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Skill

RF.1.2.B.iii: Orally Produce Single-Syllable CCVC, CVCC, CCVCC, CCCVC, CCCVCC Words by Blending Four or More Phonemes

 

Standard

: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

 

Description

• Mastery: Student is able to orally produce a series of CCVC, CVCC, CCVCC, CCCVC, CCCVCC words with accuracy and speed, when teacher provides phonemes with definite pauses in between each phoneme.
• Acquiring: Student is able to produce the CCVC, CVCC, CCVCC, CCCVC, CCCVCC words with the support of gestures (moving hands/sounds together) to represent the blending of the phonemes. The teacher may need to elongate sounds with minimal pause between phonemes and may need to repeat phonemes.

Probes

T: /p/ /膩/ /s/ /t/. What鈥檚 the word?
S: paste

 

T: /f/ /r/ /膩/ /m/. What鈥檚 the word?
S: frame

 

T: /s/ /t/ /艔/ /p/. What鈥檚 the word?
S: stop

 

T: /b/ /l/ /臅/ /n/ /d/. What鈥檚 the word?
S: blend

 

T: /s/ /p/ /l/ /膬/ /sh/. What鈥檚 the word?
S: splash

 

T: /s/ /p/ /r/ /沫/ /n/ /t/. What鈥檚 the word?
S: sprint

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

(suggestion: use as small group instead of headphones and recorder)

 

During Transition

 

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

 

Display (e.g. Anchor Chart):

 

Source:

Considerations & Reminders

• As students begin to learn phoneme blending skills, it is easier to blend words with continuous initial sounds (e.g., /m/, /s/, /i/) than words with stop sounds (e.g., /t/, /q/, /p/). For example, 鈥渇ffffrrrrrraaaaaammmm鈥� is easier to orally blend than 鈥渟ssstooooop.鈥� When introducing words with continuous sounds, exaggerate by holding on to them: rrrrrring; for words with stop sounds, use iteration (rapid repetition): k-k-k-k-katie.
• When blending phonemes, it is always important to be mindful of the lapse of time between each phoneme presented. The shorter the pause, the easier it is for a student to hear the whole word. Longer pauses between the phonemes creates a little more of a challenge for the student to put the sounds back into the word.
• Teachers can use the body to blend phonemes for kinesthetic learners. Starting from the shoulders, slide your hand down to the elbow then to the wrist to demonstrate blending 3-phonemes words. Once you increase the pause between each phoneme, tapping each sound from shoulder, elbow, to wrist is helpful for some students to distinguish the three phonemes. Add other body parts for four or more phoneme words (e.g. start with the head, or go down to hip, knee, and toes, etc.).