WORLD OF SELF, FAMILY AND FRIENDS

BLENDING & SEGMENTING

Unit 10 A Mat on the Sand

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.1 (g), 1.1.3 {SK & SJK} By the end of the lesson, pupils will be able to: i. associate letters with sounds; ii. pronounce words correctly; and iii. chant the text. 30/60 minutes pictures

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Recap. Do the drumming action. b. Ask pupils to identify the phoneme /d/. c. Put up the word sad and mad. d. Pupils to read aloud with actions showing understanding of the meaning. Step 1: a. Show a composite picture. (Appendix 1) b. Pupils discuss the pictures in pairs or in groups. c. Pupils to talk about the picture. Step g: d. Prompt with questions to elicit responses. This can be done e. Introduce new vocabulary orally in phrases as a whole class i. There is activity and group ii. on the [sand] [mat] activity. iii. a [dog]/[ant] iv. on the back f. Elicit the meaning and explain using the composite picture. g. Get pupils to repeat the phrases after you.

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Step 2: a. Identify 3 words for oral blending [sand], [mat], [ant] b. Use the Robot Talk activity. (Appendix 2) i. Tell the class that they have a visitor called Rigby the Robot ii. Robbie can only talk in sounds. iii. Robbie saw three things he wants to tell the class. Reassure the pupils they have learnt the three words in the chant. v. Invite a more proficient pupil to be Rigby. Demonstrate how it should be done. Ensure the pupil produce pure sounds (i.e. without the /er/ or schwa) vi. Demonstrate how the sounds can be combined/blended to form words e.g. /s/,/a/,/d/ vii. Blend /a/ with /d/ to form [ad]. viii. Blend /s/ with [ad] to form [sad] ix. Get pupils to blend the phonemes together to form words. x. Repeat the process/step twice for each word. xi. Do it for all the three words. c. Explain to pupils that words are made up of sounds. d. Demonstrate again to show pupils how words are formed. Step 3: a. Chant the text in stanzas. Pupils repeat. (Appendix 3) b. Chant four stanzas first. Consolidation:
Note: May stop at step 2 depending on pupils ability.

a. Point to the picture and get pupils to chant together. b. Alternative: distribute picture cards and get pupils to assume roles. (Appendix 4) Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 1

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APPENDIX 2

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APPENDIX 3
There is a mat on the sand. There is a dog on the mat. [Clap] [Clap] [Clap] [Clap]

There is a big dog on the mat There is a dove on the back of the dog on the mat. [Clap] [Clap] [Clap] [Clap] There is an ant on the back of the dove of the dog on the mat on the sand. [Clap] [Clap] [Clap] on the back on the sand.

Note: stress on the words underlined/clap if possible

There is a big ant (picture) On the back of the dove On the dog On the mat

On the sand. [Clap]

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APPENDIX 4

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Focus: Learning Standard(s): Objective(s):

Reading 2.1.2 (a), (b), 2.1.3, 2.1.4, 2.2.1, 2.2.3 {SK & SJK} By the end of the lesson, pupils will be able to: i. articulate the phonemes correctly; ii. match pictures to the sounds; and iii. read and understand simple sentences (3-5 words). 30/60 minutes Multiple intelligences, constructivism,

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Show the composite picture. (Appendix 1) b. Recap the chant The Mat on the Sand. (Appendix 3) c. Pupils recall. Step 1: a. Put up phrase cards, read aloud and ask pupils to repeat.(Appendix 5) i. There is ii. on the [sand] iii. a great big [dog]/[ant] iv. on the back b. Get pupils to practice the phrases using word cards and pictures. Example: Pupil A holds up a great big

Pupil B says a great big dog

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c. Ensure all the pupils have the opportunity to do it. Step 2: a. Use the three words in the Listening and Speaking Lesson: [sand], [mat], [ant] b. Employ the onset and rime strategy. c. Use the Sliding sounds activity: (Appendix 5) i. Draw a slide on a piece of manila card/ board. ii. Prepare the phoneme cards e.g. /s/, /a/, /t/, [at], [sat] iii. Sound out the phoneme e.g. /s/ and put on the top, followed by // in the middle and /t/ towards the end of the slide. iv. Move the phoneme card /a/ towards /t/ and say [at]. Place the [at] card at the bottom of the slide. Remove the and /t/ cards. Get the pupils to practice blending the two sounds to form [at]. v. Move the phoneme card /s/ towards [at] and sound out /s/ followed by [at] and say [sat]. vi. Put out [sat] and get pupils to sound out the word. vii. Demonstrate with the same steps for the word [mat] by changing the phoneme card /s/ to /m/ viii. Invite a pupil to try other words such as [pat], [nat] Step 3: a. Show the text in Appendix 3. b. Chant the text aloud. Stress on the underlined words to bring out the meaning. c. Chant the text line by line and get pupils to follow. Do it in stanzas first. d. Chant again with the claps. Get pupils to follow. Organise the pupils into two groups and assign lines. e. Get the groups to chant. Organise the pupils into small groups of 4/5. Invite each group to present. Consolidation a. Organise pupils into groups to chant the text. b. Stress on pronunciation and meaning. Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 6
Sliding sounds

a t

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Focus: Learning Standard(s): Objective(s):

Writing 3.1.1 (c), (f), 3.1.2 ( a), (b), (d), (e) {SK & SJK} By the end of the lesson, pupils will be able to: i. blend phonemes into word; ii. segment words into phonemes; and iii. write words neatly. 30/60 minutes pictures with sound boxes, counters, word dice

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences- Kinaesthetic Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a. Demonstrate writing the letters s, a, t, i, p, n, m d one at a time b. Pupils follow. c. Invite pupils to the front to write on the board.
Pupils may carry out action in the air, on the desk, in the sandbox, on a friends back etc.

Step 1: Segmenting (Sound Boxes with pictures) a. Prepare picture cards with connected sound boxes, counters, and word cards for: ant, cap, tin, bin, pit, mat, man, pan (Appendix 6) b. Organise pupils into small groups. c. Give each group several pictures with connected sound boxes. d. Give each pupil a counter. e. Call attention to a picture and slowly say its name (word). f. Ask pupils for the number of phonemes. g. Say the word again and stress on a phoneme e.g. [ant] - /t/ h. Ask pupils to put the counter in the appropriate box. i. Ask pupils to identify the position of the phoneme in the boxes. e.g counter in the last box/box no. 3. j. Ask pupils to say the phoneme and the word. k. Show the word ant as pupils say aloud.

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l. Do this for all the words. m. Demonstrate on the board first Note: Explain to pupils that as you combine sounds to form words. They can equally separate sounds to spell the word. Step 2: Optional a. Complete exercise on page 53 in pupils module. c. Pupils write the word below the picture. Note: If pupils cant write, give them the words to paste. Step 3:Word Dice (Blending using Onset and Rime) (Appendix 7a/b) a. Each group gets a blue and a red dice. b. Pupils roll the dice. (blue- onset, redrime) c. Blend the sounds. Excample: /m/ + [at] = [mat] /m/ + [ap] = [ map] d. Sound out the word. e. Write the words in their exercise books. f. Cross out words that have no meaning. Note: pupils must sound out the phonemes and blend to form words. Accept nonsensical word initially and do step (f) if possible. Demonstrate before getting pupils to do. Consolidation: Word Bingo a. Play Word Bingo game (similar to Tic Tac Toe) b. Distribute the grid at random. (Appendix 8) c. Call out words and get pupils to cross out. d. Pupils with all three words in a row shout Bingo (diagonally, vertically, horizontally) Alternative: Invite pupils to call out words Closure: a. Teacher leaves the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 6
(a) Sound Box with pictures

(b) Word card

ant
(c) Counter: Size of 50 sen coin

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APPENDIX 7[a]

ad at it ip
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ap

in

APPENDIX 7[b]

m s n
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d t p

APPENDIX 8

Dad pan dog mat pin bad dog bad pan ant Dad pan bad pin dog tin dog ant

ant tin bad ant Dad tin sand Dad ant

mat pin sand dog sand pan pin tin mat

bad mat tin sand pan ant bad sand pin

dog sand pin mat tin Dad Dad pan mat

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Focus: Learning Standards: Objectives:

Language Arts 4.3.1 (d) {SK}, 4.3.1 (c) {SJK} By the end of the lesson, pupils will be able to: i. chant with actions; and ii. write words by combining onsets 30/60 minutes template of masks manila card, bands, Multiple Intelligences - kinaesthetic

Time: Teaching Aids: Cross Curricular Element: Introduction: a. Greet pupils. b. Pupils reply. Set Induction: a.

Recall the chant: A Mat on the Sand. (Appendix 1)

Step 1: a. b. c. d. Organise pupils into groups of 4. Distribute mask templates. (Appendix 9) Pupils colour and cut out the mask. Pupils paste their mask on manila card and attach bands.

Consolidation: a. b. c. Pupils role play the animals in the text as they chant. Number the groups as One and Two. Group One will chant, group two will role play and vice-versa.

Note: Bring a floor mat to the class

Closure: a. b.

Teacher leaves the class by thanking the pupils. Pupils respond appropriately.

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APPENDIX 9

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