Week 6-Assignment 3

Phonics Lesson-Learning Blending sounds, bl/pl/

Objective: Students will apply their knowledge of the phonetic sounds of each of these letters and blend them to make a single sound and to read real words.

Grade Level: 1st grade

Standards:
 phonological awareness:

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce 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).

phonics and word recognition:

Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

Materials:
Smart Board, ABC chart

Procedure:
Students have been learning the sounds of each of the letters of the ABCs and are familiar with each of the letters. The teacher will bring in a smart board and display an ABC chart that the students recognize with pictures next to each letter corresponding to the sound of the letter. After the teacher and the students sing the song of the ABCs, the teacher will call on  a student to come up to the smartboard and point to the first letter of her name. After she points to the letter she will discover that the teacher put a sound clip linked to every letter that when selected sings the sound of the letter. At that point the teacher will ask the student to point to each letter in her name, then the teacher will give the student the word dog to spell. When the student points to each letter on the smart board the sound of the letter is heard. After the teacher calls on a few students to repeat the same procedure with different phonetic words (ie cat, big, dad, etc.) then the teacher will try to teach how to blend letters to make the sound "pl" as in play, plate, etc. The teacher will ask the class what letter makes the sound pl. After a little discussion the teacher will show the class that the sound pl is a blend between two letters, p and l. The teacher will then point to each of the letters on the smart board to hear the sound of each of these letters. Next the teacher will ask the students to come up to the smartboard to continue to practice this activity.

Using the smartboard that calls out the sounds of the letters when selected is beneficial because it allows students to reinforce the phonetic connection in a exciting and technologically advanced way. Students are able to trigger the sounds themselves which gives them ownership over the words and motivates them to perform more. In addition hearing the sound of each of the letters out loud provides a different dimension of learning as opposed to just seeing this rule. Each of the phonetic sounds are clearly identified which makes it easier for students to decode words.

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