SUBJECT: Language Arts

TOPIC: Blending Letter Sounds (bl-)

CLASS: Grade 3 AGE: 9
TIME: 1hour
LEARNING OUTCOMES/ OBJECTIVES: By the end of the lesson, the student should be
able to:
 Accurately read a minimum of 80% of provided bl-
words.
 Blend consonant blends and digraphs with vowel sounds.
 Demonstrate increased confidence and motivation in their
ability to blend sounds.
PREVIOUS KNOWLEDGE:
Letter-Sound Correspondence: Students should be familiar with the individual sounds that
letters represent. This includes understanding both consonant and vowel sounds in isolation.
Phonemic Awareness: Students should have developed phonemic awareness, which involves
the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. This
includes segmenting words into their component sounds and blending individual sounds together
to form words.
Sight Word Recognition: Although blending primarily focuses on decoding words phonetically,
having a basic sight word vocabulary can aid students in recognizing high-frequency words
quickly without needing to sound them out letter by letter.
Vocabulary Knowledge: A foundational vocabulary helps students to make connections
between the sounds they hear and the meanings of words, facilitating comprehension as they
blend sounds to read.
Decoding Strategies: Students should be familiar with basic decoding strategies, such as using
context clues, breaking words into syllables, and using letter-sound relationships to figure out
unfamiliar words.
CONTENT: Students need to learn how to blend sounds since it is the cornerstone of their
literacy abilities, which are critical for success in school and beyond. Students who are proficient
in sound blending will be able to decode and grasp written information efficiently, which will
help them follow directions, comprehend academic materials, and interact with a variety of texts
in a variety of disciplines. Furthermore, sound blending improves students' verbal expression
skills, allowing for more effective communication in social and academic settings. Beyond the
classroom, being able to combine sounds well equips students to learn continuously throughout
their lives and deal with the challenges of written language in a variety of academic,
professional, and personal contexts. In the end, sound blending is an essential ability that
provides students with access to a wealth of information and opportunities both now and in the
future.
MATERIALS:

STRATEGIES:
Modeling: The teacher models the process of blending sounds by demonstrating how to blend
individual sounds to read a word smoothly. This provides a clear example for the student to
follow.
Multisensory Approach: The lesson includes multisensory elements such as using flashcards or
word cards, letter tiles, and reading worksheets. These materials engage the student through
auditory, visual, and kinesthetic modalities, catering to diverse learning styles.
Differentiated Instruction: The activities in the lesson plan are designed to accommodate the
student's individual needs and skill levels. The teacher provides support and guidance tailored to
the student's specific strengths and areas for improvement.
Positive Reinforcement: Throughout the lesson, the teacher provides praise and encouragement
to the student for their efforts and progress. This positive reinforcement helps to build the
student's confidence and motivation.

SKILLS:
Phonemic Awareness: The student practices segmenting words into individual phonemes and
blending them to form whole words. This strengthens the student's phonemic awareness skills,
which are crucial for reading and decoding words accurately.
Letter-Sound Correspondence: The student reinforces their understanding of letter-sound
relationships by manipulating letter tiles and sounding out each letter in br- words. This helps the
student recognize and associate specific sounds with corresponding letters or letter combinations.
Decoding Skills: By blending sounds to read br- words, the student improves their decoding
skills. Decoding involves using letter-sound knowledge to sound out unfamiliar words and
determine their pronunciation and meaning.
Vocabulary Development: Through reading and pronouncing br- words, the student expands
their vocabulary. Exposure to new words helps the student build their word recognition skills and
understanding of spoken and written language.
Reading Comprehension: The student practices reading comprehension by matching br- words
to corresponding pictures on a worksheet. This activity reinforces the connection between words
and their meanings, enhancing the student's ability to comprehend written text.
Critical Thinking: The student engages in problem-solving activities, such as blending sounds
to decode unfamiliar br- words. This requires the student to apply critical thinking skills to
analyze and manipulate phonetic information to achieve a desired outcome.

LESSON DEVELOPMENT:

A. OPENING
Step 1: (Motivational activity)
Introduction: The teacher will show the student the following YouTube video.
https://www.youtube.com/watch?v=GTuqwybhjtk

B. READING & RESPONDING

Step 2:
The teacher will review the individual sounds of "b" and "r" separately. They will practice saying
each sound and then blending them to make the "br" sound.
The teacher will then show the student word cards with "br" blend words (e.g., brush, brick,
bring) and ask the student to read each word aloud, emphasizing the "br" sound blend with the
teacher providing guidance and correction as needed.
Step 3: Discussion/Responding: (Presentation of material in an interesting medium
involving students listening, reading, and discussing the material noting function, situation,
formality or informality of language).
The teacher will read the passage to the student and have the student respond to the question
below.
C. TEACHING READING SKILLS
Step 4: The student will attempt to read the passage on their own. Using the br- words from the
passage, the student will blend words using a toy car. Using the blending cards, as the student
calls the letter blends, instead of using their finger, they will drive the car past as they blend the
word.

D.TEACHING COMPONENTS OF LANGUAGE ARTS (GRAMMAR)

STEP 5: (Oral practices of utterances in the medium used):
The teacher will place a set of word cards with "br" words on the table. The student will then
select a word card from the pile and read the word aloud, blending the sounds. Once the word is
read, the student will write a sentence using the word on a sentence strip or piece of paper.
The teacher will encourage the student to focus on using proper grammar and punctuation in
their sentences. After the student has written a sentence using the first word, they will then repeat
the process with additional word cards.
The teacher will provide support and guidance as needed, helping the student to formulate
complete and grammatically correct sentences.

STEP 6: (Inductive strategies to teach important points, principles, and generalizations

underlying the target structure; examination of their grammatical function and meaning).

The teacher will show the student a word card with a "br" word, such as "branch” and encourage
the student to examine the word closely, looking for clues about its meaning and grammatical
function.
The teacher will ask questions to guide the student's investigation, such as:
What do you notice about the beginning of this word?
Can you identify any other words that start with the same sound?
The student will explore the word independently or with the support of visual aids like a pointer.

STEP 8: (Writing activity requiring use of target structure)

Student will complete the worksheet and practice calling the br- words they see.
E. EXTENDING
STEP 7:
Student will go home and create their list of words that they see all around them that begin with
br-.

CLOSURE: STEP 8
The teacher will distribute the bingo card to the student. The card will contain different "br"
words arranged in a grid. The student will listen as the teacher calls out "br" words, and if they
have the word on their bingo card, they will mark it with a marker or counter.
The teacher will continue calling out words until the student gets a line of marked words
(horizontally, vertically, or diagonally) and calls out "Bingo!"

STUDENTS’ ASSESSMENT: ((oral or written activity)

Student will complete the worksheet.