SUBJECT: Phonics

TERM: 1^st Term

WEEK: 2

CLASS: PRIMARY 1

AGE: 6 years

DURATION: 3 periods of 40 mins each

DATE:

TOPIC: Consonant blends 2

CONTENT: Consonant blends (gr, pr, cr, dr, br, fr)

SPECIFIC OBJECTIVES: By the end of the lesson, pupils should be able to;

Define the term consonant blends
Identify, sound and spell words with consonant blends (gr, pr, cr, dr, br, fr)

ENTRY BEHAVIOR: Pupils can identify alphabet letters

SET INDUCTION: The teachers uses pictures of familiar objects with R-blends to arouse the pupils’ interest

INSTRUCTIONAL TECHNIQUES: Discussion, group activities,

INSTRUCTIONAL MATERIALS: Two set of index cards with the beginning blends (gr, pr, cr, dr, br, fr) written on them, a few images (vocabulary cards) or objects of things that begin with the R blend (crab, dress, frog, grape, pram)

INSTRUCTIONAL PROCEDURES

PERIOD 1 AND 2: Identification, sounding and spelling words beginning with R-blends (br, cr, fr)

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	Introduction	-Displays one of the R-blend objects or images(broom) - Writes the name of the object on the board and underline the consonant blend Br-oom - Explains that today’s learning will be about words that contain the R-blends at the beginning	The pupils identifies the object and say its name aloud
2	Building academic Language	- Reviews the sound R by writing a lowercase and uppercase l on the board. R r Says the sound loud - Explains that they’ll be learning how to identify and read words that contain R-blends. This means that the first letter of the word will be a consonant and the second letter will be an R - Writes a word that begin with an R-blend on the board and models how to segment the word into parts(r-blend and remaining letters) Br-oom	The pupils repeat the sound after the teachers -The pupils practice reading and blending the segmented words along with the teacher
3	Sentence	- Writes the following blends(br, cr, fr) on the board and practices reading each blends and think of words that begin with them Brcrfr Br-oom cr-own fr-og Br-ick cr-ab fr-ame -Models how to record the word and draw quick pictures of them Br-oom
4	Discourse	-Pairs up the pupils and pass out one of the pre-written index cards and two pieces of blank paper to each pair - as pupils to work together to write and draw as many words that begin with their R-blends - brings the class together and have them share out the new words they came up with
5	Evaluation	-pass out the *Beginning Blends Review Worksheet* for each student to complete independently -As pupils are working, assesses if they are able to identify R-blends and appropriately blend the sounds in a word together

PERIOD 3: Identification, sounding and spelling words beginning with R-blends (gr, pr, gr)

S/N	STEPS	TEACHER’S ACTIVITY	PUPILS ACTIVITY
1	Introduction	-Displays one of the r-blend objects or images(grapes) - Writes the name of the object on the board and underline the consonant blend grapes - Explains that today’s learning will be about words that contain the R-blends at the beginning	The pupils identifies the object and say its name aloud
2	Building academic Language	- Reviews the sound R by writing a lowercase and uppercase l on the board. R r Says the sound loud - Explains that they’ll be learning how to identify and read words that contain R-blends. This means that the first letter of the word will be a consonant and the second letter will be an R - Writes a word that begin with an R-blend on the board and models how to segment the word into parts(r-blend and remaining letters) gr-apes	The pupils repeat the sound after the teachers -The pupils practice reading and blending the segmented words along with the teacher
3	Sentence	- Writes the following blends(gr, pr, dr) on the board and practices reading each blends and think of words that begin with them gr prdr gr-apes pr-am dr-ess gr-een pr-inter dr-agon -Models how to record the word and draw quick pictures of them gr-apes
4	Discourse	-Pairs up the pupils and pass out one of the pre-written index cards and two pieces of blank paper to each pair - as pupils to work together to write and draw as many words that begin with their R-blends - brings the class together and have them share out the new words they came up with
5	Evaluation	-pass out the *Beginning Blends Review Worksheet* for each student to complete independently -As pupils are working, assesses if they are able to identify R-blends and appropriately blend the sounds in a word together

Lesson Notes By Weeks and Term - Primary 1