20814_Unit_5_Blending

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Unit 5 BLENDING games and activities ACTIVITY 7: Blending syllables Select a two-syllable word and say each syllable separately. For example, un/der, pen/cil, ap/ple, un/til, mar/ket etc. Then ‘run’ the syllables closer together. Ask children, ‘What word is that?’ Commence with two-syllable words and progress to three- and four-syllable words. Possible words to use: Two-syllable words let/ter, box/er, lad/der, tur/nip, pur/ple, Thurs/day, sil/ver, piz/za, a/gain, wa/ter, hap/py, o/ver, a/ble, na/ture, cit/y Three-syllable words ba/nan/a, pi/a/no, cel/e/brate, an/i/mal, Sat/ur/day, po/ta/to, el/e/phant, a/maz/ing, ad/ven/ture, im/por/tant, dan/ger/ous, hol/i/day, to/geth/er Four-syllable words Jan/u/ar/y, in/for/ma/tion, in/ter/est/ing, al/li/ga/tor, wa/ter/me/lon, tel/e/vi/sion, in/vis/i/ble, a/quar/i/um, cat/er/pil/lar, hel/i/cop/ter, a/dor/a/ble wa/ter/mel/on • Blend syllables to make words ACTIVITY 8: Blending onset and rime Onset: The first sound before the vowel in a word Rime: The last part of the word which includes the vowel. For example, b (onset), ug (rime) Use picture cards of common objects of one syllable like those on pages 31 and 32. For example, mug, cup, dog, mat, lamp, hat, peg, door, bed, milk, bread, sock, tree etc. Place a set of three or four picture cards on the floor and say a word segmented into onset and rime. Ask children to blend the parts of the words and to point to the picture that indicates the word. Increase the number of picture cards to choose from to increase the difficulty level. pl/ate plate • Blend onset and rime to make words 6 PHONOLOGICAL AWARENESS SKILLS — BLENDING R.I.C. Publications ® www.ricpublications.com.au
Unit 5 BLENDING games and activities • Blend onset and rime to make words ACTIVITY 9: I spy (An onset and rime blend) Play a version of ‘I spy’ with objects around the room, using onset and rime. Say, for example, ‘I spy with my little eye something that has “cl” and “ock”. What did I spy?’ The children have to blend the onset and rime to make the word and work out the object. Examples may include: b/ook, p/en, br/ush, ch/air, t/ap, m/at, ch/alk, b/oard, fl/oor, w/all, b/ag, l/unch, dr/ink etc. This activity may also be used in conjunction with books such as the one shown. Children search for blends for other objects such as animals. • Blend onset and rime to make words ACTIVITY 10: Letter/sound onset–rime blending Use onset–rime word chunks with more capable children who can match the letter to the sound to make word families. Plastic letters or letters on cards should be manipulated while completing this activity. Place a written rime such as ‘–at’ on the table or floor in front of the child or small group of children using plastic letters. Sound and blend ‘a’ and ‘t’ with the children to make ‘–at’. Say ‘Let’s add another letter at the front (the onset) to make a new word.’ Demonstrate how to add ‘c’, ‘m’, ‘s’ etc. to the rime ‘at’. Say the onset and rime and blend to make each word. Have children repeat the blending process and word created. Select children to create other ‘–at’ words until a word family is created. Other word families to create include: –ack, –ame, –ell, –ight, –ink, –op, –ump, –all, –an, –ate, –est, –ill, –ip, –ore, –unk, –ain, –ank, –aw, –in, –it, –or, –ake, –ap, –ay, –ick, –ine, –ock, –uck, –ale, –ash, –eat, –ide, –ing, –oke and –ug. The cards on pages 33–35 can be used with children adding a plastic letter to the front of the rime. If words are created that make nonsense words, ask ‘Is this a real or nonsense word?’ (Scrabble® pieces may also be used.) R.I.C. Publications ® www.ricpublications.com.au PHONOLOGICAL AWARENESS SKILLS — BLENDING 7
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