Ashley Dulaney
Betty Blender
Rationale:
 The point of this lesson is for students to learn to blend phonemes in words to enable reading them.  Blending refers to combining sounds.  Children must master blending before the results of phonics instruction are transferable to the reading of unfamiliar words as well as segmenting blended words.

Materials:
        1)   Cards with Velcro cut in half with part of a word on each half.  Cards will include: sa-, hi-, re-, ro-, su-, we-, pe-, ru-, ta-, jo-, he-, pa-, fi-, pu-, chi-, b, m, t, d, p, n, w, ll, and g.
       2)   Primary paper and pencels
3) Cat in the Hat Comes Back by: Dr. Seuss
4) Blender (either actual appliance or life size model of a blender)

Procedures:
Step 1:  Introduce lesson by explaining that words are made up of different letters and sounds.  Before we can read or say words, we have to be able to blend together the letters that make them up.  TODAY WITH A LITTLE HELP FROM OUR FRIEND, BETTY BLENDER, WE ARE GOING TO DO SOME BLENDING TO MAKE DIFFERENT WORDS.

Step 2:  BEFORE WE PUT BETTY BLENDER TO WORK, LETS DO SOME ORAL BLENDING.  I AM GOING TO BREAK APART A WORD AND SAY IT.  FOR EXAMPLE, BA-     T.  THEN YOU ALL SAY THE WORD THAT I BROKE APART BY BLENDING THE SOUNDS YOU HEARD TOGETHER.  YOU WOULD SAY? (Wait on response from class)  BAT!  THAT’S RIGHT.  ANY QUESTIONS?  Go through about ten words this way.

Step 3:  GREAT JOB.  OKAY, BETTY BLENDER IS READY TO HELP US NOW.  I HAVE SOME CARDS UP HERE WITH PARTS OF WORDS WRITTEN ON THEM.  I WILL CHOOSE TWO OF THESE CARDS THAT WILL MAKE A WORD ONCE THEY ARE BLENDED TOGETHER.  AFTER BETTY BLENDS THEM WE WILL SAY OUR NEW WORD OUT LOUD AND THEN WRITE THE WORD ON OUR PAPER.  REMEMBER TO USE OUR BASEMENT, FLOOR, AND ROOF LINES TO HELP US PRINT EACH LETTER CORRECTLY. ALSO REMEMBER WHEN WE WRITE, WE GO FROM LEFT TO RIGHT.  I will mix and match the Velcro cards, saying each segment of the word before dropping them in the blender.  For pretend, Betty Blender will blend them and when I take them out, the cards will be velcroed together forming a word.  I will hold up the new word and we will all say it.  Students will them write the word on their paper as I model each word being written in neat print on the board.

Step 4:  THAT WAS FUN!  WE BLENDED LOTS OF WORDS.  NOW LETS REVERSE THES PROCESS. WHEN I TAKE THESE PIECES BACK APART, LETS SAY THE SEGMENTED SOUNDS.  Do just that.

Step 5:  NOW I AM GOING TO READ A COUPLE OF PAGES FROM CAT IN THE HAT COMES BACK.  SOME OF THE WORD IN THE BOOK, I WILL SEGMENT OR BREAK APART BEFOR I SAY THEM, LIKE I DID AT THE BEGINNING OF OUR LESSON.  WHEN I FINISH A SENTENCE WITH A BROKEN WORD IN IT, I WILL REREAD THE SENTENCE.  YOU ALL HAVE TO HELP ME FIX THIS BROKEN WORD.  IT WILL BE YOUR JOB TO BLEND THE BROKEN WORD AND WHEN I GET TO THE PART IN THE SENTENCE WHERE THES WORD IS, I WILL BE QUIETE WHELE YOU RESPOND BY SAYING THE WORD ALLTOGETHER.  AFTER WE HAVE GONE THROUGH SEVERAL PAGES LIKE THIS, I WILL HAND THE FIRST PERSON THE BOOK.  WHEN THE BOOK IS IN YOUR HANDS, YOU CHOOSE A SENTENCE AND READ IT ALOUD BREAKING APART ATLEAST ONE OF THE WORDS FOR US TO BLEND.  THIS WAY I CAN BE SURE WE ALL UNDERSTAND SEGMENTING AND BLENDING BEFORE MOVING ON TO SOMETHING ELSE.  LETS BEGIN.  Go through book this way.

Reference:
 Eldredge, Lloyd J.,   Teaching Decoding in Holistic Classrooms.  C1995. Chapter 8, pg 105. (Jeffrey &Samuels 1967; Jenkins, Bausell &Jenkens, 1972; Muller, 1973; Foy &Routh , 1976)

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