Grade: 1st Duration: 40 minutes

Subject: Foundational Skills Topic: S blends

Unit: Foundational Skills-Blends

Essential Question: How can I use blends, specifically S blends to help me read and
write words?

Common Core Learning Standard:

RF.1.2 Foundational Skills: Phonological Awareness
Demonstrate understanding spoken words, syllables, and sounds (phonemes).
a. Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
RF. 1.3 Foundational Skills: Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Decode regularly spelled one-syllable words.
b. Use knowledge that every syllable must have a vowel sound to determine the
number of syllables.

Learning Objective: I can identify which blend is in the beginning of a work. I can read
and write words with S blends.

Rationale: Prior to today's lesson, students have been learning about blends including
L and R blends. This week, students will be learning about S blends (sw, sn, sp, sm, st,
sk, sc, sl). Students will be able to use what they know about blends to help them
encode and decode grade level words.

Lesson Flow:
Sight Word Identification
● Blast off sight word activity-Teacher will reveal a sight word. Students will yell out
the sight word and then spell it using the blast off strategy. They will crouch down
on the floor and get higher every letter they say and when they have finished
spelling the word they will jump up and shout the word. This process will repeat
for 6 sight words.
Review Blends Google Slide
● Video
○ The teacher will tell the students that they are now going to watch a video
with S Blends.
○ After the video is over, the teacher will have some students recall the 8 S
blends that we have been learning this week. The teacher will record them
on the board.
 ● Bitmoji review
○ The teacher will tell the students that we are now going to do a table
review. The teacher will tell the students that they will work with their table
to identify which blend is at the beginning of the pictures shown on the
board.
○ The teacher will display 4 pictures on the board that all start with the same
S blend, with their group students will identify the S blend and hold up
their blend card (ENL teacher working with group at desk)
Write the room
○ Teacher will then explain to the students that we are going to write the
room. The teacher will pass out the recording sheets and explain to the
students that they will walk around the room looking for pictures. They will
then spell the word starting with the S blend. Students will be encouraged
to use their spelling rules to help write each word.
○ They will record the words that go with each picture with the
corresponding numbered line. (Modification - some students will have the
words written, but missing the blend, which they need to fill in, some
students will have a S blends bank to help them identify the beginning
blends.)
Exit ticket activity
● Students will identify the pictures and write the correct S blend under each
picture (modified: some students will have a word bank box with all the S
blends listed, ENL teacher pulls group to back table to support)
Closure Activity/SGI
● Spider craft-Students will come up with 1 word for each S blend (sp, sl,
sw, sm, sn, sk, sc, st) They will write the word on a leg to a spider.
Students will then cut out the 8 legs of the spider and glue them to the
body to create their S blend spider.

Vocabulary: blends, consonant

Differentiation:
● Two modifications write the room recording sheets. One with the word endings
where students will only have to write the blend that they hear and the other with
a S blend word box for students to choose from the correct blend.
● Exit tickets will be differentiated for some students with an S blend bank for the
students to choose from.
● Group work-support from other classmates
● Visuals-anchor charts

Critical Thinking:
 ● What is a blend?
● Where do we find S blends in a word?
● What two consonants make that blend?

Assessment/Application:
● Observations throughout the lesson (specifically write the room and group work)
● Collection of the exit ticket
● Collection of closure and extension activity
● Observations during guided reading groups and F&P benchmarking (long term)

Extension:
● Reading Comprehension
● IReady blends lessons

HW: S blend spelling words for the week (3x each, sentences, rainbow write, and
practice test)

Resources/Material:
● Google Slides / Video
https://docs.google.com/presentation/d/1ZJToiUrHHkRG5mpi59XKRHl7m2fF_34
mktnrIU7rk5c/edit#slide=id.p
● S blend cards (group activity)
● Write the room pictures and recording sheet
● Spider craft worksheet

ENL:
● The use of visuals to build background knowledge and help when spelling and
reading words with S blends.
● The focus on one blend at a time and emphasizing that each letter keeps its
sound.
● Focusing on support of entering and emerging students during the lesson.
● Teacher modeling