what are we going to do? what does produce mean? produce means ____________

CCSS 1st Grade Reading Foundational skills 2.0bOrally produce single-syllable words by blending sounds (phonemes),

including consonant blends. Lesson to be used by EDI-trained teachers only.

READY TO TEACHSM EDI® Lessons©2013 All rights reserved.

What are we going to do?

What does produce mean? Produce means ____________.

What are we going to do?

What does produce mean? Produce means ____________.

CFUCFU

Students, you already know how to blend beginning and ending sounds together to make a word. Now, we will blend all the sounds together to make a word.

Students, you already know how to blend beginning and ending sounds together to make a word. Now, we will blend all the sounds together to make a word.

Make ConnectionMake Connection

Learning ObjectiveLearning Objective

Activate Prior Knowledge

Activate Prior Knowledge

We will blend sounds to produce1 words.

Blend the sounds to name the word.

1 2

[f / our] [s/ ix]

1 make1 make

VocabularyVocabularyBlended Word

Blended Word

CCSS 1st Grade Reading Foundational skills 2.0bProduce words by blending sounds.

Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved.

Which word has been blended?(Teacher reads aloud the word [five], then reads aloud the segmented word [f / i / ve]“_____ has been blended because ______.”

A [five]

B [f / i / ve]

In your own words, what is blending? “Blending is _________.”

Which word has been blended?(Teacher reads aloud the word [five], then reads aloud the segmented word [f / i / ve]“_____ has been blended because ______.”

A [five]

B [f / i / ve]

In your own words, what is blending? “Blending is _________.”

CFU CFU

Concept DevelopmentConcept Development

To blend is to put sounds together to make a word.

[nine] [n / i / ne]

Just Sing It

Singing the sounds can help you blend.

*Note to Teacher: Students should be practicing “smooth” blending, where all sounds are “hooked together”. “Chopped” blending, where each phoneme is said as a distinct individual sound, not connected to any others in the word, should be discouraged.

[three] [th / r / ee]

Blending

NOT Blending[g / a / te] [f / i / ve]



Say the sounds. (Teacher first, then Students)Blend the sounds to produce the word.Hint: Say the sounds together quickly.

Blend sounds to produce words.1

2

Skill Development/Guided PracticeSkill Development/Guided Practice

How did I/you blend the sounds?


CFUCFU

2

1 2 3


Go toAppendix for Additional CVC words, as needed

[shoes] [sh / oe / s] [shirt] [sh / ir / t] [hat] [h / a / t]

**Note to Teacher:1.Slowly say each sound. 2.Call on 4-5 non-volunteers to produce the blended word. 3.If students cannot produce the blended word, de-escalate by providing the option of the correct blended word, an incorrect word, or the segmented word (e.g., shoes and shoot; [sh/oe/ s] or [shoes]). 4.Call on volunteers to produce the blended word.5.Click to see the picture for the blended word.

ApplicationBlend the word.T: [ch / ee / r]

S: [d / o / ll ]



Skill Development/Guided Practice (continued)


1 2 3



2




CFUCFU

2

Go toAppendix for Additional CCV words, as needed

[ski] [s / k / i] [snow] [s / n / ow] [flu] [f / l / u]

ApplicationBlend the word.T: [s / k / y]

S: [t / r / ee ]






1 2 3



2




CFUCFU

2

Go toAppendix for Additional CCVC words, as needed

[stove] [s / t / o / ve] [spoon] [s / p / oo / n] [plate] [p / l / a / te]

ApplicationBlend the word.T: [s / t / o / p]

S: [t / r / a / ck ]




Blending sounds will help you read words.1

Does anyone else have another reason why it is relevant to blend sounds? (Pair-Share) Why is it relevant to blend sounds? You may give me my reason or one of your own. Which reason is more relevant to you? Why?

Does anyone else have another reason why it is relevant to blend sounds? (Pair-Share) Why is it relevant to blend sounds? You may give me my reason or one of your own. Which reason is more relevant to you? Why?

CFUCFU

RelevanceRelevance

tent fire tree lake




What did you learn today about blending sounds? (Pair-Share)Use words from the word bank.

Summary ClosureSummary Closure

Skill ClosureSkill Closure

Access Common CoreAccess Common Core

Ms. Garcia’s class is blending sounds. She said the sounds [f / l / a / t]. When Andrew repeated the sounds back, he chopped them up and said, “[f] [l] [a] [t], [fat].” What did Andrew do wrong?



2

1 2


[catch] [c / a / tch] [throw] [th / r / ow]

Word Bank

produceblend

soundstogether

Andrew did not put the sounds together. When he did put them together, he left out the /l/ in flat.



Guided Practice 1Guided Practice 1


Blend the sounds to produce the word.

1

[t / oe]

2

[m / i / l / k]

Let’s Play Bingo!

**Note to Teacher:• Print and distribute BINGO game mats to students (located in separate file).• Select a flash card (do not show to students). Have students blend the sounds to put the piece on their game mat

(e.g., “Listen to the sounds: [r / a / t].” Students should blend this to put a piece on the rat box.) Call on non-volunteers or blend chorally and reveal the item on the flash card.

• Once students have mastered this with just blending sounds, you can introduce other phonemic awareness concepts, such as beginning/ending sounds, rhyming words, etc. if desired ( “Which word begins with [r]?”, “Find the word that rhymes with cat,” etc.)

Bingo Flash Cards and Game Mats in Separate File





Blend the sounds to make a word.

**Note to Teacher:• Place various single-syllable items in a “mystery bag”. • Have students name each item by blending the given sounds (e.g., “I have an object here. Can you figure

out what it is? Listen to the sounds. [b / l / o / ck].”) • Alternate between choral blending and non-volunteers to maintain interest.

1

[b / l / a / ck]

2

[b / oy]

[v / e / n / t]3

[w / i / th]4

Name the objects in the mystery bag. Blend the sounds to name the object.





Name the word.

Let’s play a computer game!http://www2.smarttutor.com/player/swf/PA_blending_LA_V1_T1a.swf

**Note to Teacher:• This activity can be done individually, as well as whole-class or in small groups.

1

[wh /i / te]

2

[e / gg / s]

[s / w / ee / p]3

[p / l / u / g]4





Let’s read a book. Blend the sounds to name the missing word.

**Note to Teacher:• Select a book the students will enjoy.• While reading, periodically omit single-syllable words that

students will have to name by blending the given sounds (e.g., “One day, a [p / ig] went to market.”)

• Similarly, periodically pause from time to time to call on non-volunteers to blend a given word.

Blend the sounds to name the word.1

[p / l / a / ne]

2

[j / u / m / p]

Listen carefully. Are the sounds blended or not blended? Yes or no? How do you know? [ranch]

Listen carefully. Are the sounds blended or not blended? How do you know? [g /r /ee / n]

3

4

Yes, the sounds are blended because the sounds are put altogether to make the word ranch.

No, the sounds are not blended because the sounds are not put altogether.



Appendix (Skill Development/Guided Practice)

Appendix (Skill Development/Guided Practice)

CVC CCV CCVC

[s / u / n] [f / r / ee] [f / l / a / g]

[r / a / ke] [f / r / y] [f / l / oa / t]

[h / a / t] [s / l / ow] [s / l / e / d]

[ph / o / ne] [s / k / y] [s / p / o / t]

[v / oi / ce] [g / r / ow] [c / r / i / b]

[c / oa / t] [g / l / ue] [c / l / a / p]

[p / o / p] [c / r / y] [d / r / u / m]

[b / i / ke] [b / l / ue] [b / l / a / ck]

Back to Skill Dev

Back to Skill Dev

Back to Relevance



EDI – Cognitive, Teaching, and English Learner Strategies

Learning Objective: We will blend sounds to produce words.

ElaborationBlend words from objects around the classroom, from books while reading, etc.

Targeted Vocabulary

Academic produce

Content blend

Support

DemonstrationRefer to CCSS Appendix A (p. 19) for information on blending.

VocabularyStrategy

Multiple-Meaning

Synonym produceDefinition blend

Homophone

Internal Context Clue

Listen, Speak Similar Sounds

Write Writing

Read Tracked Reading

Comprehensible Input

Cognates

Contextual Clues

Graphic Organizer

Contextualized Definitions

Pictures

Language Strategies

Cognitive Strategies Teaching Strategies

Content Access Strategies

CCSS 1st Grade Reading Foundational skills 2.0bOrally produce single-syllable words by blending sounds (phonemes),

including consonant blends. Lesson to be used by EDI-trained teachers only.

READY TO TEACHSM EDI® Lessons©2013 All rights reserved.

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