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Phoneme segmentation is the ability to break a word into its individual sounds (phonemes). For example, the word 'cat' segmented into /c/ /a/ /t/. This skill is essential for spelling and reading.

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1. Elkonin Boxes: Use boxes to represent each sound in a word—students push counters into the boxes as they say each sound.
2. Clap the Sounds: Clap for each sound students hear in a word.
3. Stretchy Snake: Students stretch out a word slowly, saying each sound as they move their hands apart.

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Supporting Diverse Learners in Segmentation

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Supporting Diverse Learners in Segmentation

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- Visual aids (e.g., counters or Elkonin boxes) support students with learning differences.
- Scaffold with smaller words and increase complexity.
- Use tactile methods (like playdough or tapping) for kinesthetic learners.

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Phoneme blending involves listening to separate sounds in a word and combining them to form the whole word. For example, blending /b/ /a/ /t/ produces 'bat'.

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1. Sound Train: Say sounds slowly and have students guess the word.
2. Mystery Bags: Place objects in a bag; say each sound and have students blend to guess the item.
3. Digital Games: Use apps (like Starfall) for fun blending practice.

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- Repeat sounds clearly and slowly for English Learners.
- Pair students for peer modeling.
- Use picture cues for students who struggle with auditory processing.

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Phoneme isolation is identifying individual sounds in a word, such as the first, middle, or last sound. For example, the first sound in 'dog' is /d/.

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1. Sound Sort: Sort pictures by initial, medial, or final sound.
2. Sound Hopscotch: Jump to spaces labeled with the start or end sound.
3. What’s the Sound?: Teacher says a word; students state the first, middle, or last sound.

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Supporting Diverse Learners in Isolation

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Supporting Diverse Learners in Isolation

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- Allow nonverbal responses (pointing) if students struggle verbally.
- Use real objects for concrete connections.
- Incorporate visual, auditory, and tactile supports.

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Phoneme manipulation means adding, deleting, or substituting sounds in words to make new words (e.g., changing /c/ in 'cat' to /h/ creates 'hat'). It’s a higher-level phonemic awareness skill.

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1. Sound Swap: Students swap one sound for another to make new words.
2. Add or Delete: Add/remove a sound to form new words (e.g., 'rice' to 'ice').
3. Silly Word Challenge: Change sounds to make funny words and have students identify the change.

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Supporting Diverse Learners in Manipulation

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Supporting Diverse Learners in Manipulation

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- Scaffold by starting with 2-phoneme words.
- Provide manipulatives for hands-on practice.
- Use explicit modeling for students needing additional support.

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A syllable is a unit of sound within a word. Recognizing and counting syllables helps with decoding longer words. For example, 'banana' has three syllables: ba-na-na.

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1. Clap the Syllables: Clap for each beat in a word.
2. Syllable Sort: Sort pictures by number of syllables.
3. Syllable Jump: Jump for each syllable in a word.

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Supporting Diverse Learners with Syllables

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Supporting Diverse Learners with Syllables

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- Allow movement-based counting (hopping, touching body parts) for kinesthetic learners.
- Use visuals (picture cards) for students learning English.
- Model breaking words into syllables multiple ways (clapping, tapping, etc.).