Joy Jones
Beginning Literacy Rationale:
After children have become familiar with consonants and vowels, they can use their
knowledge to blend these sounds together to make words.  Blending is an essential part of
reading development, and is a strategy that children can use to recognize unfamiliar words.
In this lesson, children will use the Body-Coda method to decode and blend sounds to
form words.

Materials:  chart paper, big paper sack that contains the following materials:
ball, book, hat, pig, can, and nut, copy of the “Roswell-Chall Word List for Auditory
Blending”

Procedures: I will explain to students what blending is.  "When we talk, we
blend sounds together to make words.  We can do this when we read too."I will write
"dog" on the chart paper.  "Okay what sound do we make for this letter in the middle?
Right, we say /o/.  Let’s put it together with the first letter, what do we say?  Right /do/.
Now lets say this last sound, /g/, right!  Let's blend all the sounds now.  What is the word?
/dog/ Perfect!  It is dog."  We will practice this procedure again with another word, "box."
1.) /o/ 2.) /bo/ 3.) x=/ks/ 4.) /boks/Now, I will bring out the sack.  I will tell the students,
"I am going to reach into my bag.  I will give you hints to let you know what I am
touching.  See if you can figure out what the object is.  I am touching a /ha/  /t/.  What am
I touching?  Right, I am touching a hat."  I will then write "hat" on the chart paper as we
sound it out.  I will repeat this procedure with the remaining objects in the bag.  I will use
the "Roswell-Chall Word List for Auditory Blending" to assess my students
individually.

Reference: Elderedge, J.L.  Teaching Decoding in Holistic Classrooms.
Prentice Hall, Inc., New Jersey. 1995. P 67,  105-108.

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