Aspect 7: Oral blending and segmenting Tuning into sounds
TMain purpose
■ To develop oral blending and segmenting of sounds in words
Cross the river
Resources:
Objects – peg, bus, sock, cup, cat
River – chalk, ropes, material
Choose a selection of objects with two or three phonemes (sounds) such as peg,
bus, sock, cup, and cat. There can be more than one of the same object. Make a
river across the floor or ground outside with chalk, ropes, material. Give each
child or pair of children an object and check that all the children know the
names of the objects. Call out the name of an object in sound-talk (e.g. p-e-g).
The children who have that object blend the sounds to make the word and cross
the river.
Repeat with all the objects.
Look, listen and note
Look, listen and note how well children:
■ blend phonemes and recognise the whole word;
■ say the word and identify the object;
■ blend words that begin with the same initial phoneme.
Aspect 7: Oral blending and segmenting Tuning into sounds
TMain purpose
■ To develop oral blending and segmenting of sounds in words
I’m going to the shops
Resources:
Objects – soap, hat, sock, bat, cup
Soft toy
Shopping bag or rucksack
Lay out a selection of familiar objects with names that contain three phonemes
(e.g. soap, hat, sock, bat, cup). Check that all the children can recognise each
object.
Bring out the sound talking toy (soft toy such as Peppa Pig) and encourage the
children to listen carefully while it says the names of the objects in sound- talk
so they can help it put the sounds together and say the word. The toy then
sound-talks the word, leaving a short gap between each sound. Encourage the
children to say the word and identify the object. All the children can then
repeat the sounds and blend them together – it is important that they do this
and don’t simply listen to the adult doing so.
Using a shopping bag or child’s rucksack pretend the sound talking toy is going
shopping and encourage the children to help find the items–
“I am going to the shops to buy a c-u-p”.
Repeat with all the objects.
Look, listen and note
Look, listen and note how well children:
■ blend phonemes and recognise the whole word;
■ say the word and identify the object;
■ blend words that begin with the same initial phoneme.
Aspect 7: Oral blending and segmenting Tuning into sounds
TMain purpose
■ To develop oral blending and segmenting of sounds in words
I’m making a spell
Resources:
Objects – soap, fish, sock, leaf, cake
Witches hat
Witches cauldron
Lay out a selection of familiar objects with names that contain three phonemes
(e.g. soap, fish, sock, leaf, cake). Check that all the children can recognise each
object.
Pretend to be the witch or wizard and encourage the children to listen carefully
while you say the names of the objects in sound- talk so they can help put the
sounds together and say the word. Leave a short gap between each sound and
encourage the children to say the word and identify the object. All the children
can then repeat the sounds and blend them together – it is important that they
do this and don’t simply listen to the adult doing so.
Using a witch’s cauldron pretend to stir the mixture and make a spell whilst
adding the items–
“I’m making a spell and I’m going to add a f-i-sh”
Repeat with all the objects.
Look, listen and note
Look, listen and note how well children:
■ blend phonemes and recognise the whole word;
■ say the word and identify the object;
■ blend words that begin with the same initial phoneme.
Aspect 7: Oral blending and segmenting Tuning into sounds
TMain purpose
■ To develop oral blending and segmenting of sounds in words
I’m going on holiday
Resources:
Objects – pen, hat, sock, ball, boat
Suitcase
Lay out a selection of familiar objects with names that contain three phonemes
(e.g. pen, hat, sock, ball, boat). Check that all the children can recognise each
object.
Bring out the sound talking toy (puppet, robot, character toy such as Peppa Pig)
and encourage the children to listen carefully while it says the names of the
objects in sound- talk so they can help it put the sounds together and say the
word. The toy then sound-talks the word, leaving a short gap between each
sound. Encourage the children to say the word and identify the object. All the
children can then repeat the sounds and blend them together – it is important
that they do this and don’t simply listen to the adult doing so.
Using a suitcase, pretend the sound talking toy is going on holiday and encourage
the children to help find the items to put inside–
“I’m going on holiday and need to take a b-a-ll”
Repeat with all the objects.
Look, listen and note
Look, listen and note how well children:
■ blend phonemes and recognise the whole word;
■ say the word and identify the object;
■ blend words that begin with the same initial phoneme.