Reflection: Routines and Procedures Hear It, Think It, Say It - A Blending Activity - Section 3: Segmenting Our Words Orally


       I set this routine up so everyone in my class would be successful.  There are always a range of ability levels in every classroom.  The reason I have my students point at their head and think is to prevent students who may be able to blend more quickly than others from blurting out.   Students who need more time to process and think about what word is created by blending the individual phonemes together have that time to process. 

     I've also set the routine up to make sure that my students are using correct vocabulary such as segmenting, blending,  phonemes, and graphemes. Using academic vocabulary is a key shift in the Common Core standards. I want my students to be able to understand the different components that make up the complex reading process - not just be able to decode. This is why I never shy away from complex vocabulary or put it in "kid friendly" terms.

  Making Everyone Successful
  Routines and Procedures: Making Everyone Successful
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Hear It, Think It, Say It - A Blending Activity

Unit 17: Phonemic Awareness and Phonics Lessons
Lesson 6 of 12

Objective: SWBAT hear segmented sounds, blend the sounds together, and state the entire word.

Big Idea: Segmenting words into individual sounds is an important skill in learning how to read, but students also need to be able to hear individual sounds and blend them back together to state a whole word. This activity will help your students do just that.

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