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Students listen (with closed eyes) for any sounds they can hear for a few minutes. The teacher lists them. Could also make an audio recording. Try in different locations.

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Phoneme Segmenting and Blending Activity Ideas

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Phoneme Segmenting and Blending Activity Ideas

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1. A simple activity is using playdough and picture cards. Place a picture card in front of your students and ask them what they see – it may be a bat. Ask them, how many sounds can you hear in bat? Then have them create three playdough balls. Have them squash the balls as the segment the word /b/ /a/ /t/. Then have them roll those ‘squashed’ balls together to blend the phonemes together again.

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1. Use our beginning sounds sorting activity. In this activity, children need to identify the sounds that come at the start of the word.

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Rhyme time“I am thinking of an animal that rhymes with big. What's the animal?” Answer: pig. What else rhymes with big? (dig, fig, wig)

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Rhyme time“I am thinking of an animal that rhymes with big. What's the animal?” Answer: pig. What else rhymes with big? (dig, fig, wig)

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1. Use these CVC cards These are great as they provide a visual box for the students to point to and identify each of the sounds. You could have them pop in a counter for each of the phonemes too. For example, using the bat card, you could say – ‘What can you see?’ ‘Yes, it’s a bat!’ ‘What is the first sound in the word bat?’ ‘What is the last sound in the word bat?’ ‘What is the second sound in the word bat?’

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Eyes closed. The teacher makes a single sound, e.g. blowing, tapping a wall, etc. Students identify the sound. Then move to sequences of 2 sounds. They have to identify in the correct order. Move to 3 sounds that they identify in order. Repeat a sequence of sounds but warn them that one sound is going to be missing – they identify the missing sound. This is getting them ready to listen to phonemes in words and that ability to manipulate and identify each phoneme.

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Make a game of this. One student is chosen to do actions. Teacher says the complete instructions once and the student has to perform, e.g. “Hop to the door, say ‘Boo!”, then walk 3 steps back.” The rest of the class also listens to the instructions and gives thumbs up or down to judge how the student performed.

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Here's an easy phoneme blending game you can play while talking a walk. For blending, you can say, “I see a sign that says s-t-o-p” Then your child has to blend the sounds to guess your word — stop. (Remember to say only the sounds in the word — not the letters.) Keep the words short, moving from two to three to four sounds depending on your child’s skill level.

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Phoneme substitution involves the students manipulating spoken words by substituting certain phonemes for others. This has often been described as one of the hardest phonemic awareness skills as students need to complete multiple steps to get to the new word. This is why it’s often one of the last skills as students need to be able to do the phoneme addition and deletion skills first.

1. Use plain colored pieces of paper for this activity. First, you need three of the same colored cards and display them so students can see (a pocket chart works well). Tap each card as students help you segment a given word – let’s say ‘hat’. Do this multiple times touching the index cards as you segment the word /h/ /a/ /t/. Now, you are going to ‘chop’ it – often a hand signal like a karate chop works well here. You will remove the first card and add a different colored card to that same spot. This is where you give them a new sound. Let’s say /m/. Then blend those phonemes together to get the new word ‘mat’.

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1. Use picture cards and hold up objects that can have phonemes added to their words. For example, hold up a picture of a pot and ask your students what is the new word if I add ‘s’ to the start of the word pot, /s/ /pot/. You can keep doing this with a variety of images.

2. Use book creator to add images to a slide, record your voice saying each of the objects and then have students add a chosen phoneme to each of the words. Students can record their new words next to the old words. This also benefits the teacher as you can go back and listen and see how each student went.

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Create a faux grocery store, and have the student tell you the syllables in different food names. Have them hold up a finger for each word part. Eggplant = egg-plant, two syllables. Pineapple = pine-ap-ple, three syllables. Show your child the sign for each and ask her to say the word.

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Objectives

Academic

Students will be able to isolate and pronounce initial, medial, and final sounds by using a method of stretching out words.

Language

Students will be able to isolate the initial and final sounds with grade level words using written and visual supports.

Introduction

(2 minutes)

Point to the class alphabet chart.

Ask students to sing the alphabet song with you.

Explain to the class that today you will be practicing listening for the different sounds of the letters in the alphabet to spell some new words.

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BLENDING SOUNDSOnce the foundation of letters and sounds is established, students begin working with initial sounds and phonemes. They are able to break apart words using individual segmentation.

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BLENDING SOUNDSOnce the foundation of letters and sounds is established, students begin working with initial sounds and phonemes. They are able to break apart words using individual segmentation.

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ONSET & RIMEBeginning with day one, students are introduced to onset and rime. In phonological awareness instruction, onset and rime should come before individual segmentation of words. The “onset” is the first phonological unit (sound) of any word. The “rime” is the group of letters that follow. Teaching onset and rime help students to begin recognizing common chunks in words and word families. Here, students are listening to word parts and blending them together. /h/   /at/

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ONSET & RIMEBeginning with day one, students are introduced to onset and rime. In phonological awareness instruction, onset and rime should come before individual segmentation of words. The “onset” is the first phonological unit (sound) of any word. The “rime” is the group of letters that follow. Teaching onset and rime help students to begin recognizing common chunks in words and word families. Here, students are listening to word parts and blending them together. /h/   /at/