RF.1.2.B.i: Orally Produce VC/CV Words by Blending Two Phonemes

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Skill

CCSS.ELA-LITERACY.RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Goal: Given a spoken onset and rime, the student can say the word.

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

T: /ă/ /m/. What’s the word?
S: am

T: /ŏ/ /n/. What’s the word?
S: on

T: /ĭ/ /t/. What’s the word?
S: it

T: /d/ /ā/. What’s the word?
S: day

T: /p/ /ī/. What’s the word?
S: pie


Source: Kindergarten Superkids	Source: Twin Speech Language & Literacy LLC
*Teacher would give the individual sounds and have students orally blend it (i.e. students are not reading print)

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, “aaaaammmmmm” is easier to orally blend than “daaaaaaaaayyyyy.” 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.
When identifying or combining sound sequences, a CV pattern should be used before a VC pattern, followed by a CVC pattern (e.g., pie, egg, red).
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.
Teachers may consider choosing VC/CV words that are not so commonly used by the students in order to gage his/her ability to blend three phonemes vs. hearing and repeating a familiar word.
Blending Explained
Teaching Blending