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Students will be able to identify and spell words with beginning consonant blends.
- Introduce the lesson by gathering the class together for a read aloud.
- Display the cover and tell the class the title of the book, The Very Grouchy Ladybug.
- Write the word "grouchy" on the board and underline the letters gr.
- Explain that today the class will be learning about consonant blends at the beginning of words. Remind students that consonants are the letters of the alphabet that are not vowels.
- Define consonant blends as two or more consonants at the beginning of a word whose sounds blend together. Refer back to "grouchy" as an example.
Beginning: Connect to students prior knowledge by reviewing feeling words using visual aids to support understanding.
Intermediate: Invite students to turn and talk to a partner to share a time when they felt "grouchy" and what grouchy might look like on their faces or bodies.
Explicit Instruction/Teacher modeling(10 minutes)
- Read aloud the text, The Very Grouchy Ladybug by Eric Carle. As you read, pause to point out beginning blends. Practice reading them, writing them on the board, and encouraging students to come up and underline the consonant blends. Words might include: friendly, grouchy, breakfast, screamed, stinger, sparrow.
- Provide students with individual copies of the book to reference during the read aloud.
- Provide vocabulary words in the students home language (L1) as able.
Intermediate: Pass out prewritten index cards to students with the vocabulary words from the story. Invite students to underline the beginning blends in each word.
Guided Practice(10 minutes)
- Put students in small groups, and pass out one of the prewritten beginning consonant blends posters to each group.
- Explain that students will get to come up with as many words as they can that start with their consonant blend. Tell students that they can either write the words or draw pictures of the words on their posters.
- Bring students back together and have each group share out some of the words they came up with.
Beginning: Provide visual supports (objects of images) of things that begin with beginning consonant blends to support student learning.
Intermediate: Write sentence starters for students to use when sharing their words with the class.
Independent working time(10 minutes)
- Pass out the Blend at the Beginning worksheets and have students complete them independently.
Beginning: Hand out individual alphabet charts for students to reference.
Intermediate: Encourage students to verbally say each word aloud as they complete the worksheet.
Support: Work with a small group to come up with consonant blends.
Enrichment: Have students practice writing sentences using their consonant blends.
- As students are working, walk around and assess if they are able to identify words that contain the same consonant blend.
- Collect student work to assess if students were able to accurately match each beginning consonant blend to the correct word.
Beginning: Ask students to share their words with you one on one.
Intermediate: Have students practice identifying additional beginning consonant blends.
Review and closing(5 minutes)
- Close by reviewing how to sound out and blend together beginning consonant blends.
- As an optional exit ticket, have each student identify a word with a beginning blend.
Beginning: Have students turn and talk to a partner to share beginning blends of additional objects or images.
Intermediate: Display additional objects or images and have students practice saying the beginning blends aloud.