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WORLD OF STORIES

BLENDING & SEGMENTING

The Man and the Rat

Unit 20

Focus: Learning Standard(s): Objective(s):

Listening and Speaking 1.1.1(g), 1.1.2, 1.3.1(a) {SK & SJK} By the end of the lesson, pupils will be able to: i. listen to and enjoy a simple story; and ii. blend and segment words orally 60 minutes Composite picture, story chart, word cards, letter cards

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils: b. Encourage pupils to reply. Set Induction: a. Show a composite picture. (Appendix 1) b. Talk about the picture. Step 1: a. Tell the story The Man and the Rat. (Appendix 2) b. Pupils listen. Step 2: a. Show the composite picture again. b. Get pupils to name the things in the picture. c. As pupils name the things, paste the word cards on the board. (Appendix 3) Step 3: a. Teach the pupils the correct way of saying the phonemes. /r/ - Be a lion and say rrr. When you make the /r/ sound, your tongue lifts up in the back of your mouth. It sounds like a car going fast.
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/ck/ - Action of flying a kite and say k. When you say/k/, you can feel the sound at the back of your mouth. It sounds a bit like/g/ but when you say /k/, you can feel air coming out from your mouth and whisper /k/.

// - Look up and say uh. When you say //, your mouth is open just a little. You need to push some air out as you say / /. Step 4: a. Show pupils a word card. Example:

rat
b. Show them the letter cards of the word rat.

c. Get the pupils to articulate /r/, //, /t/ and say the word, rat. d. Next, show other combination of letter cards, blend the sounds and say the words: hut, nut, rug, duck, sack, sock, red. Step 5 : a. Get three pupils to hold a letter card. Example : Teacher may use words with combinations of sounds that they have learnt.

c
b. Pupils read the word.

ck

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c. Tell the three pupils to move apart: Example:

ck

Pupils articulate the phonemes: /d/, //, /ck/. d. Repeat with other words. Consolidation: a. Revise the actions for the sounds learnt. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately. Composite Picture

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APPENDIX 1

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APPENDIX 2

The Man and the Rat A man in a hut, lives with a pet duck and a pet rat. He only has a nut sack, a red rug, a sock and a net. The rat makes holes in the red rug and the sock. The man is mad and he chases the rat.
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APPENDIX 3

rat duck sack nut


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rug sock hut red

Focus: Learning Standard(s): Objective(s):

Reading 2.1.2 (a)-(d), 2.1.3, 2.1.4, 2.2.2 {SK & SJK} By the end of the lesson, pupils will be able to: i. blend phonemes into words; ii. segment words to spell; and iii. read simple phrases. 60 minutes composite picture, story chart, word cards, letter cards, phrase strips

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils respond. Set Induction: a. Do the actions for the sound learnt previously: /ck/, /r/ and //. b. Pupils articulate the sounds. Step 1: a. Show the composite picture to the pupils. (Appendix 1) b. Tell the story. (Appendix 2) c. Next, show a word card from the story. (Appendix 3) d. Pupils read the words correctly. Step 2: a. Show a word card. (Appendix 3) Example:

rat

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b. Explain that there are three sounds for the word rat:

c. Pupils say aloud the three sounds: /r/, //, /t/ d. Guide them on how to blend the sounds of the letters. e. Repeat with the other words: hut, nut, rug, duck, sack, sock, red. Step 3: a. Group pupils into 3 or 4 . b. Give each group letter cards. Example :

c. Get a group to sound the words /r/, //, /g/. d. Guide them on how to blend the phonemes to form a word. e. Repeat steps (c and d) with the other groups. Step 4: a. Group pupils. b. Give each group word cards and letter cards. c. Get groups to say the word. d. Then, get pupils to break the word into their sounds. Example: sock /s/, //, /k/ f. Then, ask pupils to show the letter cards. g. Get pupils to say the number of sounds and letters.

sock .. .

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Consolidation: a. Pupils read simple phrases. (Appendix 4) Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 4

a rat a duck a nut sack a red rug


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Focus: Learning Standard(s): Objective(s):

Writing 3.1.2(d),(e), 3.2.4 {SK & SJK} By the end of the lesson, pupils will be able to: i. copy and write letters, words and phrases neatly; and ii. spell words correctly; and iii. complete two exercises in their module. 60 minutes picture cards, word cards

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils respond. Set Induction: a. Group pupils into three groups. b. Distribute word cards to pupils. (Appendix 3) c. Articulate the sounds of the phonemes to form a word. d. Pupils holding the words articulated must stand up holding their cards above their heads. e. Pupils who stand up wrongly will be forfeited. f. Repeat steps c e for all the words learnt previously. Step 1: a. Guide pupils to complete the exercise on page 119 in their module. (Appendix 5) Step 2: a. Show pupils picture cards. (Appendix 6) b. Put the picture cards and phrase strips. (Appendix 4) c. Pupils read the phrases. Step 3: a. Guide pupils to complete exercise on page 120 in their modules. (Appendix 7)

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Consolidation: a. Group pupils into threes. b. Give them letter cards. c. Ask them to form a word and say it aloud. d. Then, they show the class how to segment that word and articulate the phonemes. e. Groups that do it correctly are rewarded. Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 5

rat man sack

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APPENDIX 6

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APPENDIX 7
Write the words correctly

red

rag

sack nut

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Focus: Learning Standard(s): Objective(s):

Language Arts 4.1.2, 4.3.1 (c) {SK & SJK} By the end of the lesson, pupils will be able to: i. recite a chant with actions; and ii. produce a book mark. 60 minutes chant chart, shaped cards, ribbons, word tree, cloth pegs

Time: Teaching Aid(s):

Cross Curricular Element(s): Multiple Intelligences Introduction: a. Greet pupils. b. Pupils respond. Set Induction: a. Say the chant from the board. (Appendix 8) b. Pupils say the chant with guidance. c. They may clap their hands or stamp their feet. Step 1: a. Put up the composite picture and story chart. (Appendix 1 & 2) b. Tell the story to the pupils. c. Encourage the pupils to tell the story again. Step 2: a. Explain to pupils that they are going to make a book mark. b. Distribute shaped cards to the pupils. (Appendix 9) c. Pupils write any one word from the word list given: rat, red, rug, nut, hut, sack, sock, duck. d. Then, on the other side, they write a phrase: Example: a red rug, a nut sack, etc. e. Next, pupils decorate their book marks.

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Step 3: a. Distribute ribbons to the pupils. b. Teach them how to tie the ribbons. c. They also have to write their names at the end of their book marks. Consolidation: a. Pupils hang their book marks on the word tree using clothes pegs. b. Pupils recite the chant with actions. (clapping and stamping) Closure: a. Leave the class by thanking the pupils. b. Pupils respond appropriately.

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APPENDIX 8

Chant /ck/, /ck/, /ck/ sack /ck/, /ck/, /ck/ duck /ck/, /ck/, /ck/ sock /r/, /r/, /r/ rat /r/, /r/, /r/ red /r/, /r/, /r/ rug / /, / /, / / hut / /, / /, / / nut / /, / /, / / rug

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APPENDIX 9

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