RF.K.2

RF.K.2.Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. K.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). || ===**Revised Bloom's Level of thinking**=== **Remembering** **:** can the student recall or remember the information? define, list, recall **Understanding:** can the student explain ideas or concepts? sort, classify, describe, discuss, explain, identify, locate, recognize, select **Applying** : can the student use the information in a new way? demonstrate, write. **Analyzing** : can the student distinguish between the different parts? compare, distinguish, examine ||
 * ===**Common Core Standard**===
 * Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. || ===**Anchor Standard**===
 * Phonological Awareness** ||
 * ===**Information Technology Standard**===

Learning Target/Task Analysis
I can...
 * a-I can identify and produce rhyming words.
 * b-I can clap, snap, tap to identify the number of syllables in a spoken word.
 * c-I can say each part of a word and say each sound I hear in a word.
 * d-I can identify the beginning, middle, and ending sounds in a three letter (CVC) word.
 * e.I can change the beginning, middle, and ending sounds to create a new word.

Essential Vocabulary

 * rhyme, word, sound, same, syllable, beginning, middle, end, consonant, vowel, segment

Sample Assessments

 * 1 on 1 questioning

Differentiation

 * Use whisper phone when producing rhyming words.
 * Rhyming puzzles.
 * Magnetic letters, white boards, or making word pocket chart to build and make new words.
 * Beginning sound word study games. Beginning sound puzzles.

<span style="font-family: Arial,Helvetica,sans-serif;">Intervention:
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<span style="font-family: Arial,Helvetica,sans-serif;">Enrichment:

 * <span style="font-family: Arial,Helvetica,sans-serif;">Reading Interventions website (see below)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Printable word study games (see link below)

<span style="font-family: Arial,Helvetica,sans-serif;">Instructional Resources

 * ===<span style="font-family: Arial,Helvetica,sans-serif;">[[file:Printable word study games.mht]] ===
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">Notes and Additional Information
<span style="font-family: Arial,Helvetica,sans-serif;">Use questions and prompts such as: Which word rhymes with this one? Clap the syllables in this word. Say each sound you hear in this word slowly. What do you hear at the beginning of this word? What do you hear next? At the end?