Developed by: Brook Cox, February, 1997
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Derived from: Trish Uselman, Eugene Field School, Silverton, Oregon
Grade level: Appropriate for grades K-1. Also for speech/language therapy.
Purpose: Learning to blend words together is an important skill in learning to read.
Objective:
Using their own slide and cards, the students will be able to blend sounds together to form consonant / vowel / consonant words to create a list of at least 10 CVC words. (Cognitive; application)
Resources/ Materials:
A large picture of a slide in a park or playground. Make sure it has steps. Put a picket at the bottom of the slide to hold a consonant card.
Red cards with a consonant on each. Yellow cards with a vowel on each. Copy of the slide for each student to use and small red and yellow letter cards for blending.
PRESENTATION
Overview
Review
Ask the students to recall the consonant and vowel sounds that were discussed in the previous lessons. Have students practice these sounds out loud and make sure that they understand how to form each sound correctly. Remind them that they must say these sounds correctly in order to move on to the next lesson of blending the sounds together.
What
Tell the students that they will be blending the consonant and vowel sounds on the slides to make words. These words will be in the order of consonant/vowel/consonant.
Why
Tell the students that when they learn how to sound out CVC words, they are learning skills that they will need for reading. Explain to them that their goal is to be a good reader.
Explanation
Have the class make their own red cards with a consonant of each and yellow cards with a vowel on each. Have students take turns showing one of their cards and practicing that sound out loud.
Use the following story and directions to explain the concept of blending the sounds on the slide:
The alphabet sounds were out at recess. Several of the sounds wanted to go down the slide. (Take out the large cardboard slide). All the consonants loved to play on the slide, but the vowels never went on the slide. One day "c" (use sound, not letter name) said to "a" (use short sound for a ), "Come on, let's go play on the slide." "a" said, "No, thank you." You see all of the vowels were really afraid to slide down. But "c" said, "It's really fun. I'll go down with you, so you won't be afraid." "a" thought about it, but said he was afraid he might fall off when he got to the bottom, so he still didn't want to go. Well, "t" heard them talking and said he would be glad to wait at the bottom to catch "a", so he wouldn't fall. After a little coaxing, "a" decided to try. So "c" and "a" went up the steps together.
Hold the "c" card and the "a" card together as you move them up the steps of the slide saying "ca, ca, ca, ca." Have the class say the sounds with you. Have the "t" card waiting in a pocket at the bottom of the slide. When "ca" reaches the top, they slide down saying "ca a a a a a" until they bump into "t", forming the word "cat."
Continue the story. "a" thought that was really fun, and they made a word. Did you hear what they said? They made "cat." "a" wanted to do that again. This time "p" (always use sound, not letter name) waited at the bottom of the slide and "c" and "a" went up the slide again. "ca, ca, ca, ca" (up the slide steps), "ca a a a a" (on the way down), "p" (as they bump into p at the bottom). "Hurray!", shouted "a', "We made another word… cap!" Soon, the other vowels saw how much fun "a" was having, and they wanted to try, too.
Demonstration
Continue the process of sliding down with different consonant and vowel sounds. Make sure students understand the concept of blending by asking them questions. Ask them what consonants and vowels to use to blend into words.
PRACTICE
Guided Practice
Have students come up to the big slide picture and practice blending the consonant and vowel sounds. Remind them to always have a consonant (red card) go down the slide with a vowel (yellow card) and always have a consonant (red card) waiting at the bottom to catch them coming down. As the students come up to the big slide and practice have the other students do the same thing on their own slides. As each CVC word is formed have the class practice saying those words out loud.
Independent Practice
Have the students experiment and practice on their own blending CVC words using their own slides. Allow the students to take their slides and cards home to practice also.
Periodic Review
Repeat the essence of the story several times during the week (or two) until the students get the idea of "sliding" the sounds together to make words. Each time there is a review have the students say the CVC words out loud. Once the students get the idea, have them start to blend sounds without the aid to the slide.
ASSESMENT AND EVALUATION
Daily Success
Students continue to work on blending sounds and creating CVC words without the slide. Ask the students to keep a list of words that they create. Students will be checked daily for their word lists and given points toward a reward.
Mastery
At the end of the week the points for the word lists will be totaled and the students with at least 10 words on their lists get to chose from a prize box. The teacher can then use these lists to create flash cards for the students to practice the words, which will lead into the reading lessons.
MONITORING AND FEEDBACK
Cues and Promps
The teacher reminds the students about keeping up their lists and their chance to earn points toward a prize.
Corrective Feedback
Ask students to share their words from their list. The teacher tells them if they are correct CVC words or not. If the word is not correct the teacher shows the class why it is not and shows them how to correctly blend the sounds together. The teacher then can use the words in sentence to help the students see how to use them and understand their meanings.
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