DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Phonemic Awareness Please read all directions before using the following lesson. 1.Some phonemic awareness lessons do not have a handout or worksheet for students because students are being taught how to listen for specific sounds and/or respond to questions orally. 2.Unlike most EDI lessons, these phonemic awareness lessons do not have Independent Practice and Periodic Review for the students to perform individually. The repetition included in this lesson must be guided throughout, therefore we have titled the pages Guided Practice 1, Guided Practice 2… 3.Students may be shown the Learning Objective, Activating Prior Knowledge, Concept Development, and Importance pages. They may also be shown the Concept Definition and the steps listed at the top of the Skill Development/Guided Practice pages. However, students must not be shown any of the problems, words, or phrases that they are expected to listen for. The reason for this is students are expected to learn how to listen for specific sounds or words as opposed to identifying spelling patterns or word families in text. 4.These lessons are intended to be used in a group setting following the “Directions for Teacher” listed in the Skill Development/Guided Practice Page. For most lessons, the teacher will use the following steps: For Skill Development/Guided Practice: a. Read the problem or say the names of the pictures aloud. b. Ask students to pair-share the answer with a partner. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well. For Guided Practice 1-4: a. Read the problem or say the names of the pictures aloud. b. Ask students to come up with an answer on their own. c. Call on 4-5 non-volunteers to give their answer. d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by giving the student two choices. e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Learning Objective CFU What are we going to do today? Today, we will segment words. Activate (or provide) Prior Knowledge Listen to the word. What are some of the sounds you hear? CFU Students, you already know how to identify sounds in a word. When we separate or break up these sounds in a word, we are segmenting a word. Today, we will segment words. 1. rap 2. map **Note to Teacher: Students do not have a handout for this lesson. This lesson should focus on students’ phonemic awareness. Have students insert the Elkonin boxes into their whiteboards (separate file).

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Concept Development CFU Which word below is segmented? (Teacher reads aloud the segmented word, s / o, then reads aloud so) Why is ____ not a segmented word? ____ is not a segmented word because ________________. To segment a word means to separate 1 sounds in a word. To segment a word: listen and say each sound. count the number of sounds you hear or say. 1 break up WordSegment a word at a/ta/t bag b/a/gb/a/g snap s/n/a/ps/n/a/p XX XXX XXXX 1. s / o2. so In your own words, what does segment a word mean? Segment a word means to __________________.

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. Segment words. Skill Development/Guided Practice **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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. 1. off 2. on 3. lay 4. say 5. play 6. stay 7. sip 8. lip 9. flag 10. flat CFU (#2) How did I/you segment the word? To segment a word means to separate sounds in a word.

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Relevance 1. Segmenting a word will help you spell words correctly. I can sound out and segment jet. j/ e / t jet CFU Does anyone else have another reason why it is relevant or important to segment words? (pair-share) Why is it relevant to segment words? You may give me my reason or one of your own. To segment a word means to separate sounds in a word.

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Skill Closure Segment words. 1. add 2. pay Summary Closure What did you learn today about segmenting words? (pair-share) Constructed Response Closure Justin said this word is segmented: pig Justin is not correct. Please tell me why Justin is not correct. Justin is not correct because ___________________________. To segment a word means to separate sounds in a word. Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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.

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Guided Practice 1 Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. Segment words. **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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. To segment a word means to separate sounds in a word. 1. each 2. bee 3. clay 4. nap 5. step

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Guided Practice 2 Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. Segment words. **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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. To segment a word means to separate sounds in a word. 1. pie 2. soup 3. chip 4. fry 5. egg 6. bread

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Guided Practice 3 Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. Segment words. **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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. To segment a word means to separate sounds in a word. 1. sky 2. plane 3. seat 4. jet 5. fly 6. cloud

DataWORKS Educational Research (800) © 2012 All rights reserved. Comments? 1 st Grade Reading Vocabulary 1.9 Segment single syllable words into their components (e.g., /c/a/t/ = cat; /s/p/l/a/t/ = splat; rich= /r/i/c/h/). Lesson to be used by EDI-trained teachers only. Guided Practice 4 Step #1: Listen to the word. Step #2: Segment the word. Hint: Use the boxes to help count each separate sound. Step #3: Say the word to check that it matches the segmented sounds. Segment words. **Note to Teacher: Give the student the Elkonin boxes whiteboard insert. 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. To segment a word means to separate sounds in a word. 1. ant 2. leaf 3. tree 4. grass 5. nest 6. fence