1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Phonemic Awareness Please read all directions before using the following lesson. 1.Some phonemic awareness lessons do not have a handout or worksheet for students because students are being taught how to listen for specific sounds and/or respond to questions orally. 2.Unlike most EDI lessons, these phonemic awareness lessons do not have Independent Practice and Periodic Review for the students to perform individually. The repetition included in this lesson must be guided throughout, therefore we have titled the pages Guided Practice 1, Guided Practice 2… 3.Students may be shown the Learning Objective, Activating Prior Knowledge, Concept Development, and Importance pages. They may also be shown the Concept Definition and the steps listed at the top of the Skill Development/Guided Practice pages. However, students must not be shown any of the problems, words, or phrases that they are expected to listen for. The reason for this is students are expected to learn how to listen for specific sounds or words as opposed to identifying spelling patterns or word families in text. 4.These lessons are intended to be used in a group setting following the “Directions for Teacher” listed in the Skill Development/Guided Practice Page. For most lessons, the teacher will use the following steps: For Skill Development/Guided Practice: a. Read the problem or say the names of the pictures aloud. b. Ask students to pair-share the answer with a partner. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well. For Guided Practice 1-4: a. Read the problem or say the names of the pictures aloud. b. Ask students to come up with an answer on their own. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Learning Objective Today, we will blend sounds into words. CFU What are we going to do today? Activate (or provide) Prior Knowledge CFU Students, you already know the letters and the letter sounds in your name. When we put letter sounds together, they can make words, like your name. This is called blending sounds. Today, we will blend sounds into words. **Note to Teacher: Students do not have a handout for this lesson. This lesson should focus on students’ phonemic awareness. What is the first letter in your name? What sound does that letter make? What is another letter in your name? What sound does that letter make? 1.Mike 2. (student pair-share)

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Blending is putting the sounds of letters together to make a word. CFU Which is an example of blending? ____ is an example of blending because ______. In your own words, what is blending? Blending is ___________________________. Concept Development To blend: Listen to each sound. Then, say all the sounds together quickly to make a word. SoundsBlending n/on/ono j/e/tj/e/tjet f/l/a/tf/l/a/tflat 1. bug 2. b/u/g

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Blending is putting the sounds of letters together to make a word. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. Blend sounds into words. Skill Development/Guided Practice **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. m/em/e 2. s/ee 3. m/ea/t 4. s/ea/t 5. f/r/ee 6. f/l/ea 7. m/u/ch 8. r/i/ch CFU (#2) How did I/you blend the sounds to make a word?

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Blending is putting the sounds of letters together to make a word. Relevance 1. Blending sounds into words will help you read words. f/l/a/g = flag CFU Does anyone else have another reason why it is relevant or important to blend sounds into words? (pair-share) Why is it relevant to blend sounds into words? You may give me my reason or one of your own.

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Skill Closure Blend sounds into words. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. b/ee 2. b/ea/t Constructed Response Closure Summary Closure What did you learn today about blending sounds into words? (pair-share) Blending is putting the sounds of letters together to make a word. Mary said these sounds are blended? r/o/pe Mary is not correct. Please tell me why she is not correct. Mary is not correct because ___________________________.

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Name _______________________ Guided Practice 1 Blending is putting the sounds of letters together to make a word. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. Blend sounds into words. **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. p/ay 2. s/a/ve 3. s/t/ay 4. f/i/sh 5. b/oo 6. r/o/se 7. b/l/ue 8. w/a/shw/a/sh

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Name _______________________ Guided Practice 2 Blending is putting the sounds of letters together to make a word. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. Blend sounds into words. **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. a/dd 2. b/ea/n 3. s/l/ow 4. wh/y 5. l/oa/d 6. p/i/ck 7. k/ee/p 8. p/l/a/te

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Name _______________________ Guided Practice 3 Blending is putting the sounds of letters together to make a word. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. Blend sounds into words. **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. sh/ee/p 2. c/r/ow 3. f/r/o/gf/r/o/g 4. wh/a/le 5. o/ff 6. s/n/a/ke 7. t/ee/th 8. f/l/yf/l/y

1st Grade Reading Vocabulary 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/=cat; /f/l/a/t/=flat). Lesson to be used by EDI-trained teachers only. DataWORKS Educational Research (800) ©2012 All rights reserved. Comments? Name _______________________ Guided Practice 4 Blending is putting the sounds of letters together to make a word. Step #1: Listen to each sound. Step #2: Blend the sounds together to make a word. Hint: Say all the sounds together quickly. Blend sounds into words. **Note to Teacher: 1.Slowly say each sound separately. 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 segmented word and blended word. 4.Call on volunteers to produce the blended word. 1. sh/oe/s 2. d/r/e/ss 3. w/a/tch 4. b/e/l/tb/e/l/t 5. s/k/ir/t 6. j/ea/n/s 7. sh/o/p 8. s/o/ck/s