1. Point to each picture and Say the word. Have readers repeat after you so they can learn to pronounce the l-blend words. As you Name each picture, Direct readers to feel the movement of their mouth parts as they move from the beginning consonant sound to the /l/ sound: Say
   Example
   This is a blanket. Everyone, say blanket.
   (blanket)
   The word starts with the consonant sound /b/. But I also hear the consonant sound /l/ right after it that blends with the sound /b/. Feel your tongue move from sound to sound as you say the blend /bl/. Say blanket.
   (blanket)

Word List

• blanket
• flower
• blocks
• bluebird (compound word)
• glass
• classroom
• flock
• plane

2. Make sure that readers can pronounce each of the words before moving on. 

1. Point to each picture, Say the word, and Model how to clap the syllables in each individual word: Have readers follow your model for each word. Then, after readers clap, Ask how many claps they heard. 
2. Say
   The words we are learning in this book have different numbers of word parts called syllables. Watch me clap for each syllable. 
3. Clap as you Say each syllable
   blan•ket (2 claps)
4. Say
   Clap blanket with me.
5. Clap out with readers and Ask
   blan•ket (2 claps)
   How many syllables did you hear?
   (2)
6. Repeat for all pictures:
   1) Say the word
   2) Model clapping the word in syllables
   3) Clap out the syllables with readers
   4) Ask—How many claps did you hear? 
   5) Say—That word has ____ syllable(s).
   flow•er (2)
   blocks (1)
   blue•bird (2)
   glass (1)
   class•room (2)
   flock (1)
   plane (1)

1. Say
   Now, let’s listen for the sounds in the beginning blend for each word pictured. 
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   blanket
   (blanket)
3. Ask
   What blend of sounds do you hear at the beginning of the word blanket?
   (/b/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation and Stretch out the consonant /f/ sound in the blend followed by the consonant /l/ sound: Say
   flower
   (flower)
3. Ask
   What blend of sounds do you hear at the beginning of the word flower?
   (/fff/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   blocks
   (blocks)
3. Ask
   What blend of sounds do you hear at the beginning of the word blocks?
   (/b/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   bluebird
   (bluebird)
3. Ask
   What blend of sounds do you hear at the beginning of the word bluebird?
   (/b/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   glass
   (glass)
3. Ask
   What blend of sounds do you hear at the beginning of the word glass?
   (/g/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   classroom
   (classroom)
3. Ask
   What blend of sounds do you hear at the beginning of the word classroom?
   (/k/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation and Stretch out the consonant /f/ sound in the blend followed by the consonant /l/ sound: Say
   flock
   (flock)
3. Ask
   What blend of sounds do you hear at the beginning of the word flock?
   (/fff/-/l/)

1. Say
   Let’s do another word.
2. Say the word and have readers repeat after you. Slow down pronunciation of blend part of the word as best you can: Say
   plane
   (plane)
3. Ask
   What blend of sounds do you hear at the beginning of the word plane?
   (/p/-/l/)

1. Segment the one-syllable words into individual sounds and Lift one finger as you say each sound: Say each sound in the following one-syllable words with an l-blend.
2. Say
   I’m going to say a word in parts, see if you can hear all the sounds in each word and tell me how many sounds you hear.
3. Have readers lift one finger as you say each sound: Say
   b-l-o-ck    (4 sounds)
   g-l-a-ss    (4 sounds)
   f-l-o-ck     (4 sounds)
   p-l-a-ne    (4 sounds)