Skill

RF.1.2.B.ii: Orally Produce Single-Syllable CVC Words by Blending Three Phonemes

 

Standard

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

 

Description

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

Probes

T: /s/ /oo/ /n/. What’s the word?
S: soon

 

T: /l/ /ŭ/ /k/. What’s the word?
S: luck

 

T: /b/ /ă/ /t/. What’s the word?
S: bat

 

T: /d/ /ĭ/ /ng/. What’s the word?
S: ding

 

T: /r/ /ă/ /sh/. What’s the word?
S: rash

 

T: /ch/ /ā/ /n/. What’s the word?
S: chain

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

Introduce Phoneme Blending
Nonsense Word Making
Oral Blending Accuracy- Suitcase Game (use CVC words)
Oral Blending Accuracy- Planet Paz
Oral Blending Riddle Game (use CVC words)
Shoulder, Elbow, and and Hand
Three Words, New Word
Blending – Robot Talk
Blending – The Sounds in the Word
Guess-the-word game (use CVC words only)

 

During Transition

Georgie’s Gym
Video- Blending CVC Words
The Sounds in Words

 

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

CVC Word List (post pictures of the words)
Rhyme Game in a Bag
Student says the phonemes for each card
First Step Reading Videos (use the audio only, do not show video – see playlist)
3 letter blending A start at 0:38
3 letter blending E start at 0:35
3 letter blending I start at 0:35
3 letter blending O start at 0:35
3 letter blending U start at 0:38

 

Display (e.g. Anchor Chart):

Source: Reading Rockets

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, “ssssuuuunnn” is easier to orally blend than “caaaat.” 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.
• Teachers may consider choosing CVC 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