Phonemic Segmentation/Blending

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Learning Segment Focus or “Big Idea”:

Phonemic Segmentation/Blending
Grade: Kindergarten		Content Area: Reading/Writing
Time Allotted: Approximately 30-45 minutes (10-15 minutes per activity)		Classroom organization: Lesson begins with whole class instruction then will switch to group work that will involve independent work.
Resources and materials: For Teacher Handouts (Check blog-Phonemic Segmentation/Blending) Markers/Sharpies Projector For Student Pencils Twistables/Crayons Scissors Glue Sticks Erasers
Content Standard(s): Phonological Awareness: 2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (a)Recognize and produce rhyming words. (b)Count, pronounce, blend, and segment syllables in spoken words. (d)Blend two to three phonemes into recognizable words. (e)Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. (f)Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Phonics and Word Recognition: (a)Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the frequent sound for each consonant. (b) Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Comprehension and Collaboration: 1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (a) Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (b) Continue a conversation through multiple exchanges.
Specific Academic Learning Objectives: What do you want students to learn in this lesson? Students will learn: I want the students to learn techniques for building phonemic awareness in which the students listen to a sequence of separately spoken phonemes (e.g.: /c/a/t/), then combine them to form a single word (cat) and then being able to ask them how many sounds do you hear (3). Activities like this trains students to associate individual sounds with letters. Students will also begin to develop strategies that will help them work as a group, work individually, and learn from their peers. I want the students to also practice blending letters in words together. (Blending,Syllables) What should students be able to do after the lesson? Students will be able to: The students will gain experience recognizing segmenting and blending letters in words which will enforce their letter sound recognition. The students will also be developing their fine motor skills, working as a group, and developing skills on how to blend letters in words together to sound out the meaning of a word.
Prerequisites: What skills, knowledge and prior experience do students need for this lesson? -The students will need to know how to rotate table groups, share materials, and have developed some independent work skills. The students should be shown how table stations work in order to obtain this. (When you hear the bell that means you have one minute to finish. When you hear the bell again that means you need to rotate to the next station.) The students should also have experience working at a table independently doing something simple such as finishing a picture or a cut-out. -The students should also have an understanding of the sounds that the individual letters make in the alphabet. The students should also have had exposure to the th/ch/sh/sc/ sounds as well. How will you determine whether students have these? -Informal assessments-listening to students responses, making sure to politely correct incorrect responses, watching them work, and asking them what their thinking is. -Formal assessments-collecting handouts at the end of the lesson to assess individual level of understanding. How will you connect to students' interests, backgrounds, strengths and needs, including their cultural, ethnic, and socio-economic differences? -The student will be randomly called on to answer questions to help the students stay motivated and to keep paying attention by using popsicle sticks with their names on them. The students will have the lessons modeled to them during explicit instruction on the carpet to help fix any misconceptions or confusion and a finished product of the activity will be complete and shown to them to help gain a better understanding and get ideas from. These activities will also allow the students to work and interact with others and learn from each other.
Academic language demands: What academic language is used in the lesson? (Vocabulary, language structure and conventions, genres, symbols, etc.) -Blending and Syllables What are the language demands of the task? Please address receptive (listening, reading) and productive (speaking, writing) skills. -- Recognizing that letters in words can be blended together to make sense of the definition of the word and that words have syllables.
Accommodations (to ensure all students have access to the curriculum): How will you make the academic language accessible to all students? -Each step will be modeled. The activities that will be completed throughout this lesson build upon each other to help students develop a deeper understanding of the objective of the lesson. How will address the specific needs of your English learners? -Each activity builds upon each other to help familiarize the student with the objective. The students who need further practice will be given the opportunity to grow upon what they already know to develop a deeper understanding and the students will be given the opportunity to speak to one another in hopes that they can learn from the students who have a deep understanding. How will you address the specific needs of your students with special needs? -Allowing plenty of time for students to process the information and work time. Working with a small group assists them in their learning. The teacher will need to be walking around the room listening to the students and correcting any misunderstands and working with the students that need more individual assistance.
Assessment: What evidence of student learning will you collect? -FORMAL-The handouts will be collected and reviewed at the end of the lesson. -INFORMAL- Listening to student responses. How will you use this evidence? -If the student does not yet recognize the letter name and sound the student(s) will be given further worksheets and reading to practice at home or during class time. After assessing the handouts and determined how well the class as a whole has understood the lesson will determine if it seems appropriate to move to other more challenging lessons. What criteria will you use to interpret the evidence? -If the students correctly place the sounds they hear in the correct order and if the ending sounds stay the same. The words made also need to match with the picture. The correct board game markers need to placed on the picture that rhymes with word given. How will the evidence affect your next steps in teaching? -How much review will be given before moving on more complex blending/segmentation words that need to be taught to them before the school year ends.
Instructional Sequence:
	Set or introduction: How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes? The lesson will begin with whole class instruction on the carpet. The teacher will demonstrate how to complete handout #4 which will be at Station 1. The teacher will remind the students to look at the picture, say its name, and write the sound they hear that is missing. If you see a dog say /d/o/g, there is already a d and g so the missing letter is the letter that makes the /o/ sound. Remind the students to check the alphabet chart if they are struggling to remember which letter makes what sound. If there is time after they finish the worksheet they may color it or read a book on carpet. The students will then be shown how to complete handout #3 which will be at Station 2. The teacher will show them again that they need to look at the picture (picture clues) and say its name. If the picture is of a jet, the teacher says /j/e/t/ and then shows the students how to make a path way to spell the word. If they finish early have them check with a partner. For Station 3 the students will stay on the carpet with the teacher. The teacher will read the small group the questions that are on the handout cards 1,2, and 3. The teacher will make sure to allow each student a turn and a chance to think. The teacher will be asking questions like how many syllables do you hear and what letters make that sound. (optional: whiteboard and expo marker so that the teacher can write the word for the students to see)
	Developing Content/Body of Lesson: What instructional strategies and learning tasks will you use in the main part of the lesson? -Repeat after me, modeling, interaction with others and partner work.
	Checks for Understanding / On-going informal assessment: How will you know what students are understanding? (questioning and observing throughout the lesson) -I will determine how well the students are listening during instruction and the answers they provide. I will have them explain their thinking and having the students share their work with me.
	Closure: How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)? -Once the students have visited each station they can share their work on the projector or with a partner.
	Extending the Lesson/Homework (optional): -Practice the same worksheets or worksheets that are similar at home.
	Reflection, Next Steps: -After reflection has been done on the students level of understanding will be determined if further practice with the academic terms is needed or if it seems appropriate to move on with new and different activities that provide them with exposure to new words and sounds.