fit Letter-Sound Correspondences/Combinations (Model) I’m going to sound out this word. When I touch a When I touch under a letter(s), you letter, I’ll say its sound. I’ll keep say the sound. Keep saying the saying the sound until I touch sound as long as I touch it. the next letter. I won’t stop (Point to the first letter, pause 1-2 between the sounds. (Slowly seconds.) What sound? (Slide finger slide finger under each letter.) under letter. Hold for 1-2 seconds if a /ffffiiiit/ continuous sound or for an instant if (Lead & Test) When I touch a it is a stop sound.) /ffff/ letter, say its sound. Keep (Teacher either corrects immediately saying the sound until I touch or points to the next letter.) the next letter. Don’t stop (Repeat until firm.) between the sounds. Get ready. (Give individual turns.) (Slowly slide your finger under each letter.) /ffffiiiit/ What word? fit *Sound by Sound Blending (Repeat with remaining words until firm.) (Give individual turns.) mat (Write the first letter on the board.) Spelling-Focused Blending What sound? (Signal) /mmm/ (Write the second letter on the rain board.) What sound? (Signal) /aaa/ (Move your finger under the two 1. (Underline the letter(s) that make letters.) Blend it. (Signal) /mmmaaa/ the sound being taught.) (Write the third letter.) What sound? (Signal) /t/ 2. (Point to the underlined letters.) (Move your finger under the letters.) What sound? (Signal). /āāā/ Blend it. (Signal) /mmmaaat/ 3. (Point to the word.) What word? What word? (Signal) mat (Signal) rain (Repeat with remaining words until firm.) 4. (Repeat with remaining words (Give individual turns.) until firm.) 5. (Have students reread the list without the precorrection.) 6. (Give individual turns.) Continuous Blending
Letter-Sound Correspondences/Combinations When I touch under a letter(s), you say the sound. Keep saying the sound as long as I touch it. (Point to the first letter, pause 1-2 seconds.) What sound? (Slide finger under letter. Hold for 1-2 seconds if a continuous sound or for an instant if it is a stop sound.) /ffff/ (Teacher either corrects immediately or points to the next letter.) (Repeat until firm.) (Give individual turns.) *Sound by Sound Blending mat (Write the first letter on the board.) What sound? (Signal) /mmm/ (Write the second letter on the board.) What sound? (Signal) /aaa/ (Move your finger under the two letters.) Blend it. (Signal) /mmmaaa/ (Write the third letter.) What sound? (Signal) /t/ (Move your finger under the letters.) Blend it. (Signal) /mmmaaat/ What word? (Signal) mat (Repeat with remaining words until firm.) (Give individual turns.) Continuous Blending fit (Model) I’m going to sound out this word. When I touch a letter, I’ll say its sound. I’ll keep saying the sound until I touch the next letter. I won’t stop between the sounds. (Slowly slide finger under each letter.) /ffffiiiit/ (Lead & Test) When I touch a letter, say its sound. Keep saying the sound until I touch the next letter. Don’t stop between the sounds. Get ready. (Slowly slide your finger under each letter.) /ffffiiiit/ What word? fit (Repeat with remaining words until firm.) (Give individual turns.) Spelling-Focused Blending rain 1. (Underline the letter(s) that make the sound being taught.) 2. (Point to the underlined letters.) What sound? (Signal). /āāā/ 3. (Point to the word.) What word? (Signal) rain 4. (Repeat with remaining words until firm.) 5. (Have students reread the list without the precorrection.) 6. (Give individual turns.)