Plan for Students Learning

Planners Name: Mica Lewis Topic: Phonemic Awareness

Title of Lesson: Segmenting Single-Syllable Word Grade Level: Pre-K
Academic Standards for Lesson
CC.1.1.PK.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Segment single-syllable spoken words.
Essential Question
How can we segment single-syllable words?
Objectives (as many as needed for the lesson, usually no more than three):

Objective 1: Students will hear similarities in words that rhyme.

Objective 2: Students will practice segmenting single-syllable words.
Learning Activities
1. Introduction/Activation Strategy: In a circle have students segment their names.

My name is Mica! Mi-ca! (The person next to her says) Her name is Mica! My name is
Julie! Ju-lie!
This continues until everyone has segmented their name.
2. Instructional Strategies/Learning Tasks:
a. Model/Explicit Instruction:
Listen to my cheer.
Then shout the sounds you hear.
Sun! Sun! Sun!
Let's take apart the word sun.
Give me the beginning sound. (Children respond with /s/.)
Give me the middle sound. (Children respond with /u/.)
Give me the ending sound. (Children respond with /n/.)
That's right!
/s/ /u/ /n/-Sun! Sun! Sun!
(Practice the cheer with a few other words.)

b. Write a few single-syllable words on the board. Underline the onset, and the
rime. Ask students as a group what the onset is and what the rime is, and what
sounds they make. Ask students what that word rhymes with. (First word is cat,
children claim it rhymes with hat). Ask students which part of the word rhymes.
Erase the C, leave a blank spot. Ask students what sound is left (ex. at). Ask
students how to blend it so that the word says hat. Do this activity a few times
to solidify students understanding.
 i. Checking for Understanding: The teacher will work one on one with
students who are struggling, and determine if extra help is necessary for
certain students. When modeling on the whiteboard, create some examples of
words that need to be segmented. Have certain students come to the front and
demonstrate segmenting. Have the students then blend a different onset with
the rime. Choose certain students who may struggle, to determine their
understanding.
ii. Questioning Strategies: Do children understand the concept of
segmenting and blending? Are they able to practice independently?
c. Guided Practice: Students will pair with a partner and practice using scrabble
tiles on a worksheet to segment words and blend new words together. Evaluate
their understanding of segmentation between onset and rime.
d. Independent Practice: Children work independently with their scrabble tiles.
Differentiation: Children with lower level reading abilities will practice more with
oral activities. Higher level students will practice segmenting and blending longer
words.
3. Closure: Read a book about segmenting during circle time.

Rubric/Checklist: Formative assessment, based on observations of students skill level

corresponding with expectations.
Child can segment and blend single-syllable words independently
Child can segment and blend single-spoken words with some teacher aid
Child can segment and blend single-spoken words with significant teacher aid
Child cannot segment and blend single spoken words
Materials/Resources/Technology
1. Materials students will need:
2. Materials teachers will need: worksheets and scrabble tiles for students. Cheer for
segmenting, book on segmenting.
3. Teachers preparation for the lesson: Create worksheets for students to complete.
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)