Learners Will Produce Rhyming Words

Learners Will Produce Rhyming Words

Program Information / [Lesson Title]
Blending and Segmenting Syllables / TEACHER NAME
Hayley Williams / PROGRAM NAME
Parma City School District
[Unit Title] / NRS EFL(s)
1 / TIME FRAME
One 120-minute class
Instruction / ABE/ASE Standards – English Language Arts and Literacy
Reading (R) / Writing (W) / Speaking & Listening (S) / Language (L)
Foundational Skills / R.1.1 / Text Types and Purposes / Comprehension and Collaboration / S.1.1 / Conventions of Standard English
Key Ideas and Details / Production and Distribution of Writing / Presentation of Knowledge and Ideas / Knowledge of Language
Craft and Structure / Research to Build and Present Knowledge / Vocabulary Acquisition and Use
Integration of Knowledge and Ideas / Benchmarks identified in RED are priority benchmarks. To view a complete list of priority benchmarks and related Ohio ABLE lesson plans, please see the Curriculum Alignments located on the Teacher Resource Center (TRC).
LEARNER OUTCOME(S)
  • Learners will produce rhyming words
  • Learners will identify individual sounds (phonemes) in words, segmenting and blending.
/ ASSESSMENT TOOLS/METHODS
  • Learners will complete a graphic organizer, identifying words that rhyme
  • Learners will demonstrate segmenting and blending of words using the arm strategy.
  • Learners will verbally demonstrate blending words that are provided already segmented into phonemes

LEARNER PRIOR KNOWLEDGE
  • Familiar with rhyming words (prior lesson)

INSTRUCTIONAL ACTIVITIES
  1. Warm-up: Students will review rhyming words by completing a graphic organizer for one of the following sounds: ag, ell,ing, ot. They should fill-in the four circles surrounding the sound with rhyming words that include the sound in the center.
  2. Ex: ax (sax, fax, max, lax)
  1. Today we will move from rhyming words to look at the individual sounds that make up a word. This helps us to be more fluid readers and will assist us in sounding out unfamiliar words in the future.
  1. Using Phoneme Blending Intervention Strategy – Blending Pathway the instructor should first demonstrate segmenting and blending words using their arm (see page 1 and 2 on blending activity description). Use the example of bee (b-ee) then practice a word from the one, two, and three phoneme word list.
  1. Students will practice this skill in small groups by taking turns saying words from each list (on page 2) to each other (each student must segment and blend two words from each list). The instructor should circulate the room to observe this.
  1. Next, students will play Phoneme Segmenting and Blending (starts pm pg. 6)
  2. Provide students with a stack of pre-cut picture parts. Ask students to put in the correct order, leaving space between each. The student then names the picture and segments the word into phonemes while slowly sliding the parts or using the arm method.
  1. Students may select from numerous phoneme segmenting and blending practice at the following sites while you individually assess students.
  2. Phonics Practice
  3. ABC FAST Phonics – 14: Letter Blends
/ RESOURCES
Student copies of Graphic Organizers (attached)
Phoneme Blending Intervention Strategy - Blending Pathway [PDF file]. (n.d.). Retrieved from
Computer with Internet access
Projector, ability to project
Stacks of pre-cut picture parts for student use from
Phoneme Segmenting and Blending [PDF file]. (n.d.). Retrieved from
Phonics Practice. (n.d.). Retrieved from
ABC FAST Phonics - 14: Letter Blends. (n.d.). Retrieved from
Teacher resource:
Blending Explained: Why Smooth Blending is Important to Reading Development and How to Help Children Develop Smooth Blending
Gagen, M. (2007). Blending Explained: Why Smooth Blending is Important to Reading Development and How to Help Children Develop Smooth Blending. Retrieved from
DIFFERENTIATION
  • Whole class, partner, independent work
  • Graphic organizers
  • Visual, auditory
  • Games

Reflection / TEACHER REFLECTION/LESSON EVALUATION
  • Could pre-record stretched words and have students blend as an assessment.

ADDITIONAL INFORMATION
This lesson should follow one on rhyming

Ohio ABLE Lesson Plan – Blending and Segmenting Syllables

1 of 8

Top View