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Learning Objective

Learning Objective. We will segment words. What are we going to do?. CFU. Activate Prior Knowledge. Say the beginning sound. Say the ending sound. 2. 1.

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Learning Objective

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  1. Learning Objective We will segment words. What are we going to do? CFU Activate Prior Knowledge Say the beginning sound. Say the ending sound. 2 1 Students, you already know how to listen for and separate the beginning and ending sounds in a word. Separating sounds is called segmenting. Now, we will segment words. Make Connection [sock] [man]

  2. Concept Development To segment is to separate1 the sounds in a word. CFU Which word has been segmented? (Teacher reads aloud the word ball, then reads aloud the segmented word b / a/ ll) _____ has been segmented because _______. A [ball] B [b / a/ ll] In your own words, what is segmenting? “Segmenting is _________.” [dice] [cry] [plum] [p/l /u /m] [d / i / ce] [c/ r / y] Not Segmenting: [cry], [dice], [plum] 1 break up Vocabulary **Note to Teacher: Students should be practicing “smooth” segmenting, where all sounds are “hooked together”. “Chopped” segmenting and blending, where each phoneme is said as a distinct individual sound not connected to any others in the word, should be discouraged.

  3. Skill Development/Guided Practice To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent2 each sound. Say the word again to check that it matches. 1 2 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. [house] 2 show Vocabulary

  4. Skill Development/Guided Practice (continued) To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. Application Segment the word. T: chess S: cheek [wash]

  5. Skill Development/Guided Practice (continued) To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. [play]

  6. Skill Development/Guided Practice (continued) To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. Application Segment the word. T: dry S: flu [ski]

  7. Skill Development/Guided Practice (continued) To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. [black]

  8. Skill Development/Guided Practice (continued) To segment is to separate the sounds in a word. Segment words. How did I/you segment the word? CFU Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 Go to Appendix for Additional CVC, CCV, CCVC words, as needed 2 a 3 **Note to Teacher: 1. Say the word slowly. 2. Call on 4-5 non-volunteers to produce the segmented sounds. 3. If students cannot produce the segmented word, de-escalate by providing the option of the blended word and segmented word. 4. Call on volunteers to produce the segmented sounds. Application Segment the word. T: track S: flip [crib]

  9. Relevance To segment is to separate the sounds in a word, Segmenting words will help you read and spell words. 1 Does anyone else have another reason why it is relevant to segment words? (Pair-Share) Why is it relevant to segment words? You may give me my reason or one of your own. Which reason is more relevant to you? Why? CFU

  10. To segment is to separate the sounds in a word. Skill Closure Segment words. Say the word. (teacher and students) Segment the word. Hint: Separate each sound. Use a marker or write a to represent each sound. Say the word again to check that it matches. 1 2 a 3 Word Bank segment separate sounds Access Common Core [chair] Kaly said the word very fast? Was she segmenting the word? Yes or no. How do you know? sink No, Kaly was not segmenting the word. Kaly must separate the sounds s / i / nk. Summary Closure What did you learn today about segmenting words? (Pair-Share) Use words from the word bank.

  11. Guided Practice 1 Separate the sounds in the words below. Flashcards Guided Practice 1 [doll] [grape] Access Common Core Segment the words. • **Note to Teacher: • This activity can be done whole/small group. Teacher may have one set of flashcards for him/herself or distribute copies for each student. • Flashcards should be cut up prior to teaching this section. • Have students segment the word for each item. • Alternate between choral segmenting and non-volunteers to maintain interest.

  12. Guided Practice 2 Segment by separating the sounds for each word. Go to Appendix for Additional words [glue] [mail] [frog] Access Common Core Let’s Play Sound Hop! • **Note to Teacher: • Say a single-syllable word. • Have students segment the word by hopping on a dot as they say each sound in the word. • Refer to the following link for directions: http://mrsriccaskindergarten.blogspot.com/2013/04/sight-words-segmenting-freebies.html

  13. Guided Practice 3 Segment words. 1 2 Go to Appendix for Additional words [clock] [flag] 3 4 Access Common Core Let’s play Mystery Bag. • **Note to Teacher: • Place various single-syllable items in a “mystery bag” using different word constructions. • Consider using pictures, if objects are not available. • Say the name of the object and have students repeat it. • Have students segment the word. • Alternate between choral and non-volunteers.

  14. Guided Practice 4 Segment the words into separate sounds. 1 2 [car] [plate] 3 4 Access Common Core Segment Words Partner Activity Working with a reading partner, students select a picture card and then give clues to their partner regarding the object. The partner has to respond by segmenting the sounds. For example, if the picture was of a fish, the student might say, “It lives in the sea.” The reading partner would respond, “/f/i/sh/.” • **Note to Teacher: • This activity can be begin as a whole group, and then move to partner.

  15. Guided Practice 5 Segment words. 1 2 Go to Appendix for Additional CVCC & CCVCC words, as needed [pink] [cloud] 3 Yes, the sounds are segmented because the sounds are separated. 4 No, the sounds are not segmented. The sounds are [s / t / r / aw]. Access Common Core Let’s read a book to segment words. Go to the following website for the activity: http://www.starfall.com/n/control-r/r/load.htm?f

  16. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies

  17. Flash Cards (Guided Practice 1) Back to Guided Practice 1 pool bowl fry snow bread plane

  18. Appendix (Skill Development/Guided Practice) Back to title page Back to SD/GP

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