RATIONALE: Children will learn to blend words together. Blending refers to combining phonemes together in order to spell and read words. This lesson will provide beginning readers with the skills needed to decode unfamiliar words. Of all the phonemes, short vowels are probably the toughest to identify. This lesson will help children identify the a =/a/ in spoken words by participating in a blending activity and then practice finding the /a/ in words.
MATERIALS: Chalkboard with chalk, (book) A Cat Nap, (Educational Insights) primary paper and pencil
PROCEDURE: 1. Introduce the lesson by explaining that we are going to take sounds of letters and combine the sounds to form a word. We are going to look at a lot of words. All of these words will focus on the letter sound a =/a /. Review the writing of the letter A. Tell the student to start at the rooftop and then come down to the sidewalk. This is one leg. For the second leg, do the same procedure and then connect in the middle. Now that we have reviewed the letter A, lets practice blending. Here is an example. Write the word had on the chalkboard and say, “ This word is had. Say the word had without the /h/ sound.” The student will reply ad. After the student respond, write ad underneath the word had so the children can visualize the sound-symbol connections, then say, “ Say the /m/ sound and the /ad/ sound together and tell me what word you get.” The student should reply mad. When they respond correctly, writhe the word mad underneath the word ad, then say, “Replace the /m/ sound in mad with the /s/ sound and tell me the word you get.” When the students respond with sad, continue this activity until the students have created a list of words using the blending phonemes activity. List of new words created: bad, pad, man, pan, can, ran, tan, cat, sat, pat, rat
2. For Assessment: Have the students read A Cap Nap (Educational Insights). After the reading, allow the students to re-read the book and write down any words that has the a = /a/ sound. Students will gather in groups to compare information. Collect the papers and help any student who continues to have trouble decoding.
REFERENCE: Eldredge, Lloyd, J., Teaching Decoding in Holistic Classrooms, p 50.
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