Riddles With Blending
Rationale: Children need to learn how to join phonemes together smoothly in order to form a pronunciation of a word. They need to learn this because blending is a very important part of phonics instruction. This will able children to pronounce words in a sentence that will later lead to comprehending what each word and/or sentence means. In this particular lesson, students will learn to blend words together by using pictures and riddles to figure out the sounds in each word.
Materials: Pencils for writing are needed. Flash cards with /d/ /o/ /g/ on one side and hop on the other are needed. This will also go for the words chat, send, flip, and plum. Flash cards with pictures of a bus, hat, sun, pig, cow, and cat on the front and the spelling of the name of the pictures on the back are needed. Flash cards with the written words cat, hand, me, run are also needed for this lesson. A worksheet with the words sun, boy, hat, dog, and cat written on it.
Procedures: 1. Blending is easy. It allows students to work on reading without having to remember different correspondences.
2. Ask students: If I put these sounds together, what word am I saying?
/ch/ /a/ /t/;
/p / /l/ /u/ /m/; /d/ /o/ /g/; /s/ /e/ /nd/; /f/ /l/ /i/ /p/. Each time the word is said correctly, give high five to each other. Go back over each sound together and say the word again.
3. Now let’s work on our riddles. Listen to me carefully. “I’m thinking of something yellow that you ride to school on”. /b/ /u/ /s/ “I’m thinking of something you wear on your head”. /h/ /a/ /t/ “I’m thinking of the big yellow circle in the sky”. /s/ /u/ /n/ “I’m thinking of an animal that says oink”. /p/ /i/ /g/ “I’m thinking of an animal that says meow”. /c/ /a/ /t/ “I’m thinking of an animal that says moo”. /c/ /o/ /w/ Go back over each sound together and say the word again.
4. Students need to take out a pencil. We can use blending to read printed
words. I have a worksheet here with the words sun, cat, hat, boy, and dog
written on it. I want you to pair off with a partner. I want you to tell
your partner how to say the word on the page. Then draw me a picture of
the word. I want you to sound it out the best way you can. We will go over
them and pronounce each word together.
Directions: Tell a partner how to say the words. Then draw a picture for that word.
5. Considering that students work with rhymes each day, have students
to come up with a rhyming word for the following words….
cat, hand, me, fat
6. Read “In the Big Top” and discuss the story. Put all the rhyming words on the board. Sound each word out together and come up with a pronunciation of that word. The book will be read aloud by the students.
7. To assess the students’ work, put a smiling face on the worksheet when they have completed the sheet and read all the words to you.
Reference: Eldredge, J. Llyod. (1995). Teaching Decoding in Holstic Classrooms. Englewood Cliffs, NJ: Merrill. p.67 69, 105 108.
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