| **Session Title** | **Blending Sounds, Building Words-Part 3** |
| Objective | - Identify and pronounce consonant-vowel blends formed by C, G, V, and J with the vowels a, e, i, o, u. - Recognize and read simple words and phrases that utilize these blends. - Apply their knowledge by constructing new words and sentences using the learned blends. - Engage in interactive activities to build listening, speaking, and collaborative skills through games, group tasks, and creative storytelling. |
| Topic | Consonant-Vowel blends with C, G, V, and J (Blending Consonants with a, e, i, o, u) |
| Methodology | Interactive Learning |
| Materials | - Sound Detective Badges Printable badges for students to wear during the session. - Blend Cards Cards with consonant-vowel blends (ca, go, va, ju, etc.) to introduce and practice sounds. - Letter Tiles Plastic or paper tiles with individual letters for word-building activities. - Word Cards Cards with simple C, G, V, J blend words (e.g., cat, goat, vet, jug) for the Reading Race and practice. - Flashcards Visual aids showing blends (ca, ce, ci, etc.) for pronunciation practice. |
| Session Duration | 90 minutes |
Important: Only say one word at a time and give them time to think.
**Step 2: Add Some Trick Words** Throw in a few words that don’t start with the focus blends (to keep it fun and challenging): Examples: - You say: “Ball” → Students say: “Not our sound!” - You say: “Sun” → Students say: “Not our sound!” This helps develop discrimination skills — they learn to tell what fits and what doesn’t. ### Main Activity (35 minutes) ##### Blend Introduction & Pronunciation (15 minutes) - Introduce blends using flashcards: - C: ca, ce, ci, co, cu - G: ga, ge, gi, go, gu - V: va, ve, vi, vo, vu - J: ja, je, ji, jo, ju - Practice repeat-after-me pronunciation. ##### Blend & Build Challenge (20 minutes) Step-by-Step Instructions **1. Group Setup** - Divide the class into small groups of 3–4. - Give each group: - - A set of blend cards - A tray or bag of letter tiles (plastic or paper cutouts) **2. Build with Letter Tiles** - Students choose a blend card (e.g., vi) and use the letter tiles to build as many real words as they can with that blend (e.g., van, vet, vibe). - They arrange the tiles on the table to physically see and touch the sounds. - For each correctly built word, the group earns a point or sticker. **3. Create a Word Wall** - Each group picks their top 3–5 words and writes or pastes them on the class “Blend Word Wall”. - One student from each group reads the words aloud to the class. **Wrap-Up:** - Applaud participation with a “Great Word Builder!” cheer. ### Follow-Up Activity (25 minutes) ##### Reading Race **Prepare Word Cards:** - Use simple words with blends like cat, gap, vet, jug, van, goat, jam, etc. - You can use cards from the previous activity or create new ones. **Divide into Teams:** - Split the class into two or three teams. - Each team forms a line. **The Race:** - Place the word cards at the front of the classroom (on a table, board, or wall). - One student from each team runs up, picks a word card, reads it aloud, and runs back. - If they read it correctly, the team earns 1 point. - If the word includes a target blend (e.g., ga, ju, va), they earn 2 points. - Continue until everyone has had a turn. - The team with the most points wins a small prize or gets a cheer! **Celebrate Learning:** Congratulate the class: Teacher: Today you became Sound Detectives, Word Builders, and Reading Racers — and you did amazing! ### Review Question(10 minutes)