lbi for teacher (book 1) unit 15

WORLD OF KNOWLEDGE

BLENDING&

SEGMENTING

Unit 15Learning New Words

264

Focus: Listening and Speaking

Learning Standard(s): 1.1.1 (g), 1.2.2 (a), 1.1.4 {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. blend and segment orally.

Time: 30/60 minutes

Teaching Aid(s): letter cards, word cards, chart, phoneme card

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Demonstrate the actions.b. Ask pupils to guess the sound.c. Do the action and say the sound.

Step 1:

a Display a series of pictures on the board. (Appendix 1)

b. Get pupils to name the pictures.c. Talk about the picture stressing on the focus words.

Step 2:

a. Revise the sounds and their actions. Use the focus words.b. Do the actions together and get pupils to say the sounds.c. Get pupils to say the words and the sounds.d. Repeat the activity in groups.

Focus words:cat, kid, sit, nap, mat, cot, pin, cap, tip, dig,

pit ,dog

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Step 3:

a. Identify three pupils and give them a letter card each. (Appendix 2)

b. Say /k/ twice and turn the pupil holding the letter ‘c’ to face the class.

c. Repeat the action with the letter ‘a’.d. Blend the two sounds and say it twice.e. Then go to the third pupil and say /t/ twice. f. Blend the three sounds. g. Repeat all the actions and ask pupils to follow.h. Do the same with the other words.

Step 4:

a. Write a word on the board. Example: tapb. Get pupils to say the word. c. Get pupils to identify the different sounds in the word.d. Distribute letter cards.e. Get pupils to show the letter card for the first sound.f. Pupils say the sound /t/.g. Next, guide pupils to show the letter card for the second sound.h. Pupils say /æ/.i. Pupils show the letter card for the third sound.j. Pupils say /p/.k. Say ‘tap’ has three sounds: /t/, /æ/, /p/.

Consolidation:

a. Divide pupils into pairs.b. Distribute picture cards, word cards and letter cards.c. A pupil picks a picture card and names it.d. The other pupil will blend the sounds into words. Example:

Say /k/, /æ/, /p/ (repeat thrice) then say the word ‘cap’.

Step a:Ask them to

stand apart and face the board.

For segmenting a word, pupils

should know the number of letters

and sounds in a word.

Step e:Guide the pupil

to face the class and stand closer to the other two

pupils.

Step c:Ask pupils to stand closer.

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e. Next, a pupil picks a word card.f. The other pair says the word and segments the phonemes. Example:

Say ‘mat’ /m/, /æ/, /t/

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

mat

267

APPENDIX 1

268

APPENDIX 2

s

g

i

i

s

g

t

c

m

m

t

c

a

o

n

n

a

o

p

k

d

d

p

k*Note: Prepare a set for each pupil.

269

Focus: Reading

Learning Standard(s): 2.1.2 (a) – (c),2.1.3,2.1.4,2.2.1 (a) & (b){SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. blend phonemes into words;ii. segment words to spell; andiii. follow simple instructions.

Time: 30/60 minutes

Teaching Aid(s): picture cards, text chart , letter cards, bingo cards, rebus chart

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Show the pictures. (Appendix 3)b. Get pupils to name the pictures.c. Get pupils to blend the phonemes to form words.

Step 1:

a. Display the pictures. (Appendix 3)b. Read the text. (Appendix 4)c. Read the text again.d. Get pupils to read the focus words.

Step 2:

a. Display the text on the board. (Appendix 5)b. Read the text. Replace the pictures with words.c. Read the text again.d. Get pupils to say the words to replace the picture.e. Distribute letter cards. (Appendix 2)f. Point to a picture in the text. (Appendix 5)g. Get pupils to blend the phonemes to form the word.

Use your discretion on the number of words

according to pupils’ ability.

270

h. Get a pupil to pick the correct word card. (Appendix 6)

Step 3:

a. Work in pairs.b. Each group is given a bingo card. (Appendix 7)c. Say the phoneme and pupils cross out the letter.d. The group that finishes first will shout “BINGO”.e. They will have to say the phoneme to spell the word.f. Stick the bingo card on the board.g. Pupils say the phoneme and blend them.h. Continue the game.

Consolidation:

a. Pupils complete the exercise on page 83 in their module. (Appendix 8)

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

271

APPENDIX 3

272

APPENDIX 4

A girl, a cat and a kid,

They go to a hill,

They skip and skip,

They sit and nap,

They skip and skip,

K, K, K

A girl, a cat and a kid,

They skip to a mat,

They sit in a cot,

They put on a cap,

They tap a pot,

O, O, O

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A girl, a and a ,

They go to a hill,

They skip and skip,

They sit and nap,

They skip and skip,

K, K, K

A girl, a cat and a kid,

They skip to a ,

They sit in a ,

They put on a ,

They tap a pot,

O, O, O

APPENDIX 5

274

APPENDIX 6

catnappinpot

kidmatcapdig

pat

sitcottippit

dog

275

APPENDIX 7Bingo Cards

c a t d o g

p o t k i d

n a p s i t

p i n c o t

d i g p o t

276

APPENDIX 8

Name the pictures.

Break these words.

1. pin

2. dog

3. tin

4. tap

277

Focus: Writing

Learning Standard(s): 3.1.2 (a), (d), (e) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. blend and segment words; andii. write words and phrases neatly.

Time: 30/60 minutes

Teaching Aid(s): picture cards, word cards, worksheets

Cross Curricular Element(s): Multiple Intelligence, Creativity and Innovation

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Recap the previous lesson.b. Show a picture card. (Appendix 3)c. Get pupils to name the picture.d. Get pupils to say out the phonemes.e. Ask pupils to blend the phonemes.

Step 1:

a. Show a word card. (Appendix 6)b. Guide pupils to read the word.c. Next, get pupils to segment the word.

Step 2:

a. Complete exercise on page 84 of pupil’s module. (Appendix 9)

Step 3:

a. Guide pupils to complete the exercise on page 85 in their module. (Appendix 10)

Teacher may use a number of picture

cards for this activity based on

pupils’ ability.

Teacher may use a number of word

cards for this activity based on

pupils’ ability.

278

Consolidation:

a. Show any picture and ask pupils to say the phoneme. (Appendix 3)

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.

279

APPENDIX 9Rearrange the letters. Write the words

k d i t c a

o c t d g o

i p t n p a

n p ic p a

280

APPENDIX 10Fill in the missing letters. Write the phrases.

281

Focus: Language Arts

Learning Standard(s): 4.3.2 (b) {SK & SJK}

Objective(s): By the end of the lesson, pupils will be able to:i. sing and perform an action song.

Time: 30/60 minutes

Teaching Aid(s): composite picture, text chart

Cross Curricular Element(s): Creativity and Innovation

Introduction:

a. Greet pupils. b. Pupils reply.

Set Induction:

a. Display the composite picture. (Appendix 1)b. Talk about the picture.

Step 1:

a. Display the text. (Appendix 5)b. Read the text together.c. Teacher sings the song with action.d. Teacher and pupils sing together with actions

Step 2:

a. Pupils stand in a circle and face to one direction.b. Pupils sings with action. c. Repeat the song.

Step 3:

a. Pupils work in groups. b. Sing and practise the actions.c. Perform in groups.

Step c:Teacher sings

the song to any suitable tune.

Teacher praises the group that

sings well.Encourage the weak pupils to sing along with

the teacher.

282

Consolidation:

a. Pupils perform individually.b. Get pupils to sing the song again with actions.

Closure:

a. Leave the class by thanking the pupils.b. Pupils respond appropriately.