Unit Plan 9 (Grade K ELA): Phonological Awareness II – Onset–Rime Blend/Segment
Kindergarten phonological awareness unit: students blend and segment onset–rime word parts, recognize rhymes, and read simple patterned texts to strengthen early decoding, fluency, and sound–symbol understanding.
Focus: Blend/segment onset–rime; play with word parts
Grade Level: Kindergarten
Subject Area: English Language Arts (Foundational Skills • Early Fluency • Speaking/Listening)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
This lively sound-play week helps children put together and pull apart word parts. Students learn to blend an onset (the starting sound) with a rime (the rest of the word, like -at, -og, -in) to make a whole word—and to segment a spoken word back into onset and rime. We’ll reinforce with rhyme games and tiny, predictable readings to build purpose and understanding.
II. Objectives and Standards
Learning Objectives — Students will be able to…
- Blend a spoken onset and rime to say a complete word (RF.K.2c).
- Segment a single-syllable spoken word into its onset and rime (RF.K.2c).
- Recognize/produce rhymes as support for rime awareness (RF.K.2a).
- Read/echo-read short, predictable lines using word-family pictures with purpose and understanding (RF.K.4).
Standards Alignment — CCSS Kindergarten
- RF.K.2c Blend and segment onsets and rimes of single-syllable spoken words.
- RF.K.2a Recognize and produce rhyming words.
- RF.K.4 Read emergent-reader texts with purpose and understanding (supported through predictable charts/mini-books).
Success Criteria — student language
- I can put together the start and the rest to say a word (/c/ + /-at/ → cat).
- I can pull apart a word into the start (onset) and the rest (rime).
- I can tell two words that rhyme because they have the same rime.
- I can read or echo-read a short line and tell what it was about.