Quips, Quotes, and Anecdotes

Tuesday, November 29, 2005

A First Grade Lesson Plan on S-blends

This is a lesson plan that I did while in Clinic I, it went well for the first graders and the people in my History and Structure Class seemed to enjoy it as well.

Casey Haen
Michelle Voland

Phonics: s-Blends
Classroom Lesson Design


English Language Arts – Reading and Literature
A.4.1 Use effective reading strategies to achieve their purposes in reading.

Curriculum Areas/Subject: English/Phonics

Grade Level/Age: Grade One, Age 6 (Piaget – Preoperational Stage: 2-7 yrs.)


While using a chart with s-blends and word endings, children are asked to create new words using an s-blend and a word ending. (Bloom – Synthesis)

While reading aloud the poem “Snacks”, students will identify other s-blend words. (Bloom – Knowledge, Comprehension)


Students correctly identify other s-blend words such as snip, snap, and start.

Students correctly pair the different s-blends with the word endings on the chart.

Students correctly pronounce the s-blend words after repeating the poem several times.

Assessing Diverse Needs:

When asking students to give examples of other s-blend words, call on the ESL students first.

Review with students about the th sound. Tell students that the s-blend works in the same way. The two letters in the blend are said together to make a faster sound. Tell students that s-blends are two letters that come before a vowel.


Instructional Input
· Tell students about s-blends.
· Connect the s-blend to the th sound for prior knowledge.

Modeling and Demonstration
Make a chart on the white board/chalkboard with s-blends and word endings. Make an s-blend word as an example first.
After going through the chart, read the poem to the students. After reading the poem, have students join in and read through the poem several times.

Checking for Understanding
Invite students to name other words that begin with the s-blends.
Ask for volunteers to create new words by pairing an s-blend with a word ending.
After reading the poem, ask students which words are the s-blend words.

Knowledge: Tell me why it is important to recognize an s-blend. How does it help the reader?

Comprehension: What are some other words that begin with the s-blends?

Application: I will write a sentence, and I want you to find the s-blend word in the sentence.

Analysis: What are some other words from the poem “Snacks” that contain the s-blends?

Synthesis: Can you create some new words using the s-blends and word endings?

Evaluation: How does the st sound compare to the th sound?

Guided Practice
Write some words for each of the s-blends: st, sp, and sn.


Have students create and illustrate silly sentences by using as many of the s-blend words as possible. Students must highlight each s-blend word, and then share their sentences and pictures with the rest of the class.


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