2.

5A Revision & Blending: s a t p

Task Name & Number: 2.5A Revision and Blending: s a t p
Lexical ets /s/, /a/, /t/, /p/
!ords Say Hear Read Write
entences -
!"ole Text -
#aterials
$"onics %ards /s/, /a/, /t/, /p/ - laminated - 1 per class
2.5A A!"!#$ %!&S '!&()
!"ole class & group & pair W*ole class
Task ob'ectives *e c*ildren are a+le to *ear, ma,e, read and -rite t*e p*oneme /s/, /a/, /t/, /p/
$R(%)*+R) T)A%,)R TAL- &
#(*)L
Note to )LT% Trainers: !rite on Board be.ore starting t"e $"onics /air0:
1ear 2 3 !eek 2 3 *a0 5
2. Revie4
a. Revie- eac* so.nd /rom t*is last -ee, separately and in t*e same order: s
0 a 0 t 0 p. 0 ,ear5 sa05 read5 4rite 1-rite in air2.
+. Blend a 0 t
c. Blend -it* t*e a-t -ord /amily -it* onset so.nds s 3 p
1sat, pat2
2. N(T) T( )LT% TRA6N)R: ell 4"s yo. t*at t*ey *ave seen t-o -ays o/
teac*ing +lending so /ar: 12 *olding .p t*e cards 5.ic,ly and 22 sliding t*eir *and
across t*e "*onics 4ards. 6o. -ill no- teac* t*em anot*er -ay, -*ic* t*e
c*ildren -ill love. 6o. -ill also s*o- t*em a video o/ t*is ne- met*od +eing
ta.g*t +y a 7alaysian teac*er to 6ear 2 c*ildren in "era, 1&eering, 28892.
7. !rite on board:
1 : 1
1
; 1elicit ans-er2
2 : 2 ; 1elicit ans-er2
a : t ;
8. Hold .p rig*t /ist, 7a,e /a/ so.nd.
5. Hold .p le/t /ist ma,e /t/ so.nd.
9. ".t /ists toget*er, say </at/
:. S*o- 2.5A TA6$6N; -6* <6*)( o/ 7alaysian 6ear 2 c*ildren -it* learning
di//ic.lties doing t*is ,ind o/ +lending, and tell t*em t*at t*is is on t*eir 4& and on
---.R(=reso.rces.com along -it* ('(R6H!#$ else in R(=ma>.
1Do the listen
gesture). Listen!
(Do the listen
gesture). /s/, /a/,
/t/, /p/
(Show your pointing
finger in the air and
hold up the /s/
Phonics ard. Draw
in the air and !a"e
sure all the children
follow you)
(#old up the /a/
and /t/ Phonics
ards. Do the listen
gesture).
/a/, /t/. /a/, /t/. $aster,
faster!. /at/!
(%ow add first
sound /s/ to /at/).
/s/, /at/. /s/, /at/.
/ssssat/
1
*is ass.mes yo.r c*ildren can add 1 :1 and 2 : 2. !/ t*ey can?t do t*is, .se +alloons or ot*er o+@ects t*at are .sed in
yo.r sc*ool to teac* mat*ematics.
A (=4 2812 2.5A Revision 3 Blending s a t p
=. &o t*e +lending again 1instant revisionB2 t*is time adding /s/ to /a-t/
>uestions & Rationale
!"0 does t"e -R s0llabus5 ask 0ou to teac" 4ord .amilies at t"e end o. 4ords ?eg. at @ cat5 bat5 "atA
instead o. 4ord .amilies at t"e beginning o. 4ords ?eg. be @ bet5 Ben5 bed5 bell5 etcAB Researc* *as
s*o-n t*at c*ildren /ind it easier to di//erentiate +et-een -ords t*at s*are t*e same ending, rat*er t*an t*e
same +eginning or middle. !t is *arder /or c*ildren and ad.lts to learn -ords t*at are very similar t*an -ords
t*at so.nd di//erent, so "*onics tries to develop t*is a+ility to discriminate +et-een di//erent -ords, +ased on
providing -ord /amilies -it* t*e same ending 1t*e tec*nical -ord /or t*e end o/ a -ord is <ri!e eg at2, and t*e
+eginning o/ t*e -ord is called <onset 17etsala, Stavrinos 3 Walley, 288C2.
!"0 is it important to use pictures on 4orks"eets t"at revie4 blending 4it" 4ord .amiliesB Again,
researc* *as s*o-n t*at i/ -e -ant c*ildren to di//erentiate +et-een very similar -ords 1sat, mat, cat, *at, mat,
+at2, t*ey can develop t*is s,ill more easily, +y associating t*e di//erences -it* pict.res 17etsala, Stavrinos 3
Walley, 288C2.
!"0 does $"onics use so muc" repetition o. t"e sound and soundsB Researc* s*o-s t*at .sing
Dnon-ordsE1s.c* as -ord /amilies: op, og, ip etc2 to develop c*ildren?s p*onological a-areness 1a-areness o/
so.nd and so.nds @oined toget*er2 is t*e +est -ay to develop c*ildren?s reading and overall lang.age a+ility
1$at*ercole, 288F2.
!"0 blendingB Blending develops c*ildren?s a+ility to di//erentiate +et-een -ords /rom large -ord /amilies,
and also c*ildren?s p*onological a-areness o/ non-ords 1see a+ove2. D#on-ord repetition *as +een s*o-n to
*ave a ro+.st relations*ip to voca+.lary ,no-ledge and learningE 17etsala, Stavrinos 3 Walley, 288C, p. 1852.
&eering, R. 128892. 6o.ng learner (nglis* literacy: an approac* /or c*ildren -it* learning di//ic.lties. %.ala
=.mp.r, 7alaysia: !nstit.t "erg.ran 7alaysia %amp.s Ba*asa-Ba*asa Antara+angsa
$at*ercole, S.(. 1288F2. #on-ord repetition and -ord learning: *e nat.re o/ t*e relations*ip. &pplied
Psycholinguistics, '(1G2, 51H-5GH.
7etsala, I. =., Stavrinos, &., Walley, A.4. 1288C2. 4*ildren?s spo,en -ord recognition and contri+.tions to
p*onological a-areness and non-ord repetition. A 1-year /ollo--.p. &pplied Psycholinguistics, )*,
181-121.
A (=4 2812 2.5A Revision 3 Blending s a t p