Blending Activities: - UM DyslexiaHelp
Rhyming Activities:
Level One: Do two words rhyme?
|Pea |Bee |
|Do |Snow |
|Stay |Neigh |
|You |Sew |
|We |Ski |
|Time |Town |
|Waste |Taste |
|Toss |Tease |
|Bummer |Summer |
|Television |Telephone |
Level Two: What rhymes with ______?
|Bun |Sun |
|Money |Bunny |
|Free |Ski |
|Help |Whelp |
|Summer |Drummer |
|Evergreen |Machine |
|Win |Tin |
|Ape |Gape |
|Evening |Leaning |
|Awful |Waffle |
Level Three: listen to poem or rap and identify the rhyming words.
Excerpt from One Fish, Two Fish, Red Fish, Blue Fish—Dr. Seuss
One fish, two fish, red fish, blue fish…
This one has a little star. This one has a car.
Say what a lot of fish there are!
Yes. Some are red. And some are blue. Some are old. And some are new.
Some are sad. And some are glad. And some are very, very bad.
Why are they sad and glad and bad? I do not know.
Go ask your dad.
Level Four: Write a poem or a song after brainstorming rhyming
words
Ellison Activities (Analysis):
Activity One: “Say (the word in column one) without (the word in column 2).” e.g., “Say ‘baseball’ without ‘ball.’”
|Doughnut |Nut |
|Sandbox |Sand |
|Cheerleader |Cheer |
|Treetop |Top |
|Comeback |Come |
|Tinfoil |Foil |
|Motorboat |Boat |
|Breakthrough |Break |
|Underdog |Under |
|Snowman |Man |
Activity Two: “Say (the word in column one) without (the sound in column 2).”e.g., “Say ‘Skunk’ without ‘k.’”
|Free |“r” |
|Axle |“l” |
|Cheer |“ch” |
|String |“r” |
|Spit |“p” |
|Tin |“t” |
|Beak |“k” |
|Tree |“r” |
|Boggle |“l” |
|Cup |“k” |
Activity Three: What is the last sound in the words in column one?
|Van |n |
|Ax |s |
|Bunny |ee |
|Cheese |z |
|Plant |t |
|Shelves |z |
|Through |oo |
|Table |l |
|Wire |er |
|Fudge |j |
Activity Four: How many sounds in the following words?
|Up |2 |
|Chip |3 |
|Reach |3 |
|Branch |5 |
|Travel |5 |
|Fence |4 |
|Through |3 |
|Yacht |3 |
|Speaker |5 |
|Wedge |3 |
Blending Activities (Synthesis):
Activity One: “Say (the word in column one) with (the word in column 2).” e.g., “Say ‘base’ with ‘ball.’”
|Dough |Nut |
|Sand |Box |
|Cheer |Leader |
|Tree |Top |
|Come |Back |
|Tin |Foil |
|Motor |Boat |
|Break |Through |
|Under |Dog |
|Snow |Man |
Activity Two: “Say (the word in column one) with (the sound in column 2).”e.g., “Say ‘Sunk’ without ‘k.’”
|Free |“r” |
|Axle |“l” |
|Cheer |“ch” |
|String |“r” |
|Spit |“p” |
|Tin |“t” |
|Beak |“k” |
|Tree |“r” |
|Boggle |“l” |
|Cup |“k” |
Activity Three: “Say (the word in column one).” Now add (the sound in column 2).” e.g., “Say, ‘Rush.’Now add ‘b’ to the beginning. (“Brush”)
|Rust |“t” (trust) |
|Ax |“t” (tax) |
|Ear |“y” (year) |
|Team |“s” (steam) |
|Pin |“s” (spin) |
|Wean |“k” (queen) |
|Up |“k” (cup) |
|Able |“t” (table) |
|In |“w” (win) |
|Row |“g” (grow) |
Activity Four: What word do these sounds make?
|U-p |Up |
|Ch-i-p |Chip |
|R-ea-ch |Reach |
|B-r-a-nc-h |Branch |
|T-r-a-v-l |Travel |
|F-e-n-s |Fence |
|Th-r-oo |Through |
|Y-o-t |Yacht |
|S-p-ea-k-er |Speaker |
|W-e-j |Wedge |
Discrimination Activities
I. Level One: Tell me when I say a different sound (Read Across the Line)*
|E |E |E |e | |
|e |e |e |e |i |
|a |a |e | | |
|o |o |o |o |u |
|O |O |O |U | |
|ow |ow |u | | |
|I |I |I |A | |
|i |i |i |i |e |
|oy |oy |O | | |
|ear |ear |ear |ear |are |
*Long vowels are capitalized, while short vowels are lowercase
II. Level Two: Are these the same words?
|Rain |Rainy |
|Lip |Lip |
|Met |Men |
|Non |Non |
|Jeffner |Jeffker |
|Weeding |Meeting |
|Wote |Woke |
|Merf |Merf |
|Seam |Seen |
|Jear |Chair |
III. Level Three: Is this sound found in the word?
|Sound |Word |
|o |Auburn |
|ore |Commercial |
|E |Many |
|i |Indifferent |
|a |Calendar |
|U |Interlude |
|t |Concert |
|r |Ever-ready |
|m |Sandwich |
|l |molar |
*Long vowels are capitalized, while short vowels are lowercase
Sound Matching Tasks
I. Level One: Do these words end with the same sound?
|Box |Socks |
|Team |Teen |
|Fall |Pull |
|Mug |Sled |
|Fear |Career |
|Calendar |Farmer |
|Weak |Sleep |
|Fountain |Pan |
|Sheen |When |
|Mow |Town |
|Relief |Chief |
II. Level Two: Sorting tasks “Let’s group together all of the names with the same first sound.” (Also, play the game “Scattergories”)
|Animal names |Animal names beginning |Animal names beginning |Animal names beginning |
|beginning with /s/ |with /b/ |with /k/ |with /l/ |
|Snake |Baboon |Kangaroo |Leopard |
|Salmon |Bear |Camel |Lion |
|Seagull |Barracuda |Cow |Lynx |
|Seahorse |Beaver |Kitten |Lamb |
III. Level Three: Name a word with the same middle/vowel sound:
|Lake |Main |
|Team |Queen |
|Time |Pipe |
|Tone |Loan |
|Tool |Moon |
|Fan |Lamb |
|Dot |Song |
|Bent |Pet |
|Lick |Pin |
|Duck |Sun |
IV. Level Four: A game: a running story. Listen to the last sound of the word before, and add a word to the story beginning with that phoneme. (e.g., We eat taffy Easter early even Ned decides zoological laws sound despicable!...)
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- tea blending guide
- blending your own tea
- tea blending basics
- free written phonic awareness lesson plan about blending for k 3rd grade
- phoneme blending activities
- phoneme blending examples
- phoneme blending pdf
- phoneme blending word lists
- blending phonemes worksheet
- blending phonemes interventions
- blending in phonemic awareness
- blending interventions