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LESSON PLAN OUTLINE

Janelly Lopez
Mrs. Lam, 1st Grade, Spotswood Elementary School
Presented December 8, 2015

TITLE OF LESSON Letter Sound Production with Blends

This activity is appropriate for the children in my class because blends is a concept that the
children around this age are working on. Although this lesson is great for the entire class, I only
taught this lesson to one student. I picked a child who is behind on sound production and blends
is something that he definitely struggles with.
OBJECTIVES AND ASSESSMENT
Developmental Objectives

1. The student will be able to state

Plan for Assessment

After the words have been reviewed with the student, the student
will need to say each word as the pictures are flashed to him. I will
have an assessment sheet where I will be able to mark down the
words that he misses. After the activity I will be able to notice the
words that the child did not understand and missed.
After asking the student to sort the words, I will have an
assessment sheet where I will be able to write down notes and note
if the student sounded out the words and was able to place the
words in the correct category based on the blends.
The student will be given a sheet where he will have to write down
the six words that are said to him. I will then collect that sheet and
will be able to see if he writes down the blending sound correctly,
such as (sh, ch, and th). He will not be assessed on the correct
spelling of the entire word, just on the blends.

COLLECTION OF ASSESSMENT DATA

Data collection forms:

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RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS (Preschool)

The student will orally identify, produce, and manipulate various units of speech sounds within
words:
c) Blend sounds to make one-syllable words.
MATERIALS NEEDED

Sort words with the beginning blending sounds and pictures that relate to each sound.
Two sheets of assessment-one to assess the sorting and another to assess the writing.
(Teacher)
A pencil.
PROCEDURE
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The assessment sheets and the sort sheet should be printed out before beginning the activity.

Once the picture-sort sheet is printed out, cut the pictures out.
After the preparation is ready the teacher should sit with the child at a table.
Comprehension: Introduce the three blending sounds, sh, ch, and th to the child. Go over each
blend while sounding them out with the child. Show the child each of the pictures that were cut
and review with the child what each picture is, emphasize the blend of each word in the
beginning.
Ex.)
Shirt Shhhhhhhhirt
Chicken Chhhhhhhicken
**The child might already know most, if not all, of the words, but in my case there were some
pictures that the student was unfamiliar with and reviewing definitely helped.**
Word Study: After each picture is reviewed with the child, allow the student to sort the pictures
based on the beginning sounds (blends).

After the student completes the sort, ask the student to name all of the pictures and why he chose
to place them in the sort that he did. This is where the teacher should be assessing the child using
the previous score sheet.

Fluency: After the student sorts, collect all the pictures and mix them around so that they are not
in order. Flash each picture to the student and ask him to name the picture. Using the assessment
sheet, write an X next to the ones that the student misses. **If the child misses any, remember
which ones they were to not use those picture/words on the writing portion.**

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Writing: After the child finishes saying each word, pick 2 words from each category (sh, ch, and
th) that the child quickly stated. Mix the words so that the categories are separated. Hand the
student the writing sheet with lines. Say the pictures/words clearly, without any emphases on the
blends. The student is to spell each word on the line to the best of his ability.

When it is time to assess the student do not look for correct spelling, but rather if the student
spelled the beginning blend correct.

PREPARATION OF THE LEARNING ENVIRONMENT

The assessment sheets should be printed and ready before the lesson begins. The sort words
should be cut before as well. I will be at a separate table with the child only. To prepare the
student for the lesson, during the introduction, I will review the sounds and the pictures with the
child.

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INTRODUCTION AND ORGANIZATION

Before I begin the actual activity, I can show the child the pictures so that the child feels
comfortable with the lesson. I will then ask the child if he knows that two letters can be together
to create one sound. I will then give him the example of (sh, ch, and th). I will then show the child
the pictures and see which ones he knows. If there are any that he is unfamiliar I will tell him
what they are. While reviewing the words I will emphasize the blending sounds of each word. I
will also pay close attention to the words that he doesnt know. Paying close attention will help
me in choosing words that the child knows for the writing portion.
IMPLEMENTATION

To implement the lesson I will ask the student questions throughout the lesson to make sure the
objectives are being met, if not at least addressed. After a blend is taught I will ask the student to
repeat the blend sound. Throughout the lesson I will ask the student to repeat some of the
picture/words that were taught and ask him to sound the blend.
CLOSURE

To encourage the child to reflect on the experience, I will ask him if he knows other words that
have blends and to tell me a few of them. In order to transition to the next activity I will ask the
student how he thinks that shhhhhh should be written and would be a great way to introduce
him to a spelling/writing lesson.
CLEAN-UP

The teacher must collect the assessment sheets, but the child may keep the picture/word sorts.
DIFFERENTIATION

Although I only taught this lesson to one person, if I were to teach this to many students and
would have to meet the needs of many I would begin by allowing the fast learners to begin
writing sentences using the picture blend words after this lesson. This would give me the
opportunity to address those who still do not understand the concept. For those students who
speak other languages I plan on speaking slowly and articulating very well. I also plan on having
a lot of visuals.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

During this lesson, the student may feel frustrated. The teacher should be prepared to get the
students attention and interest if this happens. Another thing that can go wrong is the student not
understanding the concept with the available time and then has to overlap another activity or
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lesson. If this happens the teacher can always split this lesson into two parts and eventually tie
everything together.

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