These tap and blend pages are a great resource to help students recognize and practice phonics sound patterns when decoding words. They can be used as a whole group activity with the Power Point or printed out for individual student use.
The tap and blend pages follow the phonics sequence of the Scott Foresman Reading Street program, but could easily be adapted to use with any phonics study.
When decoding the word the students touch each letter and say the sound. If the sound is made by one letter one finger is used to tap the sound. If the sound is made by two letters two fingers are used to tap the sound.
In my classroom I have printed out the pages and bound them together in a book for each unit so the students have their own individual book to work with. They are great to use as a whole group to introduce and practice the new phonics sound focus for the week. I also use them with a small group during Guided Reading to reteach and give extra practice for students who need the extra help.
The first page includes a sound board that introduces the new sound and reviews previously taught sounds. When I use this page in my classroom I have the students put their finger on the first sound. I say “sound” and they give the sound. Then they move their finger to the next sound and we repeat the process until we have practiced all of the sounds correctly on the sound board.
For the tap and blend pages to practice decoding words I have the students put their finger on the first sound of the first word and I say “sounds” and the students tap each sound and say the sounds. Then I say “word” and the students blend the sounds together and say the word.
The pages also include the High Frequency words for each story in the Scott Foresman Reading Street program along with five additional Fry words to help students practice sight words to improve reading fluency.
Sounds covered in Unit 3 are:
• vowel sound of y
• long vowel CV
• final –ng and –nk
• compound words
• ending and plural –es
• r controlled or and ore
• inflected endings –ed and –ing
• r controlled ar
• r controlled er, ir, and ur
• contractions ‘s, ‘ve, and ‘re
• comparative endings
• sound dge/j/