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 Patrick'sPhonics L08 Shiin Mixes

SUBMITTED BY: Patrick Bickford

Example: pl / pr / wr / ck / nd / nt / st / th


DATE ADDED: Nov 2, 2009


  Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô


35-50 min.

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BRIEF OUTLINE: Shiin means consonant in Japanese. Students practice eight different consonant blends.




  1. PART I (Review): This area has two parts to review: Magic E and Usotsuki Mother. For this section, you say a word and the students must fill-in-the-blanks, keeping in mind the target phonics rules.
  2. INTRODUCTION OF SHIIN MIXES: To teach these blends, I write them on the chalkboard just like they are written on the worksheet. The students have already studied individual sounds, so I start by asking what the individual sounds of each blends are: P and then L. Then, I tell them to put them together: PL (please, play, etc).
  3. PART II (Guessing Time: I say a blend and the students must circle the correct blend.
  4. PART III (Ghost Leg): I say a blend and the students must find, follow the line downward. The first student to do so raises their hand and shouts out the number, in English of course. In case you don't know how the Ghost Leg activity works, you must trace a line, always going downward, but at every horizontal line, you must go across the horizontal line and continue tracing downward until you reach a number, for example: b=7, d=4, etc. (NOTE: There will never be an identical destination number.)
  5. PART IV (Follow Me): Like the Ghost Leg activity, you say a blend and the students draw a line to the correct blend.  When they reach the bottom, the right the number on the line to the right.  After both 'chances' are finished, have them check their answers with the student next to them.
  6. PART V (Write It): You say various blends and the students must write them.



  • This activity can easily take an entire 50 minute class period.
  • For the Ghost Leg activities, you don't have to do every one, maybe choose only 10-15 blends.
  • For the 'wr' sound, I simply explain that the w-sound is cut.
  • For the 'th' sound, I explain there are two sounds, depending on whether the 'th' is located at the beginning of the word versus the end: this vs. math. This isn't a 100%-of-the-time rule (ie. think), rather a general rule to help the students remember.


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