/K/ /a/ /t/ Says Cat





Cindy Crenshaw
Beginning Reading
 

Rational:  It is well known that children who were taught to read with explicit phonics programs that emphasized segmentation and blending, had an advantage over children who did not receive such instruction.  Studies show that knowledge of letter-sound relationships coupled with segmentation and blending abilities provide beginning readers with the foundational tools needed for accurate, rapid, automatic word recognition. (Eldredge, Pp. 48)  This lesson is designed to teach children about blending.  In this lesson, by having knowledge of letter-sound relationships, they will learn to blend those different sounds together through the use of rhymes and blending games.

Materials:  Sentence strip with the words I like to read; a bag with the following objects in it: a can, a stuffed cat, a stuffed dog, a book, a ball, a fish, a hook, a nut, a fork, a lock, a hat, a match, and a duck; paper and pencil; picture cards with the following animals on them: horse, pig, sheep, dog, bird, cow, mouse, snake, lion, tiger, bear, zebra, and an elephant; the book Noahís Ark by Maxine Nodel, and Fuzz and the Buzz by: Sheila Cushman.

Procedures:  Introduce the lesson by explaining that blending is what we do when we put two or more sounds together to make one word.  Tell them how having the ability to blend sounds is one of the tools needed to become a good reader.

2.  Ask the students: Have you ever heard a puppet who talks funny like the one on Sesame Street? They sometimes stutter so bad that you have to piece together the different sounds coming from their mouth in order to understand what they are saying.  This is sort-of like blending.  I will model how to blend the word /k/ /a/ /t/.  k---aaaaaa---t = cat.  Notice how I said each sound separately and then blended them all together to get cat

3.  Letís try one together [sentence strip].  I like to read.  Letís all say each letter-sound together.  Now letís see if we can blend the sounds together to make words.  I---llIIIkkk---ttooo---rrEEEddd.  I like to read.  Grrrrreat job!!

4.  Story Time:  [Bring out the book Noahís Ark and the picture cards].  Pass out the picture cards.  Read the book.  Now read the book again and explain to the children that this time when you read the book you will read it a little different.  Explain how when you get to the part of the book that names the animals on the ark, instead of telling the children their names, you will give the different sounds that make-up their names.  Explain how you want them to listen to the sounds and then try to figure out which animal you are naming.  The child who has the card with the correct animal on it will then hold the card in the air and then read the card. [This will be done by using vowel first body-coda blending] Ex:  /do/ /g/ = dog.  /shee/ /p/ = sheep.

5.  Now letís play a game.  Split the class into three groups.  Have each group choose a captain.  Explain to the children how you have this big bag that contains an assortment of goodies.  Then explain to them how when you reach inside the bag, you will say the different sounds that go with what you pull out.  The group that can blend the sounds together first will raise their hand.  When I call on you, your captain will give the word that the sounds are making.  If he/she is right, your group will earn the object that was pulled out of the bag.  If he/she is wrong, the object will go back into the bag to be pulled out at a latter time.  The group who has the most objects at the end will win.

Assessment:  For assessment, pass out primary paper and pencil.  Ask each child to write their name on the top of the worksheet using body-coda blending.  Give an example by using your own name.  ex:  Cathy = /ka/ /thy/.  Explain to the children that you will say a word and then they are to make-up a rhyming word to go with your word and write it down on the piece of paper using invented spelling.  Example:  I will say sat.  The child might write bat.  They will also read Fuzz and the Buzz to each other in groups of two to see how well they can blend the u = /u/ as in tub or rub.  First you have /u/, then /tu/, and finally /tub/.

Reference:  Eldredge, Lloyd J. (1995). "Teaching Decoding in Holistic Classrooms.Ē
                   (Pg. 48, 53, 67-68, 104-108).
                   Murray, B. (1999). "Tuning In to the Sounds in Words."  The Reading
                  Genie, www.auburn.edu/rdggenie/auburnuniversity.
 
 

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