Unit Plan 9 (Grade PreK ELA): Phonological Awareness II – Onset–Rime

Focus: Blend/segment onset–rime; play with word parts

Grade Level: PreK

Subject Area: English Language Arts (Phonological Awareness • Speaking/Listening • Vocabulary)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session (use two short blocks if needed)

I. Introduction

This week builds playful sound awareness by teaching children to blend a word’s onset (the first sound or sounds) with its rime (the vowel + ending) and to segment a spoken word back into these two parts (e.g., /c/ + /at/ → “cat”; “dog” → /d/ + /og/). Using songs, picture cards, and multisensory games, students learn kid-friendly language for these concepts (“first sound” and “rest of the word”) and practice listening carefully during read-alouds.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Blend a given onset and rime to say a whole word (RF.PK.2).
2. Segment a spoken word into onset and rime (RF.PK.2).
3. Identify and sort words by common rimes (e.g., -at, -og, -an) (RF.PK.2; L.PK.6).
4. Confirm understanding by answering simple listening questions during sound games (SL.PK.2).
5. Use new vocabulary (onset, rime, blend, segment; or kid-friendly: first sound, rest) in speaking (L.PK.6).

Standards Alignment — PreK

• RF.PK.2 Demonstrate understanding of spoken words, syllables, and sounds (focus: blend/segment onset–rime).
• SL.PK.2 Confirm understanding of information presented orally by asking/answering questions.
• L.PK.6 Use words and phrases acquired through conversations and activities.

Success Criteria — student language

• “I can blend the first sound and the rest to say the word.” (RF.PK.2)
• “I can take apart a word into its first sound and rest.” (RF.PK.2)
• “I can tell which words go in the same rime family (-at, -og).” (RF.PK.2; L.PK.6)
• “I can answer a question about the sounds I heard.” (SL.PK.2)
• “I can use the words blend and rime when I talk.” (L.PK.6)