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Session 5 : Blending With Consonants - Part 2

Session Title

Blending with Consonants - Part 2 

Objective
  • Students develop phonetic awareness of consonant-vowel combinations.
  • Students learn to blend consonants (S,M,P,L,R,T) with vowels (A-E-I-O-U).
  •  Students develop their collaboration, communication skill and teamwork

Topics

    Blending consonants(S,M,P,L,R,T)  and vowel sounds

    Material Required

    >Bingo cards


     >

    Board and chalk

    Methodology

      Teaching through games and song 

      Session Duration

      		      90 minutes

      Introduction Activity  (10 minutes) 

      •  welcomeWelcome and circleask formationthe class to sit in a circle.
      • Conduct a breathing Exercise At Least ( 5 mint ) Exercise.

      Main Activity (50 minutes)

      Sounds Of Letter - Song  ( 25 minutesminutes) ) 
      •  Sing a song with an action   
      •  simpleSimple song to teach letters (S,M,P,L,R,T)
      • (Tune: "Twinkle, Twinkle, Little Star")

      “S is for smile, laugh and laugh 

       T  is for Tiger , big and bright 

       M is for Mango , yellow and  sweet

       P  is for Parrot , green and red lip

       L  is for Light ,bright and shine 

       R is for Rose, Rose for you” you

      [ This song is easy to remember and covers all the letters (S,M,P,L,R,T)  ] 

      Blending Bingo   (25 minutes)

      1. Prepare Bingo Cards:

        Create bingo cards with various consonant-vowel combinations from(S,M,P,L,R,T) for example:

        •    Ma, Me, Mi, Mo, Mu (for M)

        •     Sa,  Se,  Si,  So,  Su ( For S ) 

        • And others same as S and M 

        •   Each child will receive a bingo card with a mix of these consonant-vowel combinations. The bingo card should have 6 rows and 6 columns, and each square should contain a different consonant-vowel blend.


































        [ In this each sounds can write in random Order ]Order]

        2. Calling Out Blends:

        •  The teacher will randomly call out consonant-vowel blends, such as "Si," "Mu," "Ro," and so on.

        •  Students must listen carefully and find the corresponding blend on their bingo cards. They can mark it with a pen, pencil, or small sticker.

        3. Matching Blends:

        •  When a student finds a match for the blend called out, they say the word aloud using the correct consonant-vowel blend (e.g., “Me” for M, “Sa” for S)

        •  This encourages the children to reinforce their pronunciation as they go along.

        4. Winning the Game:

        •   The first student to complete a row, column, or diagonal on their bingo card calls out “Bingo!” and wins the round.

        Follow-Up Activity (25 minutes)

        Reading Assessment  

        "Children read this paragraph

        The quick brown fox jumps over the lazy dog. Packing my box with five dozen liquor jugs, I carefully handled the precious items. Meanwhile, the five boxing wizards jump quickly, their energetic movements mesmerizing the crowd .”

        Review Question's/Assessment/TaskQuestion (5 minutes)

        • Which consonant-vowel blend is in the word "Mango"?
          (Answer: "Ma")

        • What blend do you hear in the word "Rose"?
          (Answer: "Ro")

        • Can you think of a word with the blend "Ti"?
          (Answer: "Tiger")

        Expected  Learning Outcomes

        Skill Building:

        1. Phonological awareness

        2. Pronunciation

        3. Listening and attention

        4. Teamwork and communication

        Knowledge Building:

        1. Consonant-vowel blends (S,M,P,L,R,T).

        2. Alphabet recognition (S,M,P,L,R,T).

        3. Vocabulary expansion

        4. Phonics patterns


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