SETON HILL UNIVERSITY

Lesson Plan Template Abridged

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence
Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

Blends Day 3
Michele Morgan
Morning Work/Language Arts
Kindergarten
February 19, 2016
PA Standards
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 initial, median vowel, and
final sound (phonemes) in the three-phoneme (CVC)
words.
CC.1.1.K.D Know and apply grade level phonics and
word analysis skills in decoding words. Demonstrate
basic knowledge of one-to-one letter-sound
correspondence. Associate the long and short sounds
with common spellings for the five major vowels. Read
grade level high-frequency sight words with
automaticity. Distinguish between similarly spelled
words by identifying the sounds of the letters that
differ.
CC.1.4.K.B Use a combination of drawing, dictating,
and writing to focus on one specific topic.
Formal Evaluation
Students will be formally evaluated every other week.
Informal Evaluation
Students will be informally evaluated based on their
participation in the whole group and center activities.

CK

SWBAT
Isolate final consonant blends.
Read words with final consonant blends.
Read high frequency words.
Practice sequence.
Recall and retell a selection.
Develop and apply comprehension skills.
Practice listening for sequence,

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
Ask students what we have been learning about this
week (blends). Review the blends learned the previous
day with students (br-, cr-, dr-, fr-, gr-, sp-, st-, tr-).

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)

Hook/Lead-In/Anticipatory Set
Tell students that today we will be learning about
consonant blends at the end of a word.
Introduce the blends -lk, -ft, -nd, -sk, and -st.
Big Idea Statement
We can put sounds together to make words.
We can talk about the order of events in a story.
Essential Questions
What sound does the blend (lk, -ft, -nd, -sk, -st) make?
What is sequencing?
Key Vocabulary
One, Two, Three, Four, Five, Blends, Sequencing
Morning Work
Journal: Where would you like to take a trip?
Marvelous Shapes Page.
Whole Group Instruction (Reading Street T.M. Pages 248-253)
1. See anticipatory set above.
2. Give students words and have them raise their hand if
the word ends in a final blend.
3. Practice segmenting words with final blends.
4. Tell students that words can have a blend at the
beginning of the word and a blend at the end of the
word. Use the word blend as an example. Continue
with other words listed on Page 251.
4. Have students name the letters that make the sounds
in the ending blends for the words listed on page 252.
5. Practice blending the sounds in words with the blends
learned today.
6. Review the new word wall words for the week (one,
two, three, four, five). In addition, review previous word
wall words.
Centers
Guided Reading
Word Wall Words: Three and Four Pages.
Blends: Fl- and Tr- blend activity pages and Tr- Train.
Decodable Words: Short A, I, O, and Blend Clip Cards
Adaptations/Accommodations for Students with Special Needs
Give clear directions for any activities completed during
the lesson.
Tell students they only have a few minutes left before it
is time to move stations.
Work with students one-on-one when necessary.
Reading Street Teachers Manual Pages 248-276
Mimeo
Dry Erase Marker
Whiteboard
Pencils

Closure

Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?

Crayons
Glue Sticks
Decodable Book
Three and Four Sight Word Sheets
Fl- and Tr- Blend Activity Pages
Tr- Train Parts (Train Engine, 4 Rectangles, and Back Page
for Each Student)
Short A, I, O, and Blend Clip Cards
Close Pins
Summary & Review of the Learning
Review with students the sounds of the blends learned
today. Ask students to name words that have an ending
blend.
Homework/Assignments
No homework will be assigned.