UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Allison Simons PSMT Name:

Lesson Plan Phoneme Segmentation Lesson Plan Topic: Phoneme
Title: and Blending Segmentation and
Blending
Date: Estimated Time: 35 minutes
Grade Level: 2nd School Site:

1. State Standard(s):
● “Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
b. Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes)”

2. Teaching Model(s):
● Direct instruction: Teacher will give the student clearly defined and explicit directions.
Teacher will provide models of the activities and what is expected during each activity.
The teacher will provide multiple opportunities for the student to practice the lesson topic
and will be provided with continual feedback.

3. Objective(s):
● To help students develop and strengthen their skills of phoneme segmentation of spoken
words and their abilities to blend sounds into spoken words. By developing this skill, the
student will be more prepared for future lessons that focus on the Clark County School
District's Curriculum objective of Language Arts for third grade, which is to “Decode and
figure out the meaning of multisyllable words using prefixes and suffixes”.

4. Materials and Technology Resources:

● Train parts pictures
● Say It, Move It paper
● 5 Pom Poms
● Closure Worksheet
 ● Homework Worksheet
● Whiteboard
● Whiteboard marker
● Pencil
● Bead Slide tool
5. Instructional Procedures:
● Time:
○ Introduction - 5 minutes
○ Engagement Activity- 6 minutes
○ Focus Activity #1- 8 minutes
○ Focus Activity #2- 8 minutes
○ Closure- 8 minutes
● Transitions:
○ Transitions are verbally acknowledged throughout the lesson plan. Each
transition positively reinforces the activity that the student just completed
and that the skill will be built upon with the new activity
● Technology use:
○ Technology is not being utilized in the lesson plan.

a. Motivation/Engagement:

This lesson will take approximately 30 minutes. It is composed of small activities to help
the student strengthen their phoneme segmentation and blending skills. The objectives of
this lesson will be communicated to the student in the introduction and closure of the
lesson. This student has some knowledge of phonemic segmentation, but from multiple
analysis, it has become evident that she needs to strengthen this area before she can begin
to work on bettering her literacy skills. This lesson will help the student break down
words in segments to more easily identify what sounds each segment makes, allowing the
student to learn and read new words, rather than resorting to her word attack skill of
substituting familiar, incorrect words for unknown words.

Introduction/ Hook: (5 minutes)

Have you ever seen a train before? Trains are made up of multiple parts. There is the
engine in the front which helps the train move. (Place picture of engine of train on
whiteboard). The middle which might carry supplies or people. (Place picture of middle
of train on whiteboard)There is also the caboose, which is the back of the train. (Place
picture of caboose of train on whiteboard). Each part of the train is important. Words are
similar to trains. There are sounds that occur at the beginning, in the middle or at the end.
Today we are going to work on identifying what sounds we hear throughout a word.
 Warm Up: (6 minutes)
I am going to say a word and then I am going to hold up a picture of a part of a train. The
picture will be of the beginning of the train, which is the engine, the middle or the end of
the train, which is the caboose. Depending on what picture I hold up you will say what
sound you heard. Don’t say the the letters or spell out the word. Say what sound you hear.
For example, “Cat”. (Hold up picture of the middle of the train). In the middle, I heard
the sound /A/. (Hold up picture of the caboose). I heard the sound /T/. (Hold up picture of
the engine) I heard the sound /C/. Once we have said all of the sounds that we hear we
are going to put the train back together in order by sounding each part of the word and
then blend it together. For “Cat’, we would say /C/ /A/ /T/, “cat”.

Teacher will continue using other words, such as; dog, mat, bat, bus.
Once the student has shown comprehension of breaking up three syllable words by their
phonemic sound, teacher will progress to the next activity.

This activity will demonstrate Bloom’s Comprehension by showing understanding of

basic idea of the lesson.

b .Developmental Activities or Learning Experiences:

Focus Activity 1: Say It, Move IT (8 minutes)
Students will be given a laminated sheet of paper (See attachments of lesson plan). Teacher will
explicitly explain instructions and demonstrate to students the following;
“Now that you have done so well identifying different sounds you hear in each word, we are
going to do a similar activity with more words. For this activity you will use this sheet and the
four pom poms to identify different parts of the word. The pom poms are in a rectangle. I am
going to say a word, while showing you a picture of the word and you will say what sounds you
hear. The first sound that you hear, you will say and move 1 Pom Pom out of the rectangle and
into the first circle. Then you will do the same for the second, third and fourth sound that you
hear. Once you have identified each sound of the word, you will say each sound like a robot. For
example /F/ /R/ /O/ /G/ and then you will say the word normally, “frog”.

This activity will engage the student in the Application level of Bloom’s taxonomy by applying
the knowledge they showed comprehension of in the warm up activity in a different way.

FOCUS ACTIVITY 2: (8 minutes)

Teacher will say, “You have been doing so great showing the different sounds you hear for
different parts of a word. We are going to move on to a fun game. This is called “Clap, Clap,
Slide”. I am going to say a word and you have to clap out each part of the word you hear, while
making the sound that you hear (shows segmentation)and then say the word normally sliding
your hands (shows blending). For example, if I say “dog”, you would say /D/ (clap), /O/ (clap),
/G/ (clap), “dog” (slide hands together). After you go, you get to choose a word for me to clap,
clap, slide to.

c. Closure: (8 minutes)
Teacher will restate the objectives of this lesson, which is for the student to strengthen
their phoneme segmentation and blending skills by stating something along the lines of, “You
did really great identifying the different sounds of a word and where they are located. This is
called segmentation. I think you did an awesome job learning how to break words into segments.
Do you feel like you are more able to identify the different sounds in a word?” Teacher should
pay attention to the students answer as this is a form of formative assessment. If the student
states that they feel more comfortable with the lesson then the teacher should continue on to the
closure activity, described below. If the student feels that they need further development on this
lesson topic, then a future lesson should be planned and conducted.
Students will be given a worksheet with a variety of words on it. Students will be
instructed to draw lines between different letters of the word- wherever they hear a different
sound (phoneme segment). (See attachments of lesson plan)
After the student completes the worksheet, the teacher will state that they will use this
skill in their future lesson, which consist of identifying the prefixes and suffixes in different
words and how this can identification can be used to help find the meaning of a word.

This part of the lesson will engage the students in the Evaluation level of Bloom’s
Taxonomy. Students will be able to evaluate themselves and justify their answers with the
worksheet. They will also evaluate different words and demonstrate understanding of the lesson
by segmenting each word into separate phonemes.

d. Extension:
If there is extra time or the student needs further development on phonemic segmentation
and blending, then the activity “Bead Slide” can be utilized to practice breaking up a word by
the different sounds and blending.

Students will be given a string that has 7 beads on it. The teacher will demonstrate how to use it.
The teacher will say a word. Then will break up the word into the different sounds within that
word. Each time a segment is identified the teacher will move a bead to the other side of the
string. When the teacher is finished demonstrating the different sound segments there should be
the correct amount of syllables on the opposite side of the string. After demonstrating how to
use the bead slide, the teacher should practice with the student for a few words and then let the
student segment each word without the aide of the teacher.
If the lesson needs to be cut short then the teacher can cut out the worksheet from this lesson.
The worksheet can be used as a review/ warm up in future lessons, especially those that build
upon this skill.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

The student who this lesson was created for has a very hard time focusing, especially
when their other things taking place around the classroom. This lesson should be conducted
somewhere quiet where there is not a lot of distractions or background noise.
This student also moved from Egypt one year ago and is still learning new English words.
To assist the student in understanding different words, pictures should be shown of each of the
words used in the different activities. This will help the student identify the meaning of the word
given and expand their vocabulary.

7. Assessment and Evaluation of Learning:

● Formative:
○ The teacher will ask the student if they feel like they have developed their
skills on this lesson topic, as stated in “Closure”
○ The teacher will verify the student's response (if it is positive for skill
development) by assessing the students answers to a worksheet given for
the closure activity. If the students worksheet signifies that they need more
practice in this area or if the student states that they are not completely
comfortable with their skills on this topic then they will be given a
worksheet as homework. (See attachments of lesson plan)
● Summative:
○ Summative assessment will take place after multiple lessons i.e. at the end
of the unit.

8. Homework Assignment:
● The student will be given a worksheet no matter what their formative assessment
indicates. This worksheet has pictures of words with letters below. To correctly
complete the worksheet the student must sound out the phonemes by spelling out
the word and then blend the sounds to create the word.
9. Reflection:
N/A (Not taught in class)
References:
1. Ford, L., & Hardman, D. (n.d.). Nevada Academic Content Standards for English Language Arts
& Literacy in History/Social Studies, Science, and Technical Subjects. Retrieved December 5,
2017, from
http://www.doe.nv.gov/uploadedFiles/nde.doe.nv.gov/content/Standards_Instructional_Support/N
evada_Academic_Standards/K-12_ELA_Standards_ADA_Accessible.pdf
2. Reading By Phonics. (n.d.). Retrieved December 6, 2017, from
http://www.readingbyphonics.com/worksheets/phoneme-activities/phoneme-blending-1.pdf
3. Young, L., Garvey, C., Wright, D. L., Child, K. L., Cranor, E. E., Edwards, C., & Tew, P. (n.d.).
Clark County School District Curriculum Overview. Retrieved December 6, 2017, from
http://www.ccsd.net/parents/resources/pdf/curriculum-overview/15-16-CurriculumOverview-K-
5.pdf PG. 28
4. JulieVanAlst. “Teaching Phoneme Segmentation.” YouTube, YouTube, 13 July 2013,
www.youtube.com/watch?v=K37Q9XFYsHY.