P P Lesson

Focus of Lesson: Blending
Grouping: Whole class

Grade Level: Kindergarten
Body Blending
1.1 Integration of Learning Outcomes:

 The students will identify and orally segment sounds in words and blend them
together.
 The students will be able to write each sound in a circle, and blend them
together by writing them.
1.2 Standards:
 Standard - CC.1.1.K.C-Demonstrate understanding of spoken words, syllables,
and sounds (phonemes). • Recognize and produce rhyming words. • Count,
pronounce, blend, and segment syllables in spoken words. • Blend and segment
onsets and rimes of single-syllable spoken words. • Isolate and pronounce the
initial, medial vowel, and final sound (phonemes) in the three-phoneme (CVC)
words
1.3 Anticipatory Set:

 What do we do when are reading a book and we come across a word we do not
know? Take student answers. Right, we need to sound out the word. I know that
sometimes we are able to say all the sounds we hear in a word, but it’s hard for
us to blend all the sounds together. We are going to practice blending sounds
together in a fun way where we get to use our bodies.
1.4 Procedures:
 Introduce and Define the Strategy
Today we are going to jump in and out of these hoops to put sounds together to
make words. This is called blending. When we blend, we say each sound that
makes up a word, and listen to the sounds as we say them. When we listen to the
sounds slowly, we think about what they would sound like all together. When we
put the sounds together, they make a word. We are going to practice blending by
saying each separate sound of a word as we jump into hoops. Then we are going
to put each sound together to say the word. I know you all like to jump and I
know you are all going to be awesome at this! By the time we are done, we are
going to be experts at blending!
 Modeling
Have three hula hoops placed on the ground in a straight line. Each hoop makes
up a different sound in a word. I am going to say the three different sounds of
the first word as I jump to teach hoop. After I say the sounds, I am going to
blend the them together and say the word they make. Put the first cards on the
board. The first sound is /m/. I am going to jump into the first hoop and say it.
Demonstrate hopping into the first hoop. Look at the next sound on the card. I
see that the middle sound is /a/. Demonstrate jumping into the next hoop saying
/a/. The last sound is /t/. Demonstrate jumping into the last hoop saying /t/. Jump
out of the last hoop. Show that you are thinking by putting hand on head. If I say
all those sounds together, I get “mat.” This is all done from left to right. Mat!
I’ll do another, but this time I want you to say the word with me when I get to
the end. /D/ /o/ /g/ Dog!
 Guided Practice
Now I want you to use your bodies and help me blend the words. Choose three
students at a time to come up and represent each phoneme (we are only doing
words with three phonemes). Have individual phonemes segmented onto
separate cards ready before hand. Put the cards up one word at a time on the
board. Have each student stand behind one hoop. *hold up first cards, put them
on the board* We are going to blend this word. Each sound is written on a
different card* Go behind first student so they know you are talking about them*
You hop into the hoop and say the first sound of this word. *go behind second
student* You hop into this hoop and say the middle sound, then link onto the
first student. *go behind third student* You will hop into this last hoop, say the
last sound and link onto the middle student. After you say the sound, the three of
you will jump forward, out of the hoop, and say the word all blended together.
Okay, look at this word and think about the sound that you are going to say in
your head. Let’s try this! Class, when the three of them jump out of the hoop, say
the blended word with them. Repeat process until each student has had a chance
to come up and try.
 Independent Practice
We are almost blending experts! You said each sound in a hula hoop and then
we put them together to make a word. Give yourselves a round of applause! I
really like how we listened to each sound and then blended them all together.
How does slowly hearing each individual sound help you form a word?
Whenever you are reading and come across a word you don’t know, say each
individual sound slowly and then try to put them together. Ahead of time, have
words selected from this week’s focus book with three phonemes. Have a
worksheet printed out with about five words for each student. Hold one up as an
example. Now, we are going to practice doing this on our own. I’ve taken words
from this week’s book and I want you to choose five of them to write each sound
on a hula hoop or circle on this worksheet. Then, write the whole word
underneath it. I am going to take my finger and point to each sound of the first
word. Hmm, “C” makes the /c/ sound, so that is the first sound. I will write /c/
here in the first circle. The next letter is “a” and I know that makes the /a/
sound, so the middle sound must be /a/ and I’ll write it in this middle circle. “T”
says /t/ so I’ll write it in the last circle. I am going to say each sound from each
circle together now, /c/ /a/ /t/ “cat!” Now I am going to write “cat” below the
circles. It is just like what we did with our bodies, but now we are writing them.
Who has a question? Go back to your seats and do this by yourself. Raise your
hand if you have a question.
1.5 Differentiation:
 To accommodate the different learning styles and disabilities of all students, I
will draw three circles on the board that represent the hula hoops and the
different sounds. After each student says each sound, I will place the card with
the sound in each circle. I will write the whole word on the board when they are
blended together. This is so students can see the words and sounds written.
 After each word is blended by the students’ bodies, I will move the cards on the
board to the side, and keep them all displayed. Students will see the sounds
separated on different cards.
 The jumping and physically moving to represent each sound will appeal to
bodily/kinesthetic learners as well as giving all students a chance to move
around.
 Lastly, any students that show signs of struggling during guided practice will
work with the teacher one-on-one with a few words on the independent practice
worksheet. The student will do the hula hoop exercise with the teacher and then
fill in the worksheet.
1.6 Closure:
 Does anyone want to come up to the board and show me one word that you
blended? Call on students one at a time to come to the board and write the
sounds of a word in circles on the board. Repeat for a few students. Practicing
saying each individual sound of a word helped us with sounding out words and
blending them together. Remember to always listen for each sound to help you
blend. We are blending experts!
1.7 Formative and Summative Assessment:
 During large group, I will look for who is participating and who needs extra
help. As each student takes their turn I will question: Was the student able to
identify the sound they were assigned to on their own or did they need teacher
support? Did they partake in saying the blended word? I will then analyze each
worksheet that the students complete to keep track of who segmented and
blended correctly. I will make note of who needs extra help to form a small
group to focus on blending during reading workshop.
1.8 Materials:
 Whiteboard/Markers
 Worksheets with select words from book of the week
 Three hula hoops
 Cards with individual sounds segmented, magnets on the back to put on
whiteboard

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Focus of Lesson: Blending

Grouping: Whole class

1.1 Integration of Learning Outcomes:

1.3 Anticipatory Set:

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