RF.K.2.B.i: Blend Syllables in Spoken Words

Skill

RF.K.2.B.i: Blend Syllables in Spoken Words

Standard

CCSS.ELA-LITERACY.RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.

Description

  • Mastery: Student is able to immediately produce word when given syllable parts of the word.
  • Acquiring: Student is able to produce word when given syllable parts of the word with the teacher’s help (e.g. teacher has to repeat word parts several times, teacher gives a shorter pause between word parts).

Probes

Two syllables to multisyllabic words (include compound words)
T: Listen to the parts of this word, then tell me the word. hap-py
S: happy

T: Listen to the parts of this word, then tell me the word. shout-ed
S: shouted

T: Listen to the parts of this word, then tell me the word. but-ter-fly
S: butterfly

T: Listen to the parts of this word, then tell me the word. Cin-der-el-la
S: Cinderella

Activities and Resources

Small Group Instruction – Direct Instruction

During Transition

Any stack of picture cards can be used to teach blending syllables. Teacher says the syllables and students say the word. If they get it right, teacher shows the image

Reinforce Skills/Independent Work Time – Independent/Small Group Center Activity

Use Picture Puzzle Blending and Syllable Say from small group instruction options above.

Display (e.g. Anchor Chart):

A Valentine's Day-themed worksheet with images and words: banana, firefighter, dinosaur, elephant, helicopter, telescope, waterfall, and basketball, for multisyllabic word practice.

Source: Speech Time Fun

A chart titled "Multisyllabic Words" showing 35 images with corresponding words, such as "lemonade," "magazine," "motorcycle," and "refrigerator," arranged in a grid format.

Source: LessonPix

Considerations & Reminders

  • When teachers demonstrate this skill while facing students, they need to be consistent with left to right principles. Blending the sounds in syllables should start from the teacher’s right to left as students will see that as left to right (mirror the teacher).
  • Teachers need to make sure to place definite pauses between each syllable.
  • Progression: Teacher can begin teaching syllables using picture cue but as student progresses remove picture cues.
  • For students who struggle with this skill: one way to demonstrate that syllables make up a word is to shorten the time between each syllable.