Skill

RF.K.2.B.ii: Segment, Count, and Pronounce Syllables in Spoken Words

 

Standard

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

 

Description

• Mastery: Student accurately produces word and counts, segments, and pronounces the syllables.
• Acquiring: Student is given words or pictures and he/she counts, segments, and pronounces the syllables for most word.

Probes

T: How many parts are in the word tiger?
S: 2

 

T: What are the parts of the word tiger?
S: ti-ger

 

T: How many parts are in the word dangerous?
S: 3

 

T: What are the parts of the word dangerous?
S: dan-ger-ous

 

T: How many parts are in the word beautiful?
S: 3

 

T: What are the parts of the word beautiful?
S: beau-ti-ful

 

T: How many parts are in the word multiplication?
S: 5

 

T: What are the parts of the word multiplication?
S: mul-ti-pli-ca-tion

 

Activities and Resources

 

Small Group Instruction – Direct Instruction

Segmenting Syllables Name Game
Segmenting Syllables, Syllable Slap!
Segmenting Syllables, Treasure Box Game
Segmenting Syllables, Word Split Stomp
PA.021 Feed the Animals
PA.020 Syllable Say
Syllable Stand and Sit
Syllable Pocket Chart

 

During Transition

Segmenting Syllables Name Game
Segmenting Syllables, Syllable Slap!
Segmenting Syllables, Treasure Box Game
Segmenting Syllables, Word Split Stomp
Animal Hand-Clap Rap Song
Syllable Name Game
Syllable Food Puzzle

 

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

PA.018 Syllable Hopscotch
PA.019 Syllable Graph
PA.020 Syllable Say

 

Display (e.g. Anchor Chart):

 

Source: Mrs. Taft’s Kindergarten Class	Source: Make, Take & Teach

 

Considerations & Reminders

• When teaching phonemic awareness, teachers must remember to limit text and words presented to students. Students at this stage are only learning about hearing word parts.
• Pictures used for support this learning should be developmentally appropriate and within students’ lexicon.
• Some teachers believe that counting and segmenting sounds are two discrete skills. Some students may count and repeat the syllables simultaneously, while others need to count before they segment the word parts.
• Some students may prefer the kinesthetic clapping or foot tapping of separate syllables that involves their body to feel the sounds. Others might respond to lighter movements like using their hands for the syllable parts.