Reading Mini-Lesson
Mini-Lesson Topic: Blending Sounds into Words
Instructional Objective (performance, criteria, conditions): Introduce students to the topic of blending sounds into words, help students sound out individual sounds in relation to the letter it corresponds to and blending them together.
Materials needed:
· Vocabulary Word Chart
| Connection | Yesterday we read the book Fish Face by, Norbert Wu. Today, I’m going to teach you about a few words that you may not know that were in the story. |
| Teach Mentor Text: Anchor chart: Themes | Today, I’m going to show you how to blend sounds from letters into words. By looking at the vocabulary chart do you know what word number 1 is? If the children do know the word I will ask them how they knew how to pronounce it. If the children did not know the word I will have them sound out the word letter by letter. I will then say all of the letter sounds together to blend the sounds creating the word. |
| Active Engagement (Turn and talk to partner, share with group) | Now it’s your turn to try so you can turn your body to talk to the person next to you and sound out the rest of the words on the chart. Remember to say the sound for each letter in the word aloud and then blend the sounds together saying the word. |
| Link | Today, I taught you how to blend sounds together to pronounce a word. When you go off to read today and every time you read, you’re going to have words in your stories that are not familiar to you. It is important to take the time to sound out the word and blend the sounds together to say the word instead of skipping over the word. When you come to a word you do not know before asking a friend or adult what word it is try to sound it out by blending the sounds together and then ask an adult or friend to make sure you have blended the sounds accurately. |
| Independent reading time (conferences) | Students to conference with: T (E.L.L) and Ta (a transfer student). -T knows all of her sight words, but does not often read new words aloud and by working with her I will be able to assess if she knows or does not know the corresponding sounds to letters and can blend them or if she just does not like speaking aloud. -Ta moved into our classroom 3 weeks ago and is behind the other children in the classroom with reading and writing. He will need help with phonological awareness and letter-sound correspondence, before moving on to blending into words. Possible future teaching points: Using words that have combination letters in them. For example, ‘th’, ‘ch’, ‘st’, ‘sh’ and also making sure children are aware that the letter ‘u’ comes after ‘q’ so they do not need to try and make a sound for each individual letter. |
| Sharing (individual, partner, group) | Students to share: We will come together as a group after blending the sounds for the words on our chart with a partner. I will call students at random by pulling their names out of a jar and ask them to say aloud how they and their partner sounded out the word on the chart. At this time I will also allow their partner to speak to the group helping to explain how they blended the sounds into a word. Focus: Saying our thoughts aloud as a group to show that we all have relatively the same strengths and weaknesses when it comes to a new topic. By working together as a group students will learn from each other instead of learning strictly from an adult. This will help because they are able to better explain or understand each other at some points and an adult does not always know their misconceptions until listening to the students. |
REFLECTION
The students in my K classroom often have the tendency to skip over words they do not know or immediately yell, "I don't know it!" or "What does this say?". This therefore was my reasoning for wanting to implement a mini-lesson on word blending. By giving students the knowledge of how to blend sounds to pronounce a word my goal was to give them the knowledge to have the skills of being an independent reader even when words they do not know appear.
My mini-lesson was held on the carpet area after read aloud time. My lesson I believe went very well because my CT and I both learned from the students and I felt the mini-lesson was used as an assessment, which I had previously not planned for. I did meet my goal by having the children complete the lesson and learn how to sound out words by blending sounds. As an assessment while the children were talking with a partner and then aloud with the whole group I noticed that multiple children were unaware of particular letter's sounds. The class had worked extensively on this at the beginning of the year going through each letter individually, but some students seemed to have forgotten or mixed up particular letters. With this said we were able to go through the alphabet pronouncing the sound that each letter makes and it also made my CT and I realize that this is something that should be continually worked on. I believe that since in K the children are taught sight words, which are not always pronounced the way they are blended they loose track of the alphabet sounds and do not learn the tools to help them pronounce words.
I would definitely incorporate mini-lessons into my curriculum because I found it to be very helpful to the students and the teacher. Not to mention it doesn't consume a lot of classroom time and is still a great learning experience for particular topics.
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