Rationale:
Getting kids to blend sounds
to make words is an essential step in learning to read. Once a child
knows consonant and short vowel sounds, they can learn to blend these
sounds together to make words. Once they learn how to do this they are
on the right track and they are reading! Students will be able to blend sounds together
to form words. Blending does not have to be perfect but the best way
for children to learn is by repeated blending. It is best for children
to say the first two sounds in a word and immediately blend those two
sounds together then third sounds and blend it with the previous
two. Best for no more then two sounds to be pronounced and then
blended because otherwise it is too hard for them to keep the sound in
their memory.
Materials:
All 26 letters of the alphabet-
Vowels
A,E,I,O,U-Red letters opposed
to constants in black
-Colorful Poster with a Under
the sea drawing
-Velcro to stick the letter
onto the poster
-Poster for finished words
with Velcro to place them on
Procedure
1.I will first introduce the
poster with the undersea drawing. I will let the children help me
Velcro all the letters onto various spots under the water.
2.I will explain to the
children that all the letters have decided to go swimming under the sea
and in order to get them out we will have to help put them together to
make words.
3.I will then introduce
blending. First I will give an example of a slowly sounded out
word
ex:/c/-/a/-/t/ and ask for
someone to tell me the word I was saying. When they understand
cat I will explain that they blended each sound fo the letters together
to make a word. This will be the same activity we will do with
all the underwater letters! Talk about how Ca was added to /t/ to
make the word cat.
4.Explain how the ocean is
full of letters that decided to go swimming. Tell how all the
letters do this together but some are more brave than others. The
vowels were afraid of the ocean because of big sharks or other
creatures in the ocean-Ask students to name vowels and point to them on
the sand of the ocean picture. Tell them we are going to pick out
consonants one by one to accompany the vowels into the ocean.
First one so along came the s to go with the /s/ to go with the /u/
swimming blend them. But that was still not enough to get the /u/
in the water so the /n/ decided to come along. So if the /s/ /u/
and /n/ are all swimming side by side then what word to be have.
Great sun…
Make sure to demonstrate
putting the words all together on display. As the lesson
progresses the kids can be in charge or putting them up on the board
and displaying!
5. Keep going with words
such as sand, fish, nemo, water, shell, wave, fin, sun, shovel, towel,
etc. If you think the students are comfortable with the game, let them
come up
and try a few.
Encouraging them to think of words that are associated with the sea and
if they can pick out the letters from under the sea and then try to
blend the words together. I will assess the students using this
activity.
6. Assessment: I will
then continue assessing the children by not using the “sea
board� and
asking the students if they can tell me what is small and swims in the
ocean We will first pronounce the vowel i as /i/. Its a
/f//i//sh/…good fish. I am thinking of a round
circle in the sky.
/s//u//n/. Keep going and try to think
of different objects that are
in the water or around water. I will then go around the room one by one
and ask each child to come to the board and try this activity.
References
Textbook-Beck, Isabel L.
(2006). Making Sense of Phonics: The Hows and Whys. New York:Guilford.
Website-Reading Genie Website~
Mallory Hall
http://www.auburn.edu/academic/education/reading_genie/catalysts/hallbr.html
