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Lesson Plan
Blending and segmenting - Blend sounds to make words
Kindergarten (K) - ELA

LEARNING TARGET
- Students will be able to blend onsets and rimes of single-syllable spoken words.
- Students will be able to segment onsets and rimes of single-syllable spoken words. Students will be able to match spoken sounds with corresponding pictures.

LEARNING PROGRESSION
PREREQUISITE SKILL
-
EXTENSION SKILL
-
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Picture cards with onsets and rimes (e.g. "c-at", "h-op", "m-an")
- Picture cards of corresponding objects (e.g. cat, hop, man)
- Whiteboard and markers
VOCABULARY
- Onset
- Rime
- Blending
- Segmenting

TEACHING RESOURCES
CENTERS & TASK CARDS

No Centers or Task Cards Available
IEP GOAL WORKBOOKS

No Goals Available
WORKSHEET PACK

No Worksheet Packs Available
5 AND 1 INTERVENTIONS

No Interventions Available
GAMES

ACTIVITIES

No Activities Available

LESSON INSTRUCTION
INTRODUCTION
- Show students a picture card with an onset and a rime, such as "c-at".
- Say the onset and rime separately and ask students to repeat after you.
- Say the onset and rime together and ask students to repeat after you.
- Explain that blending means putting sounds together to make a word.
INSTRUCTION
- Show students a picture card with an object, such as a cat.
- Say the name of the object and ask students to repeat after you.
- Say the name of the object again, emphasizing the onset and rime, such as "c-at".
- Ask students to repeat after you.
- Show students another picture card with an onset and rime, such as "h-op".
- Repeat steps 2-4 for the new onset and rime.
GUIDED PRACTICE
- Divide students into small groups.
- Show each group a picture card with an onset and rime, such as "m-an".
- Ask each group to select the picture card that matches the onset and rime.
- Provide support and guidance as needed.
- Repeat with different onset and rime combinations.
INDEPENDENT PRACTICE
- Provide each student with a set of picture cards with onsets and rimes.
- Instruct students to match the onset and rime to the corresponding object.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to find objects at home with single-syllable names and practice segmenting the onset and rime.
- Encourage students to bring their objects to share with the class during the next lesson.
EXIT TICKET
- Show students a picture card with an onset and rime.
- Ask students to say the onset and rime separately and then together.
- Ask students to select the picture card that matches the onset and rime.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor students' understanding of blending and segmenting onsets and rimes.
- The exit ticket and progress monitoring assessments will be used to determine students' mastery of blending and segmenting onsets and rimes and matching spoken sounds with corresponding pictures.
CLOSURE
- Review the concept of blending and segmenting onsets and rimes.
- Ask students to share one object they identified at home and segment the onset and rime.
EXTENSION
- Students can practice blending and segmenting multisyllabic words.
- Students can practice writing words by sounding out the onsets and rimes.
- Students can practice sorting picture cards by onset or rime.
INTERVENTION
- For students who struggle with blending and segmenting, provide additional practice with teacher guidance.
- For students who need extra support, provide visual aids or manipulatives to help them identify onsets and rimes.
- For students with limited English proficiency, provide additional support with vocabulary and visual aids.
VIDEOS
No Video Available

TEACHING TIPS
- Use manipulatives or visuals to help students identify onsets and rimes.
- Practice with multisensory activities, such as clapping or tapping the syllables.
- Provide frequent opportunities for review and reinforcement.

STUDENT MISCONCEPTIONS
- Confusing onsets and rimes with whole words.
- Difficulty segmenting sounds in the middle of the word.
- Confusing similar sounding onsets or rimes, such as "b-at" and "c-at".

STANDARD
Common Core Standard:
RF.K.2.D - Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
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