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Phonemic segmentation is the ability to break down spoken words into their individual phonemes (sounds). For example, the word 'cat' can be segmented into /k/ /a/ /t/. This skill is critical for early reading and spelling development.

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Give students a mat with three boxes and small counters. Say a short word and have students slide a counter into a box for each sound they hear. For example, for 'dog', they move counters into three boxes: /d/ /o/ /g/.

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Say a word aloud and ask the students to clap once for each sound they hear in the word (not for each syllable). Example: 'fish' = /f/ /i/ /sh/ (3 claps).

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Lay out 3-4 floor spots in a line. Say a word and have a student hop down the line, one hop per sound. This kinesthetic activity helps reinforce sound segmentation.

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Supporting Diverse Learners in Phonemic Segmentation

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Supporting Diverse Learners in Phonemic Segmentation

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For English Language Learners or students with speech/language difficulties, use visual and tactile supports like Elkonin boxes, or slow down the pronunciation of words. Allow extra time and provide plenty of positive feedback. Use words from the student's first language if possible when practicing segmentation.

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Phonemic blending is the ability to hear individual sounds and blend them together to form a word. For example, hearing /c/ /a/ /t/ and recognizing it as 'cat'. This is a foundational skill for decoding words when reading.

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Speak a word sound by sound (e.g., /p/ /i/ /g/), and have students guess what word you are saying. Prompt with 'What’s my robot word?'

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Line up toy train cars or images, each labeled with a phoneme. Push the cars together as you blend the sounds into a word. Example: /s/ /u/ /n/ becomes 'sun'.

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Stretch each sound in a word while extending your hands, then blend the sounds together as your hands come together. Students can mimic you to physically represent the blending.

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Use visuals, gestures, and repetitive routines. ELLs benefit from hearing sounds exaggerated and repeated, and all students gain from using pictures tied to target words. Incorporate home language where appropriate.

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Phonemic manipulation means changing, adding, or removing sounds in words to create new words. This could be substituting the first sound in 'mat' with /s/ to make 'sat'.

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Say a word, then ask students to change a specific sound. For example, 'Say 'cat.' Now change /k/ to /h/. What word do you have?' ('hat')

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Start with a word and give clues like 'change the last sound to /g/.' Students tell or write the new word. You can keep changing more sounds as a fun challenge!

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Say 'What word do you have if you take the /s/ off of 'sun'?' Or, 'add /p/ to 'an'.' Practice both adding and deleting sounds to make new words.

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Supporting Manipulation for All Learners

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Supporting Manipulation for All Learners

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Offer word and picture cards, use gestures, and scaffold with simpler changes before complex ones. For students with processing difficulties, give more time and chunk tasks into smaller steps.

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Syllables are the separate beats or chunks in a word. Each syllable has a vowel sound. Breaking words into syllables helps with decoding longer words.

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Say a word and have students clap the number of syllables. Example: 'table' = 2 claps.

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Give students picture or word cards and ask them to sort by the number of syllables. For example, 'dog' (1), 'rabbit' (2), 'elephant' (3).

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Students jump or step for each syllable in a word called out by the teacher. This combines movement with listening.

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Use visuals, gestures, and modeling. For ELLs, provide examples from familiar vocabulary, and for students with motor challenges, suggest finger taps instead of claps or jumps.

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Phonemic isolation is the ability to identify individual sounds in a word, such as the beginning, middle, or ending sound. For example, the first sound in 'dog' is /d/.

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Show students pictures or objects. They identify the first sound in each. 'What is the first sound in 'fish'?' (/f/)

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Give students several objects or pictures and have them sort by beginning, middle, or ending sounds. For example, all words starting with /b/ in one group.

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Activity 3: Middle and Ending Sound Match

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Activity 3: Middle and Ending Sound Match

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Say a word, and have students signal or point when they hear a given sound at the beginning, middle, or end. Example: 'Who hears /a/ in the middle of 'cat'?'

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Model with clear pronunciation, repeat sounds, give extra wait time, and use visual supports. Native-language examples can help ELLs, while manipulatives help those with attention or language differences.