Free Vowel Sounds, Blends, Beginning Sounds Lesson Plan for 1st Grade Students

Topic: Vowel Sounds, Blends, and Beginning Sounds

Objectives & Outcomes

• Students will be able to identify and produce the five primary vowel sounds in English.
• Students will be able to blend those sounds together to form simple words.

Materials

• Vowel cards (A, E, I, O, U)
• Blending cards (each representing a different vowel sound)
• Word cards (containing simple words that can be formed by blending vowels)

Warm-up

• Review the concept of syllables and how each syllable in a word is pronounced separately.
• Ask students to say the following words, emphasizing the syllables: cat, hop, tree, rug.
• Have students blend the syllables together to form simple words, such as cat-hop (catHuP), tree-rug (TreeRuG).

Direct Instruction

• Display the pictures of the different vowel sounds.
• Ask students to identify the vowel sound in each picture.
• Review the words with the corresponding vowel sounds, such as  a-apple (aApEl), e-egg (eEGg), o-orange (oRAnGE).
• Ask students to repeat the words after you, emphasizing the corresponding vowel sound.

Guided Practice:

• Say a word, such as  a-apple, and have students identify the word and the vowel sound.
• Ask students to identify the vowel sound in other words, such as  e-egg, o-orange, and a-apple.
• Have students work with a partner to identify the vowel sound in different words.

Independent Practice:

• Have students choose a word they know, such as  -dog, and create a picture to represent the word.
• Have students share their pictures with the class and have the class identify the word.
• Have students create more pictures to represent different words with the same vowel sound, such as  -catch, -car, and -cat.
• Have students work in pairs to create pictures to represent different words with the same vowel sound.
• Have students present their pictures to the class and have the class identify the words.

Closure:

• Review the different vowel sounds and words that were represented with pictures.
• Ask students to share one thing they learned about vowel sounds today.

Assessment:

• Observe students during independent practice and make note of which vowel sounds they can identify in words.
• Have students write a short paragraph using at least 5 words with the vowel sound -a- in them.
• Have students point to the picture that represents the word they wrote in their paragraph.
• Evaluation:
• Provide feedback on which vowel sounds students were able to identify in words and which ones they had trouble with.
• Determine if students were able to write a paragraph using at least 5 words with the -a- vowel sound in them.
• Evaluate students' ability to accurately point to the picture that represents the word they wrote in their paragraph.