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1. WORLD OF STORIES
BLENDING
&
SEGMENTING
Unit 5
A Picnic

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Focus: Listening and Speaking
Learning Standard(s): 1.1.1 (a) & (g), 1.1.2, 1.1.4 {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. identify environmental sounds;
ii. identify /s/, /œ/, /t/ and /p/; and
iii. blend & segment orally.
Time: 30/60 minutes
Teaching Aid(s): bingo cards, picture cards, letter cards,
Cross Curricular Element(s): Constructivism, Multiple Intelligences
Introduction:
a. Greet pupils.
b. Encourage pupils to reply.
Set Induction:
a. Distribute Bingo cards to pupils. (Appendix 1)
b. Show how to play the game.
c. Play a recorded sound or mimic the sound.
d. Pupils identify the sound heard and cross out the correct picture.
e. Pupils/groups who have completed the card will shout out ‘Bingo’.
Step 1:
a. Show the picture and talk about the picture. (Appendix 2)
b. Get pupils to name the objects that they know.
c. Tell the story about the children.
Step 2:
a. Prepare four boxes with labels: ‘s’, ‘a’, ‘t’ and ‘p’
b. Distribute picture cards (from previous lessons)
to all pupils pertaining to the sounds learnt.
c. Get pupils to place the cards into the correct boxes.
d. This game can be played as a group competition.
e. The group that completes first is declared the winner.
Step c:
Teacher may adapt
the suggested story
in Appendix 2.

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Step 3:
a. Revise the sounds and their actions.
b. Get pupils to do the actions and say the sounds /s/, /œ/, /t/, /p/.
c. Next, get pupils to do an oral blending activity. Show picture.
i. Example:
d. Get pupils to articulate /p/, /œ/, /t/ and say the word ‘pat’
e. Next, show the letter cards, blend the sounds and say the word.
f. Explain that there are three sounds and three letters for the word ‘pat’.
g. Continue with other words – tap, sap, sat.
Step 4:
a. Show pupils a word.
a. Example:
b. Get them to say the word, ‘pat’.
c. Next, teach them to segment the word.
Example: /p/, /œ/, /t/
d. Tell pupils that the word ‘pat’ has three sounds and three letters
namely /p/, /œ/, /t/, ‘p’, ‘a’, ‘t’ pat
e. Repeat with the other words learnt.
Consolidation:
a. Show a picture card.
b. Get pupils to blend the sounds to form the word.
c. Next, show a word card.
d. Get pupils to segment the sounds.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.
pat
p a t

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APPENDIX 1

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APPENDIX 2
This is Pat’s family. They are by the beach. Pat
and Sam play by the beach. They have a pail and
a spade. They swim in the sea. Sam’s little sister
plays with her toy. Tim’s brother plays with his
top. Pat eats bread with jam. Tim eats nuts, and
Sam eats fried noodles.

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Focus: Reading
Learning Standard(s): 2.1.1 (a), 2.1.3. 2.1.4 {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. blend phonemes into recognisable words;
and words; and;
ii. segment words into phonemes to spell.
Time: 30/60 minutes
Teaching Aid(s): composite picture, picture cards, word cards,
letter cards
Cross Curricular Element(s): Constructivism
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Do the actions for the sounds /s/, /œ/, /t/ and /p/.
b. Get pupils to guess the sounds.
c. Show pupils the composite picture. (Appendix 2)
d. Get pupils to name the objects that they know.
Step 1:
a. Tell the story. (Appendix 2)
b. Show the picture of ‘Pat’ in the picture.
c. Get pupils to blend the phonemes.
Example: /p/, /œ/, /t/
d. Next show the word ‘Pat’. Show pupils how to segment the word:
T: Say the word ‘Pat”.
T: How many sounds are there?
P: Three sounds
T: What are they?
P: /p/, /œ/, /t/
Step 2:
a. Show the picture of a tap. (Appendix 3)
b. Get pupils to say the word.

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c. Get pupils to blend the phonemes to form a word.
Example: /t/, /œ/, /p/
d. Make pupils aware of the sounds and the letters.
T: Say the word ‘tap”.
T: How many sounds are there?
P: Three sounds
T: What are they?
P: /t/, /œ/, /p/
e. Show the picture of a ‘sap’. (Appendix 3)
f. Get pupils to say the word. Ask them to blend the phonemes
to form the word.
g. Next, show picture of ‘sat’ (Appendix 3)
h. Get pupils to say the word. Ask them to blend the phonemes
to form the word.
Step 3:
a. Give each pupil a set of letter cards. (Appendix 4)
b. Show the action for a phoneme or articulate the phoneme.
c. Pupils pick the correct letter card.
d. Next, conduct a blending activity.
Example:
(i) by showing the actions;
(ii) by articulating the phoneme : /s/, /œ/, /t/; or
(iii) by showing actions and articulating the phonemes.
e. This activity is done with every word learnt.
Step 4:
a. Show pupils a word. Example: ‘pat’.
b. Get them to segment the word.
Example: ‘pat’ /p/, /œ/, /t/
c. Get pupils to do this activity with the other words: ‘tap’, ‘sat’ and ‘sap’.
d. Show a word and get different groups to segment the words.

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Step 5:
a. Play a game of blending and segmenting.
b. Distribute picture cards and word cards to groups.
c. Pick two groups with picture cards and word cards to compete with
each other.
d. The group with the picture card will show the card to the other group.
e. Pupils blend phonemes and say the word.
f. The group with the word card will show the card.
g. The other group will segment the word into phonemes to spell.
Consolidation:
a. Get pupils to chant aloud all the words that they have learnt.
b. Ask pupils:
“Did you enjoy yourself today?”
c. Encourage pupils to respond:
“Yes/No”
“Yes, we did. / No, we didn’t”
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.
Note:
*Blending and Segmenting of words should be confined to the phonemes learnt only,
i.e. /s/, /œ/, /t/ and /p/.

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APPENDIX 3
pat
sat
tap
sap

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s a t p
s a t p
s a t p
s a t p
s a t p
s a t p
s a t p
APPENDIX 4

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Focus: Writing
Learning Standard(s): 3.1.2 (a)& (d) {SK & SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. blend phonemes and segment words; and
ii. write letters and words neatly.
Time: 30/60 minutes
Teaching Aid(s): picture words, word cards
Cross Curricular Element(s): Constructivism, Multiple Intelligences
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Call out pupils whose names begin with /s/, /œ/, /t/ and /p/.
b. Get pupils to say their names, articulate the phonemes and say the letters.
c. Show picture cards and get pupils to articulate the sound.
d. Next, get them to say the letter.
Step 1:
a. Complete exercise on page 23 in pupil’s module.
Step 2:
a. Show pupils picture cards of ‘tap’, ‘sap’, ‘pat’ and ‘sat’
b. Get pupils to blend the phonemes into words.
c. Get them to identify the number of sounds for each word.
Step 3:
a. Show pupils word cards of ‘tap’, ‘sap’, ‘pat’ and ‘sat’.
b. Get pupils to segment words into phonemes to spell.
c. Ask pupils to write the words in the air.

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Step 4:
a. Distribute a set of picture card and word card to a pair. (Appendix 6)
b. The pupil with the picture card will blend phonemes to form words.
c. The pupil with the word card will segment the word.
d. Invite pupils who want to do the activity in front of the class.
Step 5:
a. Complete exercise on page 24 in pupil’s module.
Consolidation:
a. Distribute pieces of paper and crayon.
b. Say the following:
“Give me a ‘s’”.
“Give me an ‘a’”.
“Give me a ‘t’”.
“Give me a ‘p’”.
c. Pupils write the letters.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.

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10
APPENDIX 5
Name the pictures.
Write s , a , t , p .

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Name the pictures.
pat sat tap sap
APPENDIX 6
pat sat tap sap
pat sat tap sap
pat sat tap sap

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Write the words neatly
APPENDIX 7

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Focus: Language Arts
Learning Standard(s): 4.3.1 (d) {SK} 4.3.1 (c) {SJK}
Objective(s): By the end of the lesson, pupils will be able to:
i. produce a booklet of characters in the story.
ii. segment words into phonemes to spell.
Time: 30/60 minutes
Teaching Aid(s): composite picture, picture cards
Cross Curricular Element(s): Creativity, Multiple Intelligences
Introduction:
a. Greet pupils.
b. Pupils reply.
Set Induction:
a. Put up the composite picture. (Appendix 2)
b. Guide pupils to retell the story.
c. Get pupils to name the people in the story.
Step 1:
a. Show pupils picture cards. (Appendix 8)
b. Pupils name them.
c. Next, they articulate the phoneme and the letter.
Step 2:
a. Give each group pictures of characters in the story. (Appendix 9)
b. Group members colour the pictures and write the names of the characters.
c. Next, they colour and decorate the cover. (Appendix 10)
d. Staple the sheets of paper to form a booklet.
Consolidation:
a. Groups display their booklets.
b. Get pupils to award marks for their own work.
c. Display the booklets in class.
Closure:
a. Teacher leaves the class by thanking the pupils.
b. Pupils respond appropriately.

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APPENDIX 8

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APPENDIX 9
Colour the pictures.Write their names.

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APPENDIX 10
APicnic