Session 9
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Session 9 |
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Session Title |
Blending Consonants, Vowels, and Sounds to Form Words |
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Objective |
∙ Help students blend consonants and vowels into two- and three-letter words. ∙ Improve students' pronunciation by practicing blending sounds in a systematic way. ∙ Enable students to write and recognize simple words by combining consonants, vowels, and their respective sounds. |
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Topics/Concept |
∙ Introduction to blending two- and three-letter words. ∙ Focus on correct pronunciation of consonant-vowel-consonant (CVC) words. ∙ Creative writing and visualization of words through drawing. |
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Material Required |
∙ Paper, markers, and colors for the drawing activity. ∙ Letter boards to display words. ∙ Examples of simple words (cat, mat, pig, tin, bin, rat, fox, cup) |
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Methodology |
∙ Visual, auditory approaches will be used to ensure active participation. ∙ Emphasis on pronunciation through repetition, movement, and sound blending activities. ∙ A hands-on craft and creative activity to reinforce learning. |
Session Plan 90 Min
Intro Activity
∙ Greet students and review vowel sounds from the previous sessions.
. Show a flashcard with the vowels (A, E, I, O, U) and have students repeat the sounds aloud.
∙ Ask the students to quickly recall some consonants (S, M, P, T, etc.) and blend them with vowels (e.g., S + A = SA, P + E = PE).
Main Topic/ Activity
Activity 1: Review of Blending Two Letters (Vowel + Consonant)
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Start by reviewing the blending of a consonant with a vowel (e.g., S + A = SA, S + E = SE).
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Ask the students to say the sound and repeat the combination multiple times.
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Continue with other consonant-vowel combinations like T + O = TO, M + A = MA, etc.
Activity 2: Blending to Form Three-Letter Words (CVC)
Introduce three-letter words (CVC words) that can be created by blending consonants and vowels.
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Show the combination "S + A = SA" and then add a consonant to form the word "S + A + D = SAD."
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Continue with similar examples:
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"C + A + T = CAT"
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"M + A + T = MAT"
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"P + I + G = PIG"
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"T + I + N = TIN"
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"B + I + N = BIN"
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"R + A + T = RAT"
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"F + O + X = FOX"
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"C + U + P = CUP"
Have students repeat these words after you and focus on their pronunciation.
Activity 3: Interactive Word Building Game
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Give each student a set of letter flashcards with consonants and vowels.
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Ask students to build three-letter words by combining consonants and vowels. For example, "C + A + T" for CAT or "T + I + N" for TIN.
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Students will practice blending the sounds and pronouncing the words as they form them.
Activity 4: Creative Word and Drawing Activity
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Provide students with paper and markers.
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Ask them to draw a picture representing one of the words they've just learned (e.g., a cat, a rat, a pig).
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After drawing, students will write the word next to the picture.
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Students can color the pictures as they like while practicing the pronunciation of the word.
Activity 5: Sound Blending and Pronunciation Practice
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Create a "blending station" where students stand in front of a chart with CVC words. They will say each word out loud as they blend the sounds.
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Encourage students to break down each word into its sounds (e.g., "C-A-T" = "Cat") and then pronounce it in one go.
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You can also have students play in pairs, with one student saying a sound and the other adding the next letter or sound to form the word.
Expected Learning Outcome:
Knowledge building-
∙ Students will recognize and correctly pronounce two- and three-letter words formed by blending consonants and vowels.
∙ They will associate consonant, and vowel sounds with letters and words.
Skill Building-
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Improved pronunciation and phonemic awareness.
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Enhanced writing skills as students learn to spell CVC words.
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Development of listening, observation, and coordination skills through blending sounds.
Review Questions/Assessment/Tasks
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Show flashcards of consonants and vowels and ask students to blend them to form words (e.g., "M + A + T = MAT").
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Quick oral quiz: Ask students to say the word that corresponds to a picture (e.g., show a drawing of a "rat" and ask the student to say the word).
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Ask students to write a word (e.g., "cat," "mat," "bin") and pronounce it aloud.
Follow up Tasks
∙ Introduce simple sentences using the words learned (e.g., "The cat sat on the mat").
∙ In the next session, move on to practicing blending more complex words (e.g., words with blends like "st," "br," etc.)