Sounding out accuracy

Revision as of 14:45, 28 December 2007

Activity Type: Build Accuracy

Activity Form: Standard

Grade: K

Group Size: Small Group, Whole Class

Length: 5 minutes

Materials: None for Whole Class. For Small Groups, download 3x5 index cards

Goal: Given a written regular word, sound out and then say the word ( abc -> "aaabbbcc" -> "abc" )

Items: The words specified in the lesson titles, here

Write the items on the board. (For small groups, you can also use the index card version of the words.)
Let’s sound out some words. When I touch each letter, you say its sound and keep saying it until I touch the next letter. Don't stop between sounds. After you sound out the word correctly, say it fast.
My turn first. Start saying the first sound as you touch just beneath the first letter. Hold each sound for about one second. For example, aaammm. Now I say it fast. What's the word? Am.
Your turn. Ready? Make sure everyone is looking at you, then touch the first letter and let the students sound out without you. Students: aaammm. What's the word? Students: am.
Continue with the other items on the board.
For words beginning with stop sounds, pause very briefly on the stop sound and slightly longer than usual on the next sound: caaaannn. Avoid cuhaaannn and c-(pause)aaannn.
Call on each student to sound out the words individually. Point to the words in a random order to avoid students memorizing a sequence. (If you are going through flash cards in a deck, shuffle the deck for each student.) In an Activity Log, make a note of students who continue to have trouble. If some students can say the word slowly but not fast, you may need to go over oral blending with them.

View this video to see how to improve sounding out accuracy.

 #Continue with the other items on the board.
 #For words beginning with [[Stop letter sounds | stop sounds]], pause very briefly on the stop sound and slightly longer than usual on the next sound: caaaannn. Avoid cuhaaannn and c-(pause)aaannn.
-#Call on several students to sound out individually, mixing students who are struggling and those who aren't. In an [[Activity Log]], make a note of students who continue to have trouble. If some students can say the word slowly but not fast, you may need to go over [[Introduce oral blending | oral blending]] with them.
+#Call on each student to sound out the words individually. Point to the words in a random order to avoid students memorizing a sequence. (If you are going through flash cards in a deck, shuffle the deck for each student.) In an [[Activity Log]], make a note of students who continue to have trouble. If some students can say the word slowly but not fast, you may need to go over [[Introduce oral blending | oral blending]] with them.
 ==Video==