Blending Segmenting

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    What is blending?

    What is segmenting?

    Why do we teach our pupils segmenting

    andblending?

    What is onset and rime?

    What is body coda?

    What is digraph?

    What is consonant cluster?

    What is magic e?

    Let us refect

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    @ Break up thesounds

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    1. Say the word to be segmented

    out loud, slowly

    2. ount the sounds on your !ngers

    ". Loo# $or the graphemes thatrepresent each sound

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    Say the word to be segmented

    out loud, slowly

    rain

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    Loo# $or the graphemes thatrepresent each sound

    rainr ai n

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    1. Say the word to be segmentedout loud, slowly

    2. ount the sounds on your!ngers

    ". Loo# $or the graphemes that

    represent each sound

    %ne more time&

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    1. 'he Sound (o)es

    (eginning*initial +edial inal

    1 -"2

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    2. '/ L%0 '3 /%03+3S

    1. lay

    2. tap

    ". stop

    -. spray

    Listen the words and tap their !ngersaccording to the number o$ soundsthey hear in the word.

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    ". (34 SL543

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    50 /56S

    1. /upil , randomly pic# a word card.

    2. /upil reads the word and /upil ( has tosegment the word heard..

    7 hot, hop, $at, big, bag, cat, rat, bun8

    -. 93SS50 +3

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    :. S3+30'50 336Listen to my cheer.Then shout the sounds you hear.

    Hat! Hat! Hat!Lets take apart the word Hat. Give me the beinnin sound. "hi#dren respond with $h$% Give me the midd#e sound.

    "hi#dren respond with $a$.%Give me the endin sound."hi#dren respond with $t$%

    Thats riht!

    $h$& $a$& $t$ ' hat!(ote)*+epeat with other words. ,uestion) bat& cat& mat& rat

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    @ -oin sounds o phonemesinto

    words

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    ow to teach blending?

    (lending approaches&

    1. /honeme by phoneme

    2. Syllable by syllable

    ". %n set and rime

    -. (ody coda

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    2. /honeme by phoneme

    3)amples &

    *c**a* *t* ; cat

    *$* *o**)* ; $o)

    *m* *o**p* ; mop

    *n* *u* *t* ; nut

    *h* *i* *ll* ; hill

    *#**i* *ng* ; #ing

    *$* *r* *o**g* ; $rog

    *

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    2. Syllable by syllable

    3)amples& *$a* *ther* ; $ather

    *mo* *ther* ; mother

    *pen**cil* ; pencil

    *ta* *ble* ; table

    *mon* *#ey* ; mon#ey

    *car* *pen* *ter* ; carpenter *te* *le* *phone* ; telephone

    *ae* *ro* *plane* ; aeroplane

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    ". %n set and rime

    *m* *at* ; mat

    * c* *at* ; cat

    *m* *an* ; man

    *c* *an* ; can

    *p* *an* ; pan

    * m* *op* ; mop

    *t**op* ; top *h* *ot* ; hot

    *p* *ot* ; pot

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    -. (ody coda

    *ma* *t* ; mat

    *ca* *t* ; cat

    *ma* *n* ; man

    *ca* *n* ; can

    *pa* *n* ; pan

    *mo* *p* ; mop

    *to* *p* ; top *ho* *t* ; hot

    *po* *t* ; pot

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    cti

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    1. rm blending

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    c a

    r

    2. /icture (lending

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    m

    a

    t

    /. ,L010(G ,23(1,

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    p i n

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    briht

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    4. 5ord 6ami#y

    ,#ide

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    :. S'6 64

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    7. B#endin Letters

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    =. '633 64S

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    >. Stand Letters

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    . W%64 96'50

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    1@. Sound blending using song

    5$ you thin# you #now this word, shout itoutA

    5$ you thin# you #now this word, shout it

    outA 5$ you thin# you #now this word,

    'hen tell me what you

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    11. /lay blend baseball

    4i

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    12. /lay 5 Spy

    Sound the name o$ the obDect youare loo#ing at

    hildren blend the sounds todetermine the obDect

    5 spy something that is rectangle

    5 spy a *d* *e* *s* *#*

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    6eading 'e)t

    a cata $at cat

    a boy

    a $at boy

    the $at cat is near the $at boy

    a rat

    a $at rat

    a mat

    the $at rat is near the mat