Skill

RF.1.3.B.ii: Beginning to Decode VC and CVC Words by Blending Onset-Rimes, and then Recoding (e.g. /m/ /at/, mat)

Standard

CCSS.ELA-LITERACY.RF.1.3.B: Decode regularly spelled one-syllable words.

Description

• Mastery: Student segments onset and rime correctly before reading the whole word correctly (onset-rime blending).
• Acquiring: Student correctly segments onset and rime before reading the whole word. Student may make mistakes when recoding the onset-rime into the word.

Probes

Use DIBELS NWF. Run item level analysis (Now What? Tools).

Activities and Resources

Small Group Instruction – Direct Instruction

P.027 Onset and Rime Picture the Word
P.030 Onset and Rime Word Swat (don’t use “ump”)
P.032 Onset and Rime Word Roll-A-Rama (do not use blends and digraphs – change letters on the cubes)
F.007 Words Speedy Rime Words (use only list F.007.AM1a)
P.033 Onset and Rime Word Maker Game (remove digraphs and variant vowels)
Introduce Sounding Out (Small Group)
Sounding Out Accuracy (Small Group)
Alien Word Game (Small Group)
Holiday Relay (Small Group)
Letter Puzzles, p23 (Small Group, w/ Partners)
Blending – Be the Sound
Blending – Picture Puzzles
Blending -Slip and Slide Wordsplash
Word Family Booklets

During Transition

Word Swatter Game
Blending song -eg word families
Blending song -an word families
Blending song -it word families (*apply concept with continuous first sounds)

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

P.028 Onset and Rime Say it Now
P.031 Onset and Rime Change-A-Word (use CVC combinations only – save blends for later)
P.036 Letter Cube Blending (Small Group, w/ Partner, Independent)
P.034 Vowel Stars (Small Group, w/ Partner, Independent)
CVC Maker
CVC Words
Three Letter House (Select Ending)

Display (e.g. Anchor Chart):

*Use only words that begin with continuous sounds (see words circled). Source: Differentiated Kindergarten

Considerations & Reminders

• When teaching students to decode words, teachers should begin with sound by sound blending. As students become more familiar with letters and sounds, teachers should move onto onset-rime and then whole word blending (next skill) so that students can begin to build whole word reading.
• Charts/posters that are displayed in the classroom do not have to be word lists; however you may display word families, if helpful for your students. When decoding, it may help for a student to have visuals that show/remind them the process for decoding or sounding out words.
• Teachers should be very careful to correctly pronounce letter sounds and not inadvertently add the schwa sound – adding the schwa sound makes it more difficult for students to blend sounds into a whole word.
• As students get better with blending onset-rimes, encourage them to silently say the onset and rime (whisper) or say them in their head, and then just say the whole word out loud.