Sound Blending Game: Difference between revisions
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#Have 3 to 5 objects (or pictures) on a table or mat. The objects should have only 2 or 3 sounds in their names. | #Have 3 to 5 objects (or pictures) on a table or mat. The objects should have only 2 or 3 sounds in their names. | ||
#:[[File:Sound Blending 1.jpg|300px]] | #:[[File:Sound Blending 1.jpg|300px]] | ||
#Show the children the objects. Be sure that they know | #Show the children the objects. Be sure that they know the names of each.<br/ >If they don't know the name of one of the objects, tell them its name, but say that you'll put it aside for next time. | ||
#Say, "I'm thinking of one of these things. I'll say the sounds in its name, and you tell me which one it is." | #Say, "I'm thinking of one of these things. I'll say the sounds in its name, and you tell me which one it is." | ||
#Say the sounds ([[phonemes]]) in the name of one of the objects. Pause only slightly between each sound:<br/ >"/'''sh'''/ /'''i'''/ /'''p'''/" | #Say the sounds ([[phonemes]]) in the name of one of the objects. Pause only slightly between each sound:<br/ >"/'''sh'''/ /'''i'''/ /'''p'''/" | ||
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#If none of the children pick the correct object, say then name of the thing you were thinking of, and try a different one. | #If none of the children pick the correct object, say then name of the thing you were thinking of, and try a different one. | ||
===With Objects in a Category=== | ===With Objects in a Category=== | ||
This version is done with unseen objects that a person is thinking of.<br> | |||
*"I'm thinking of an animal..." | *"I'm thinking of an animal..." | ||
*"I'm thinking of a food..." | *"I'm thinking of a food..." | ||
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*"I'm thinking of a piece of clothing..." | *"I'm thinking of a piece of clothing..." | ||
===With Children's Names=== | ===With Children's Names=== | ||
This could be done as a way to dismiss the first few students from [[Circle Time]]. | |||
*"I'm thinking of someone whose name has the sounds /'''ai'''/ /'''d'''/ /'''e'''/ /'''n'''/." | |||
== Points of Interest == | == Points of Interest == | ||
Revision as of 07:24, 9 May 2020
| Sound Blending Game | |
|---|---|
| Language - Language Foundation | |
 | |
| Level | Primary |
| Age | 2.5 |
| Prerequisites | none |
| Materials | a collection of objects on a mat or objects around the room |
The purpose of this activity is to teach children to blend together individual sounds (phonemes) into words.
Presentations
Note: Do not use the letter names for these games. Use the sounds of the letters.
These can be done with one or several children. It is a good choice for Circle Time.
With Objects or Pictures
- Have 3 to 5 objects (or pictures) on a table or mat. The objects should have only 2 or 3 sounds in their names.
- Show the children the objects. Be sure that they know the names of each.
If they don't know the name of one of the objects, tell them its name, but say that you'll put it aside for next time. - Say, "I'm thinking of one of these things. I'll say the sounds in its name, and you tell me which one it is."
- Say the sounds (phonemes) in the name of one of the objects. Pause only slightly between each sound:
"/sh/ /i/ /p/" - If none of the children pick the correct object, say then name of the thing you were thinking of, and try a different one.
With Objects in a Category
This version is done with unseen objects that a person is thinking of.
- "I'm thinking of an animal..."
- "I'm thinking of a food..."
- "I'm thinking of something in the classroom..."
- "I'm thinking of a body part..."
- "I'm thinking of a piece of clothing..."
With Children's Names
This could be done as a way to dismiss the first few students from Circle Time.
- "I'm thinking of someone whose name has the sounds /ai/ /d/ /e/ /n/."
Points of Interest
Control of Error
This activity does not have any built-in control of error, it must be done with an adult or an older child.
Variations and Extensions
Extensions
- Pause longer between each sound
- Use words with four or more sounds
Material
The small objects used in this activity are also used in other language activities. It can be nice to have a large collection of these and then swap them out from time to time.
See the page on Miniature Objects for more information on putting together a collection of objects for this activity.
Make Your Own
See the Make Your Own section of the Miniature Objects page for information on how to make these objects.
Where to Buy
See the Where to Buy section of the Miniature Objects page
Further Reading
- Reading Reflex by Carmen McGuinness & Geoffrey McGuinness, page 66
- The Phonics Handbook by Sue Lloyd and Sara Wernham, page 15
- Letters and Sounds by the UK Department for Education and Skills, page 42-43
