Six-Point Lesson Plan

Grade

Lesson Title: Segmenting Sounds

Materials/Resources Needed: bag of small pictures on the table, paper with three blank squares
and markers with the letters of at least 20 words.

Focus and
Review

In class we have been talking about sounds within words and how to separate them and put them
back together. Remember how every word has letters, and each letter makes a specific sound. The
letters that make up words, each have their own sound.

Objective(s)

CCSS.ELA-LITERACY.RF.1.2.D: Segment spoken single-syllable words into their complete

sequence of individual sounds (phonemes)

(NCSCS reference)

Teacher
Input

Guided
Practice

Today we are going to learn how to take each sound that is heard in a word, and separate them.
I want everyone to look at the word, Cat. Can everyone say the word cat after me? Cat
Great job! What is the first letter in the word cat Cand what sound does a C make? What
sound does A make? What sounds does T make? I want someone to say all the sounds
within the word at one time.
Why do we need to know the sound of each individual letter? If we know the sounds of each
letter, then we get to a word that we dont already know, we can sound it out. It is much easier
to understand new words and you can figure it out without asking every time you come across
a new word. I am going to show you another example with the word dog. D O G, dog. If you
say every sound in the word you would say /D/ /O/ /G/.
Now look at this paper with these three blank boxes. I have the letters to the word dog, and I
want you to move them into the boxes while saying the sound of the letter out loud. What is the
first letter of the word dog? D, and what sound that make /d/. Good job, now I want Josh to
finish the rest of this word by moving the letter that matches the sound into the box.
I feel like everyone is starting to get the hang of what we are doing. I have three locations in
the room where each of you will move to. Each student will receive a number and go to the
table with that number Okay table one, today we are going to practice separating the sounds
in a word. Here I have this paper with three empty boxes and three markers with the letters of a
word on them. I am going to show you an example of how to do this with the word, rat. Listen
as I move each marker into the squares with every letter.
First box, /r/, second, /a/, third, /t/, rat. Listen closely at each sound as I do this again.
Repeats the same process with the same word.
Now, can one of you do this with the word car? Okay, look at the word and separate each

Six-Point Lesson Plan

sound you hear within the word. /c/ /a/ /r/. Great job. Sometimes it can be difficult to separate
the sounds. If you slowly listen for one sound at a time it is much easier. This will be repeated
at all three tables and modified if there is a student who is struggling to understand.

Independent
Practice

Closure
Notes:

I want you to turn to the person across from you, and reach in the plastic bag, and choose a
picture. Once you choose a picture, say the word out loud. Then, I want you to separate each
sound and say it aloud to the person across from you. You can do this with one of the blank
sheets of paper, and move your letter to the correct box.
Each person should choose three pictures and present to their partners. I will be walking
around to each person and checking to see that everyone does this correctly at least one time.
If at any time you do not understand, I can stop and come answer your question. Please ask
and remember to SAY the sounds as you practice moving the letters to the boxes.
Today we learned how to separate sounds within words, and we know that this helps when
reading new words. When we know the individual sounds of each letter then we can figure out
any word.