Skill

RF.K.2.B.i: Blend Syllables in Spoken Words

 

Standard

CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.

 

Description

• Mastery: Student is able to immediately produce word when given syllable parts of the word.
• Acquiring: Student is able to produce word when given syllable parts of the word with the teacher’s help (e.g. teacher has to repeat word parts several times, teacher gives a shorter pause between word parts).

Probes

Two syllables to multisyllabic words (include compound words)
T: Listen to the parts of this word, then tell me the word. hap-py
S: happy

 

T: Listen to the parts of this word, then tell me the word. shout-ed
S: shouted

 

T: Listen to the parts of this word, then tell me the word. but-ter-fly
S: butterfly

 

T: Listen to the parts of this word, then tell me the word. Cin-der-el-la
S: Cinderella

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

Syllable Segmenting and Blending
Stringing Syllables Together
Picture Puzzle Blending p38-42
Syllable Say p43-47
Video- Syllables- 1 min. 34 sec.

 

During Transition

Blending Syllables Name Game
Any stack of picture cards can be used to teach blending syllables. Teacher says the syllables and students say the word. If they get it right, teacher shows the image.

 

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

OpenEd: Video: Learn About Syllables (Multi-Syllable and Single Syllables)
Use Picture Puzzle Blending and Syllable Say from small group instruction options above.

 

Picture card practice

 

Display (e.g. Anchor Chart):

 

Source: Speech Time Fun	Source: LessonPix

Considerations & Reminders

• When teachers demonstrate this skill while facing students, they need to be consistent with left to right principles. Blending the sounds in syllables should start from the teacher’s right to left as students will see that as left to right (mirror the teacher).
• Teachers need to make sure to place definite pauses between each syllable.
• Progression: Teacher can begin teaching syllables using picture cue but as student progresses remove picture cues.
• For students who struggle with this skill: one way to demonstrate that syllables make up a word is to shorten the time between each syllable.