Phonemic Awareness Skill:Onset and RimesBy: Ms. Chrisdyana Morgan
Let’s Use Our Time Wisely!1. Agenda2. Meeting outcome3. Student Work4. What is Phonological Awareness?5. Development6. Classroom /Connection
Cluster Meeting OutcomeBy the end of the clustermeeting, Pre- K and Kindergartenteachers will develop Chunk 3lesson, onset and rime resultingin students being able tosegment a word into an onsetand rime as measured by criteriaof student work and teacher’sproficiency in presentinginstructional.
10. min. Student WorkWe will discus students workusing Qualitative Trackers andQuantitative Trackers.
5 min. Identify Need• Student needs• Master Teacher Field Testing Data forChunk 3
Phonological Awareness• As children progress in their literacy development,they move from the broader areas of phonologicalawareness to narrower ones. First, they learn torecognize rhyme and alliteration and to hear wordsin sentences and syllables in words. Once childrenhave achieved word and syllable awareness, they canfocus their attention on the smaller parts within thesyllable. At first, this means dividing one syllablewords into onsets and rimes.
What is Onset and Rimes?• The onset is the initial consonant or consonantcluster of the word, and the rime is the vowel andconsonants that follow it. For example, in the wordbat, b- is the onset, and -at is the rime. Similar toteaching beginning readers about rhyme, teachingchildren about onset and rime helps them recognizecommon chunks within words. This can helpstudents decode new words when reading andspelling words when writing.
Why Teach about Onset and Rimes?• They help children learn about word families,which can lay the foundation for futurespelling strategies• Teaching children to attend to onset and rimewill have a positive effect on their literacyskills• Learning these components of phonologicalawareness is strongly predictive of readingand spelling acquisition
Stage of LiteracyDevelopmentCharacteristics of This Stage Phonological Focus AreasBeginningReaderAccurately tracks printUses letter-sound knowledge todecode wordsIs developing a sight vocabularyConsistently uses beginning andending sounds whenspelling words; learning medialvowels, digraphs, and/or digraphInstructed in PP-Primer textBlending, segmenting, andmanipulating:Onset-rimesIndividualphonemes
Model Lesson on Onset and Rimes• Chunk 3, onset and rime• Critical Attributes• Highlight the rime in the word pattern• Write the onset in a different color• Place a dot under the first and last letter ineach word, place swoop mark under the word• Tap onset and rime on upper arm and lowerarm(Pre-K)
Development: 20-25 minutesGrade Level Teams• Let’s meet in grade level teams!• Pre-K teachers will develop their chunkbased on mastery from previous skill onsyllables.• Kindergarten will develop chunk 3, onsetand rime for redelivery in their classrooms.Make sure you use critical attributes andmake modifications in lesson.
Evaluation• Journal: Reflect on today’s new learning.
Closure/Classroom Application• Teach chunk 3, onset and rime in a futurelesson.• See Master Teacher for follow-up support