INSTRUCTION: This activity is an engaging way for students to practise their letter-sounds and syllables while incorporating the students' names. The students are given clues about one of the names in the class and they must guess whose name it is. Teachers can provide the initial sound and number of syllables in the name as clues. Students then use their letter-sound and syllable strategies to guess which name was chosen.
ASSESSMENT: This activity is an engaging way for students to show their phonemic awareness. Students can pull out items and sort them into its corresponding letter sound bin. Teachers can observe to assess the students phonemic awareness by whether the students are able to properly name and sort the different letters and sounds.
UNDERSTANDING: This article helped to deepen my understanding of syllables. The article discussed the 6 types of syllables, the importance of teaching syllables, and the order that students learn about spoken and written syllables. The 6 types of syllables are: closed, vowel-consonant-e, open, vowel team (including dipthongs), vowel-r, consonant-le, and odd/schwa.
INSTRUCTION: Blend Baseball is an engaging way to motivate the students to blend their words. Students are divided into two teams. One child comes "up to bat" at a time and blends the sounds that the teacher says (e.g., /s/ /a/ /t/). If they successful, they move to first base and the next batter comes up. This activity is effective as students work as a team and are motivated to work hard blending their words to win.
ASSESSMENT: In this activity, students sort picture cards depending on the number of sounds within each picture name. Teachers can assess their students by seeing if they are able to correctly segment the word into their individual phonemes. This can help teachers for future lesson planning for students' next steps.
INSTRUCTION: This activity is an engaging way to incorporate music into literacy to practise segmenting. Students learn the "Segmentation Cheer" where there is a word of focus and the students chant its individual sounds. For example, the teacher chants, “Listen to my cheer, then shout the sounds you hear. Sun! Sun! Sun! … Give me the beginning sound” and the students respond “/s/!” This continues on until the whole word is sounded out. The teacher then changes the word with each round.
ASSESSMENT: RR (2006) discusses the benefits of using song to teach students literacy by providing them with multiple means to access the information. This activity can be used for assessment or general instruction. The song is called "If You Think You Know This Word, Shout It Out!" The teacher sounds out a segmented word (e.g., /k/ /a/ /t/) and the students state the word (e.g., cat). Teachers can assess students by seeing if they are able to blend the sounds correctly to state the word.
INSTRUCTION: This activity is a great way to help students practise their blending in a visual and tactile manner. Students "drive" through the sounds in words using a toy car. They start off slowly to hear each individual sound. As they “drive” past the sound, they say the sound. Over time, the students move the car and say the sounds faster to hear the whole word. Students learn that words are divided into sounds and practise their blending skills.