Chip and Dip

Objective

Blend a beginning consonant or consonant blend with -ip to make words such as dip, tip, sip, and chip.

Lesson Plan

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Target Words:

  • dip
  • sip
  • tip
  • lip
  • chip
  • drip
  • grip

Materials:

  • Chips (real or pretend chips cards) (see below)
  • Dip in small bowls (real or pretend dip cards) (see below)
  • Small cups (with or without water)
  • Word blending cards (see below)

State and model the objective
Tell the children they will dip a chip and take a sip while they add sounds to the -ip ending to make words such as dip, sip, rip, chip, and tip

Practice the skill within an activity

Dip chips in dip

  • Pass out chips and dip in small bowls, and water in cups (real or pretend).
  • Give the children instructions on how to eat chips and dip. Have them repeat the instructions as they follow them.
    • Pick up a chip.
    • Grip your chip. 
    • Dip the tip of your chip.
    • Put the chip to your lip. 
    • Eat the chip.
    • Take a sip from your cup. 
    • Take another sip and lick your lips.
  • Help the children make a list of other -ip words by blending different sounds with the -ip ending (e.g., hip, lip, nip, rip, tip, zip).

Apply the skill (choose from the following) 

Identify, blend and manipulate sounds

  • Have children blend individual sounds into words by tapping their shoulder (beginning sound), their elbow (middle sound) and fingers (ending sound) then have them clap to say the whole word (e.g. /l/ tap shoulder, /i/ tap elbow, /p/ tap fingers = lip clap hands).
    • /d/ /i/ /p/ = dip
    • /s/ /i/ /p/ = sip
    • /t/ /i/ /p/ = tip
    • /r/ /i/ /p/ = rip
  • With word blending cards (see below), have the children make new words by changing the vowel or either of the consonants:
    • Change the beginning sound: dip → sip; sip → tip; tip → rip
    • Change the ending sound: dip → did; sip → sit; rip → rib
    • Change the middle sound: sip → sap; rip → rap; tip → tap

Printouts

SEEL At Home

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Print

Objective
Blend a beginning consonant or consonant blend with -ip to make words such as dip, tip, sip, and chip.

Materials

  • Chip Memory Cards (see below) cut out
  • Small bowl

Activity: Chip and Dip

  • Look at the memory cards with your child, identifying and matching the words and pictures, and explaining them if necessary.
  • Shuffle the word cards then the picture cards, and place the cards face down on the table in two rows (a row of words and a row of pictures).
  • Take turns turning over two cards, one from the row of words and one from the row of pictures, trying to find the pictures and words that match. 
  • Encourage your child to read the word on each card he or she turns over, even if the match is incorrect.
  • When a correct match is found, shout "Chip and Dip!"  Dip the chip memory cards into the pretend chip dip in the bowl, and then pretend to eat them like chips.
  • The game ends when all matches have been found. 
  • When the game is over, read all the chip memory cards with your child, emphasizing the process of blending the beginning sound and -ip ending to read the word (e.g., /ch/-ip = chip). 
  • Have your child make new -ip words by blending different sounds with the -ip ending (e.g., hip, lip, nip, rip, tip, zip).

Chips

Standards

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CCSS.ELA-LITERACY.RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

http://education.byu.edu/seel/library/