl - blanket, br - broom, cl - clock
  • cr - crab, dr - dress
  • fr - frog, fl - fly, gl - globe
  • gr - grass, pl - play
• Read the Final Consonant Blends with the pictures:
  • ct - insect, ft - gift, lf - wolf
  • lk - milk, lt - belt
  • rn - burn, mp - lamp, nd - hand
  • nt - ant, sk - desk

Wrap-Up (10 minutes)

• Follow the Teacher's Note: read words such as "clock", "crab", "frog" and "play" aloud and have the learners say each one back. Ask them to say the first two sounds on their own before they read the whole word.

Differentiation

• Support: Practise only four initial blends (bl, cl, fr, pl) and four final blends (lt, mp, nd, nt)
• Extension: Children say each blend word and clap the two blended sounds before saying the whole word

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Day 2: Activity Time (35 minutes)

Materials

• Textbook page 31, pencils

Warm-Up (5 minutes)

• Say a picture word from page 30. Children say the blend sounds first, then the whole word.

Main Activity (20 minutes)

• Read the instruction: "Say each picture, then write the blend that is missing."
• Look at each picture, say the word, and write the missing blend together:
  1. clock (cl)ock
  2. belt: be(lt)
  3. hand: ha(nd)
  4. tree: (tr)ee
  5. play: (pl)ay
  6. ant: a(nt)
  7. globe: (gl)obe
  8. burn: bu(rn)
  9. frog: (fr)og
  10. lamp: la(mp)
  11. grass: (gr)ass
  12. wolf: wo(lf)

Wrap-Up (10 minutes)

• Read all twelve completed words aloud, blending the sounds each time

Differentiation

• Support: Do the first six words with a partner and say each blend aloud before writing it
• Extension: Children sort the twelve words into "blend at the start" and "blend at the end"

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Teaching Tips

• A consonant blend has two or more consonants and no vowel between them
• Say the two sounds quickly together, but keep both sounds clear
• Always say the word again after writing the blend