Kayla Harrison

Lesson Plan & Game

Phonics & Spelling
Spring, 2015
Title: Fran Goes to the Prom
Topic: R Blends
Spelling Stage: Letter-Name/Within Word
Objective(s):
Students will develop an awareness of conventional spelling.
Students will be able to recognize and read single- and two-syllable words
containing r-blends.
Students will be able to distinguish the difference between words beginning with r
and words containing r-blends.
Students will be able to recognize that a word contains an r blend if the word
begins with two consonant sounds, one of them being an r.
NJCCS
Reading: Foundational Skills
CCSS.ELA-LITERACY.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
CCSS.ELA-LITERACY.RF.1.3: Know and apply grade-level phonics and word analysis skills
in decoding words.
Decode regularly spelled one-syllable words.
Decode two-syllable words following basic patterns by breaking the words into
syllables.
Language
CCSS.ELA-LITERACY.L.1.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Use conventional spelling for words with common spelling patterns.
Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.

CCSS.ELA-LITERACY.L.1.5: With guidance and support from adults, demonstrate

understanding of word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts
the categories represent.
Prerequisite Skills:
Students must possess phonemic awareness.
Students must be able to separate sounds (phonemes) in the beginnings of words.
Students have already been introduced to the concept of blends using the l-blends
(sl, bl, cl, gl).
Students must be able to blend sounds in words.
Students must be able to read single- and two-syllable words.
Rationale: Based on the Primary Spelling Inventory and the Writing Prompt Assessment, my
students need to work on consonant blends. Blends are more challenging to students than single
beginning and final consonants. Students need to be able to hear all the sounds in the words in
order to spell the words correctly. Students will need to apply what they have learned to
unknown words in order to identify them. Since students have already learned about blending
and practiced with l blends, I chose to work on r blends. I chose this particular book because it
contains a variety of r blend words, and also reviews some l blends words.
Materials:

1.
2.
3.
4.
5.

Book- Harley, S. (2002). Fran Goes to the Prom. Arizona: Learning A-Z.
R-Blend Sort Cards
Lily Pad Categories (CVC, CVC(r), CCVC(r), CCVC(l))
Crayons
R-Blend and L-Blend review worksheet

Activities or Procedures:

 The explicit instruction model will be used. This includes modeling, guided
practice, and independent practice.
Modeling
The concept of blends will be reviewed in small groups. As a
review, I will model a bl-blend on the board using black, lack, back. I will use
the think-aloud procedure to demonstrate the blend. I will say the words aloud:
black-lack-back. Then I will say, listen to the beginning sounds of each word:
bl-ack, l-ack, b-ack. In the word black, we hear two sounds in the beginning: b
and l. In the words lack and back, we hear only one sound at the beginning: b or
l.
I will then say: We have been studying blends. Sometimes two
letters at the beginning of a word blend together. We hear both sounds, but they
almost slide into each other.
I will name a few l-blend words such as black, clock, slope.
I will then, ask the students to say a word they know containing an l-blend.
Students will then be told: Today we will be working on a new
blend. You will be listening to a story that has a lot of r blends in it. These words
will have an r combined with some other letter at the beginning of the word. The
book I will read is titled Fran Goes to the Prom.
Before starting to read the story, I will tell the students: If we look
at the title, we notice that Fran is an r-blend word, and Prom is an r-blend word.
When we say the word Fran, we hear two consonant sounds in the beginning, and
one of them is an r sound. How many consonant sounds do we hear in the
beginning when we say Prom? I modeled that the word Prom contained an rblend, then asked them to try one on their own.
The book will be read aloud to the group once.
During the reading when I arrive at page 6, I will ask the students:
On this page can you point out an r-blend word? I will also tell the students that
there are also some l-blend words that we learned already. I will ask them to
identify the l-blend word on the page (slim).
Story will continue, and if I dont think students have grasped the
skill of r-blends, I will stop at another page to have them identify r-blend words.
Guided Practice:
I will explain to the students that they will be doing a sort that will
review l-blend words, and will help them practice identifying r-blend words. I
will explain to the students what the four categories are: CVC, CVC(r), CCVC(r),
and CCVC(l).
I will model sorting a CVC word (tag), a CVC(r) word (rot), a
CCVC(r) word (grab), and a CCVC(l) word (slot). I will explain why each word
fits into that particular category.

 I will go through all the words and pictures of the sort and say
them aloud while showing them to the students. This is for the purpose of helping
them be able to recognize what each word/picture is when sorting.
Each group will get a set of cars and 4 lily pad cards with the
categories on them. In each group, I will split up the cards with words/pictures on
them between the group so each student has the same amount. The group of
students will work together to complete the sort.
Once the sort is complete, the students and I will go over the sort
together. I will ask why the students why they placed certain words in certain
categories. They will be able to come up with a generalization that a word
contains an r-blend if the word begins with two consonant sounds, and one of
those sounds is an r sound. A word begins with an r, but doesnt contain an rblend, if the word begins with one consonant r sound.
Independent Practice:
Students will be given a worksheet that contains a blank picture
that will be colored according to the directions. The directions will provide a
certain r-blend, and if the word found on a certain part of the picture corresponds
with that direction, the students colors it the color stated. This will assess their
knowledge of r-blends. Also, at the end of the worksheet, there is a direction that
asks the student to write a word containing an l-blend (to review), and to write an
r-blend (to assess their knowledge).
Students will then take part in playing the game Frog Prom in
groups of 4. There are directions provided, however, a teacher or adult may need
to explain the directions to the students before they begin.

Frog Prom Game

Prerequisite Skills:
Students must possess phonological awareness.

 Students must be able to separate sounds (phonemes) in the

beginnings of words.
Students must be able to blend sounds in words.
Students must be able to read single- and two-syllable words.
Number of Players: 4
Materials Needed:
1. Game Board
2. 3 Decks of Cards (Level 1, Level 2, Level 3)
3. 4 Frog Game Pieces
Cards:
1. Level 1 and Level 2 cards contain single-syllable words with rblends.
2. Level 3 cards contain single- and two-syllable words with r-blends.
Object of the Game: Players will use the skills taught in the lesson to read single- and twosyllable words containing r blends.
GAME RULES
1. Player whose birthday is the closest to the current date goes first.
2. Players begin at the top of the house at START.
3. The first player chooses a card from the pile next to that level of the house (Level
1 cards are at the top level of the house).
4. The player will read the word aloud and tell the others what r-blend is in the word.
(Ex. Grin, gr.)
5. When the player determines what r-blend the word contains, the player will move
his/her piece to the nearest square containing that same r-blend.
6. If the player cannot identify the word or r-blend, the player remains where he/she
is until the next turn.
7. Once the first level is completed, the player will follow the arrow down to the
next level. The player will place his/her game piece on the bottom of the staircase until
the next turn.
8. Play continues until a player has followed the last staircase, and moved onto the
FINISH line.
9. The first player to reach FINISH wins, and gets to go to the Frog Prom.

WORD SORT

FROG PROM GAME