Imagine It

Blending Board Lesson Plan

Teacher
Candidate:

Weig, Rozlynn

Lead
Teacher:

Webster, Terry

Grade/Subject:

First Grade

District:

Minidoka County

Lesson Content:

Blending/Phonics/Grammar
Unit 7, Lesson 19

School:

Rupert Elementary

Time
Allotted:

Approx. 30 minutes

SNC Supervisor: Copmann, Laurie

Materials, including technology:

Imagine It teachers manual, sound cards 40 (Bird) and Long E, chalk board, First Reader
work book.

Standards:
RF 1. Demonstrate understanding of the organization and basic features of print
RF 2. Demonstrate understanding of spoken words, syllables, and sounds.
RF 3. Know and apply grade-level phonics and word analysis skills in decoding words.
RF 4. Read with sufficient accuracy and fluency to support comprehension.
L1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

How will learning be assessed:

Formative assessment of the students comprehension of the sounds of /er/ spelled ear and long
spelled -ey. Summative assessment will take place at the end of the unit.

Objective:

Imagine It
Blending Board Lesson Plan
Students will blend, spell, and read words that contain sound spelling: /er/ spelled ear and
spelled -ey.

Essential Vocabulary

Definitions

earn

to get money by working

yearn

to have an intense feeling of wanting something

earth

our planet

search

to seek or look for something

early

before the usually expected time

research

to investigate or study

fur

hair on an animal

furry

to have a soft surface like fur

jockey

a race horse rider

valley

a low area of land between to mountains

volley

to strike a ball before it hits the ground

Imagine It
Blending Board Lesson Plan
Sequence and Scope of Instruction:
1) Good morning! (Review stories Tortoise and
Hare & Winners Never Quit!

Instructional Strategy

estimate
time

1) Call on children to
discuss.

2) Review the Sound/Spelling card 40, the /er/ 2) Indicate that the /er/ can
sound in the ear form, and long spelled -ey. come in the form of ear
spelling.
Indicate that the ear is an
additional way to spell
er and can come in -ey.
3) Introduce new words & sentences by sounds 3) Introduce each new
and blending:
word by sound and
blending, and when
Line 1: earn, yearn, earth, search
appropriate, multi syllable
Line 2: ear/ly, r/search, fur, fur/ry,
words. Choose one word
Line 3: key/ tur/key, jock/ey, hock/ey
from each line to define.
Line 4: al/ley, val/ley, vol/ley, vol/ley/ball
Have students read each
line out loud together after
having introduced each
Sentence 1: Tommy drank water after he played line.
hockey.
Sentence 2: Early searched for a wild turkey.
Have students make a
sentence with a partner
for the words HOCKEY
& VOLLEYBALL.
4) Developing Oral Language:

4) Call on those who have

their hands raised that can
point to a word and use it
in a sentence.

Closure: Reiterate we were reviewing the /er/ sound spelled ear and // spelled -ey.
Congratulate for a job well done practicing the sound spelling. Transition to reading The
Tortoise and the Hare. Dismiss students by traits/clothes to get Student Reader, to turn to
proper page.