Topic:

L-Word Consonant Blends (1)

Class:
First Grade

Date:

Unit/Theme:
Consonant Blends

Standards:

Content Objectives:
1) Find the similarities between individual
letter sounds and consonant blends
2) Construct words with consonant blends

Language Objectives:
1) Practice using L- consonant blends

Key Vocabulary:
Bled, Blank, Blow, Blob, Glove, Glass, Glow,
Globe, Slow, Slide, Slip, Sleeve, Flashlight, Flag,
Floor, Flower

Materials:
Graphic Organizer sheet
White Board
White Board Markers

MPI (language function, content stem,

support):
Level 1-3: Students will be able to
identify L-consonant blends using
pictures, fill in the blank, and a word
bank.
Levels 3-5: Students will be able to
identify which L-consonant blends
completes the word, using pictures.

SIOP Features

Preparation Scaffolding Grouping Options
___ Adaptation _X__ Modeling _X__ Whole class
_X__ Links to background _X__ Guided practice ___ Small groups
_X_ Links to past learning __X_ Modeling ___ Partners
_X__ Strategies incorporated _X_ Comprehensible input _X__ Independent

Integration of Processes Application Assessment
_X__ Reading _X__ Hands-on _X__ Individual
_X__ Writing _X__ Meaningful _X__ Group
_X__ Speaking _X__ Linked to objectives _X__ Written
_X__ Listening _X__ Promotes engagement _X__ Oral
Lesson Sequence:
1. Introduction: Today we are going to learn about L consonant blends. A consonant blend is when two letters are paired
together, but they each make their own sound. We are learning this because it will make you all better readers and writers.
[Write the letter B on the board] Now, does anyone know what sound this letter makes? [Wait for answer] Yes, the sound is
/b/, like bed or bow. [Write the letter L on the board] Now, does anyone know what sound this letter makes? [Wait for an
answer] Yes, the sound is /l/, like love or lip.
2. Model/Guided Practice: Now what would happen if we put these two sounds together? [Sound out /b/ and /l/ emphasizing
the two sounds as individual letters] Lets look at some words that have this pairing of sounds [emphasize the b then l, then rest
of word]:
Bled



blank
Now, let me see you try. As a group lets read the following words but remember to focus on each letter as individual sound
[while children read the word, point to each letter]:

Blow


blob
How about we change the b to a g. The g would make the /g/ sound and the l would make the /l/ sound. When we put these
two sounds together it goes /gl/ [emphasizing the letters separately]. For example, lets look at some words that have this gl

pairing [read each word, emphasizing g, then l, then rest of the word]:
Glove


Glass
Now, let me see you try. As a group lets read the following words but remember to focus on each letter as individual sound
[while children read the word, point to each letter]:


Glow


Globe
Now what would happen if we changed the g to a s. The s would make the /s/ sound and the l would make the /l/ sound. When
we put these two sounds together it goes /sl/ [emphasizing the letters separately]. For example, lets look at some words that
have this sl pairing [read each word, emphasizing s, then l, then rest of the word]:
Slow


Slide
Now, let me see you try. As a group lets read the following words but remember to focus on each letter as individual sound
[while children read the word, point to each letter]:

Slip



Sleeve
What would happen if we changed the s to a f. The s would make the /f/ sound and the l would make the /l/ sound. When we
put these two sounds together it goes /fl/ [emphasizing the letters separately]. For example, lets look at some words that have
this fl pairing [read each word, emphasizing f, then l, then rest of the word]:


Flashlight


Flag
Now, let me see you try. As a group lets read the following words but remember to focus on each letter as individual sound
[while children read the word, point to each letter]:



Floor


Flower

3.

4.

So, for the following activity [show worksheet] we are going to put the consonant blend into the blank. The ending of the word
is on the sheet and you will either have to put BL, GL, SL, or FL underneath the picture. I will do the first one. Let me look at the
picture. It is blocks! /b//l/ /ock/ [say word separating out the sounds] Now what letter makes the /b/ sound, yes B. And what
letter makes the /l/ sound, yes L. Therefore, to spell the word block , it would be B L O C K. Now you do the rest of the sheet
independently. [Allow ten minutes for all children to finish sheet, if some finish early they can read independently at desk].
Recap: Ok, students lets discuss what we have learned. Does anyone remember what this letter combination is called? Yes,
consonant blends. So, what would happen if a word had a BL in the beginning? What would it sound like? Good work, it will
sound like /bl/ like block or blue. Now, what would happen if a word had a GL in the beginning? What would it sound like?
Good, it will sound like /gl/ like glue or glass. What would happen if a word had a SL? It would sound like /fl/ like flood or fly. If a
word had a SL it would sound like /sl/. And why did we learn this lesson? It will make us all better readers and writers!

Assessment:
Were the students able to find similarities between individual letter sounds and consonant blends?
Were the students able to construct words with consonant blends?
Were the students able to categorize words based off their consonant blends?

Name: ____________________________

SL BL FL GL

__ __ ock

__ __ ue

__ __ ight

__ __ ed

__ __ ove

__ __ eep

__ __ anket

__ __ amingo