[Lesson Title] TEACHER NAME PROGRAM NAME

Program Information

Blending and Segmenting Syllables Hayley Williams Parma City School

District

[Unit Title] NRS EFL(s) TIME FRAME

1 One 120-minute class

ABE/ASE Standards – English Language Arts and Literacy
Reading (R) Writing (W) Speaking & Listening (S) Language (L)
Foundational R.1.1 Text Types Comprehension S.1.1 Conventions
Skills and and of Standard
Purposes Collaboration English
Key Ideas Production Presentation of Knowledge of
and Details and Knowledge and Language
Distribution Ideas
of Writing
Craft and Research Vocabulary
Structure to Build Acquisition
and and Use
Present
Knowledge
Integration Benchmarks
of identified in RED are
Knowledge priority benchmarks.
Instruction

and Ideas
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) ASSESSMENT TOOLS/METHODS

 Learners will produce rhyming  Learners will complete a graphic organizer,

words
 Learners will identify individual
sounds (phonemes) in words,
segmenting and blending.
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 RESOURCES

1. Warm-up: Students will review Student copies of Graphic Organizers (attached)

rhyming words by completing
a graphic organizer for one of
the following sounds: ag, Phoneme Blending Intervention Strategy - Blending
ell,ing, ot. They should fill-in Pathway [PDF file]. (n.d.). Retrieved from
the four circles surrounding http://www.bemidji.k12.mn.us/wp-
the sound with rhyming words content/uploads/2013/11/Phoneme-Blending1.pdf
that include the sound in the
center. Computer with Internet access
a. Ex: ax (sax, fax, max,
lax)
Projector, ability to project
2. Today we will move from
rhyming words to look at the Stacks of pre-cut picture parts for student use from
individual sounds that make
up a word. This helps us to be Phoneme Segmenting and Blending [PDF file]. (n.d.).
more fluid readers and will Retrieved from http://www.fcrr.org/curriculum/pdf/GK-
assist us in sounding out 1/PA_Final_Part5.pdf
unfamiliar words in the future. Phonics Practice. (n.d.). Retrieved from
http://www.internet4classrooms.com/kplus_phonics.htm
3. Using Phoneme Blending
Intervention Strategy – ABC FAST Phonics - 14: Letter Blends. (n.d.).
Blending Pathway the Retrieved from http://www.abcfastphonics.com/letter-
instructor should first blends.html
demonstrate segmenting and
blending words using their arm
(see page 1 and 2 on blending Teacher resource:
activity description). Use the Blending Explained: Why Smooth Blending is
example of bee (b-ee) then Important to Reading Development and How to
practice a word from the one, Help Children Develop Smooth Blending
two, and three phoneme word Gagen, M. (2007). Blending Explained: Why
list.
Smooth Blending is Important to Reading
Development and How to Help Children
4. Students will practice this skill
Develop Smooth Blending. Retrieved from
in small groups by taking turns
http://righttrackreading.com/blending.html
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.

5. Next, students will play

Phoneme Segmenting and
Blending (starts pm pg. 6)
a. 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.

6. Students may select from

numerous phoneme
segmenting and blending
practice at the following sites
while you individually assess
students.
a. Phonics Practice
b. ABC FAST Phonics –
14: Letter Blends

DIFFERENTIATION

 Whole class, partner, independent work

 Graphic organizers
 Visual, auditory
 Games

TEACHER REFLECTION/LESSON EVALUATION

 Could pre-record stretched words and have students blend as an assessment.

Reflection

ADDITIONAL INFORMATION

This lesson should follow one on rhyming