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K-5 Phonemic Awareness #4

Phonemic Awareness: Phoneme Blending

Grades K-1

 

Common Core State Standards

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
           b. Count, pronounce, blend, and segment syllables in spoken words.
           c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
               in three-phoneme (consonant-vowel-consonant, or CVC words.


RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
           b. Orally produce single-syllable words by blending sounds (phonemes),
               including consonant blends.
           c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes)
               in spoken single-syllable words.
           d. Segment spoken single-syllable words into their complete sequence of
               individual sounds (phonemes).

 

 

Rationale

Blending phonemes to make words is essential to reading. Knowing the sounds of the letters is not sufficient for reading; the reader must be able to fluently put the sounds together to make a word.

 

Materials

  • Pictures that represent words with three phonemes

 

Direct Explanation

Words can be segmented or taken apart and then blended or put back together. I am going to segment some words and see if you can blend them together and say the word.”

 

Model

Listen to me say these sounds, /s/ /o/ /k/. Repeat, saying the sounds faster. “ I can blend these sounds together to say sock. Do this with at least three more words (sit, man, put, hop).

 

 

Guided Practice

Now listen as I segment a word again and you blend it back together and say the word, /b/ /i/ /g/. What word did I say?” Students should say big.

 

Say these sounds /s/ /l/ /i/ /p/. What word did I say? Yes, you can blend the sounds back together to say the word slip. Listen to these sounds and tell me the word I say. Segment the sounds in each of these words and have students say the words: sip, hot, shut, hip, shop.

 

Have a student help demonstrate the procedures for independent practice. Show the student a picture and have them segment it for the class. Have another child blend the sounds into the word.

 

 

Independent Practice

Give students pictures of words with three sounds. Have one partner say the sounds in the word and the other partner blend the sounds into the name of the picture. Example: Partner one looks at a picture of a tub and segments the sounds of the word (/t/ /u/ /b/). Partner two (who has NOT seen the picture) blends the sounds to tell the word.

 

 

 

 

Assessment

Say the phonemes in a one-syllable word and ask the child to say the word. Repeat with several words.

 

 

Tier II Additions

  • Give students more opportunities for practice.

  • Allow students to use written material if needed.

  • Allow student to use colored blocks if needed.

  • Allow someone other than student to manipulate the materials if there are motor problems.

 

Tier II Assessment

When given appropriate accommodations teacher will say the phonemes in a one-syllable word and ask the child to say the word. Repeat with several words

 

Tier III Accommodations/Modifications

  • Use word families, such as /ig/ and say a word such as /d/ /ig/. Student will blend the phonemes into words. Then student will select the word “dig” from two written words.

 

Tier III Assessment

When given a word family, student will blend phonemes into words. Teacher says, /d/ /i/ /g/ and student says, “dig.” Student will select the word ‘dig’ from two one syllable written words.

 

Tier IV Modifications

  • Break into two separate tasks. First, have the student blend phonemes into words. Once the student successfully does this for several word families then go to the written words.

  • Add extra practice sessions in small groups or in a 1:1 setting.

  • Use visual cues such as colored blocks to help with the concept of separate and together.

 

Assessment

Assess with a rubric divided into two parts: One for blending phonemes and one for finding correct word.

 

Tier V Modifications

  • Break into two separate tasks.

  • Use visual cues such as colored blocks to help with the concept of separate and together, as well as that each sound is different.

  • Add more practice sessions being careful to limit the time spent in each session to the amount of time a student can successfully attend to the task.

 

 

Assessment

Assess with the modified rubric described in Tier IV.

 

 

 

References

 

Beeler, T. (2002) Phonetic Connections: Start Up To Build Up. Pelham, NY: Benchmark Publishing

Phonetic Connections: Start Up To Build Up,(2002) Terri Beeler, Benchmark Publishing

 

 

Copyright © 2006 Arkansas Department of Education. All rights reserved. School districts may reproduce these materials for in-school student use only. No resale. Materials may not be reproduced, distributed or sold for commercial use or profit. ADE employees are not authorized to waive these restrictions.

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