BLENDING
Blend Syllables into Words
Age: Kindergarten-First Grade
1. Come Together
Collect objects from the classroom that are named with words containing two or more syllables. Give each child two to four blocks depending on the amount of syllables the words you chose have. Break each word into its syllables will representing each one with a block. Repeat the syllables again, saying them somewhat faster while moving the blocks closer to each other. Continue until the blocks are touching and the word is connected.
2. Rolling Along
Have two children sit in rolling office chairs in front of the group. Present the children with a word containing two syllables. Say each syllable as you touch a child’s head, placing a definite pause between the syllables. Repeat the word with a smaller pause while pushing the chairs closer together. Ask the children to identify the word. When the word is identified, push the two chairs together.
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3. Marshmallow Trains
Provide the children with several large marshmallows and toothpicks. Instruct the children to push the toothpicks into the sides of the marshmallows. Before giving the children a word, tell them how many marshmallows they will need for this turn. Place each marshmallow a few inches apart. As you say each syllable, touch each marshmallow with a definite pause in between. As you continue to say the word with smaller pauses, move the marshmallows closer together. When the children can identify the word, their marshmallows can connect and make a “train.”
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4. Mystery Card/Object
Place a set of picture cards or small objects in a bag. Have the children take turns drawing an item from the bag; you may choose to have them keep the card or object hidden from the others. Have the child say the word in its syllables while the others guess what the word is. When the word is guessed correctly, the item is shown.
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5. Shopping List
Create a grocery shopping list, telling the children each item in syllables (e.g., ice-cream, ba-na-nas). Have the children identify the word, then write it on the board. You may choose to have the child who identifies the word write it on the board.
6. Reading in Syllables
Choose a familiar story, rhyme or poem to read to the children. Choose words within the reading to say in syllables. Have the children complete the word before you move on. For example you could read, “She saw a black /c-a-t/ looking at her. You could then follow with a question, “What was looking at her?”
Blend Sounds into Words
Age: Kindergarten-First Grade
1. Come Together
Have three children stand at a distance to each other in front of the group. Explain to them that they will each represent a sound in a word. Say a three-sound word such as “r-e-d,” placing a definite break between the sounds. Before guessing the word, instruct the children to move closer together as you say the word again. When the correct word is given, have the children move so that they are touching sides.
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2. Bumper Blocks
Provide each child with three blocks. Explain to the children that they’ will be building words with them. Say a three-sound word (e.g., f-u-n) with a definite break between the sounds and point to each block as you say the sound. Repeat the sounds, moving the blocks closer to each other. Repeat the sounds one last time while pushing the blocks together completely. Have the children practice with their own blocks as you provide them with more words that contain three sounds. Using the materials provided, you may choose to have the children take turns drawing the next word/picture card.
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3. Beanbag Toss
Sew strips of Velcro to the edges of three beanbags. Each beanbag will represent a sound in a three-sound word. Demonstrate to the children by saying the three sounds while referring to each beanbag. Follow with the complete word while simultaneously linking the beanbags together. Continue with different words and have the children raise their hands to guess the word. The child that answers can then have a chance to throw the beanbags through an opening in a cardboard target.
4. Role Call
This activity can be used to take roll call or to dismiss the children to center time or any other task. Explain to the children that you will be calling them by saying their name in its parts. The names are then said with definite breaks between the sounds. When a child hears her name, she is asked to stand and say her name in the parts and then as a whole word.
5. Scene It
Provide each child with paper and drawing utensils. Explain to them that you will be naming several things for them to draw on their paper. With a list of objects, say each objects name broken down into its sounds. The children will then identify what object you named by blending the sounds into the word. Scenic themes are provided here.
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6. I S-P-Y
Play the familiar game “I Spy” with a different twist. For example, using the names of objects in the room, tell the children “I spy a p-e-n” and see if they can guess what it is. If the children are able to segment words, have them take turns choosing things to spy.
7. Transition Time
Use this activity when the child transitions between activities. This song is great for groups of children as well. Sing to the tune of “The Muffin Man.”
“What Time Is It?”
Do you know what time it is,
What time it is, what time it is,?
Do you know what time it is
When we /r/ /ea/ /d/?
Yes we read at ______o’clock
At ¬______ o’clock, at ______ o’clock.
Yes we read at ______o’clock.
We tell time!
Additional Verses: Replace activities (e.g., read) with a new activity that child or group does during the day. Separate the sounds in the word for the child to blend together.
*Click here for a list of activity references*