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The repetition of a similar sound at the end of a word

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The part of the word that has the vowel sound. Syllables are the beat of the word being spoken or read.

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The ability to identify a phoneme in a word in a specific spot. For example, being able to identify that there is an /i/ sound in the middle of the word PIN

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The skill of breaking down words by their individual sounds

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Beginning, Middle, End : This game can be used as a whole group activity. The teacher will place cards with a word spelled out, example CAT would be 3 cards. These cards are faced away from students so they can not see them. The teacher will then tell the students the word. The students will then be asked where a certain sound is located. For example, the teacher would ask where is the /t/ sound, beginning, middle, or end? Students will be chosen to go up to the board and turn over the card in the spot they believe the sound is located. The process repeats for the other phonemes.

Say it, Move it : Students will be given tiles, or note cards with a handful of letters written on them as well as blank ones. The teacher will say a word out loud and instruct the students to choose the beginning sound, students will choose the correct tile and pair it with a blank one. Students will then be instructed to say the word aloud moving the tiles down as they say it.

Elkonin Boxes : This activity can be adapted many different way to alter complexity. Depending on the length of the word students will be provided with between 3 and 5 empty boxes on a sheet. They will also be provided with counter chips. The teacher will say a word aloud, and students will then move chips into the correct amount of boxes based on how many sounds they hear.

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Students will be able to break down words ranging from from 2 phoneme words working their way up to words with multiple phonemes, they will be able to do this with little to no prompting from the teacher

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The ability to put the individual phonemes of a word together and verbalize it smoothly

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Blending slide : Students will be provided with a laminate picture of a playground slide. During the lesson the teacher will provide students with a word, they will say it the regular way, and then sounding it out. Students will repeat after the teacher. They will then be instructed to say the word, while doing so they will slide their finger down the slide picture. This is meant to be a tactile reminder for students that words are not meant to be spoken aloud choppy, but slide together smoothly.

Say it regular : Teachers will place a word on the board. The teacher will say the word slowly to students, being sure to enunciate and sound it out. Students will repeat after the teacher. The teacher will then instruct the students to "say it regular", students will say the word smoothly, without sounding out.

Blending Bingo : This is a whole class activity. Students are provided with bingo boards that have pictures of objects on them. Instead of say the whole word, the teacher will sound out each phoneme. Students will then have to blend the sounds together to put a marker on the correct picture.

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Teachers should test students over a period of time to gauge mastery of this skill.

Thing to watch for

-Students will be able to successfully say a whole word smoothly when provided with the individual sounds

-Hearing the sounds of a word and being able to pick the correct matching image

-sounding out CVC words

- students are able to read words fluently with no prompting

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Beginning sound sort worksheet : Students will be provided with a worksheet. On that sheet will be 2 columns. Each column will be headed with a different beginning sound. The bottom of the worksheet will have pictures for the students to cut out. Students will be instructed to divide those pictures between the 2 columns based on their beginning sound.

Flash cards : This activity can be done in one on one sessions or altered into an individual worksheet activity. For one on one sessions laminating is suggested. The cards will depict a picture of an object and the bottom will have 3 different letters to choose from. Students will have to say what the picture is and then choose the correct phoneme. The can be edited for either beginning, middle, or end isolation.

Fill it in : This worksheet can be edited for either beginning, middle, or end. The worksheet will depict different pictures of object. Beneath the object will be spelled out, one phoneme will be missing from each. Students will instructed to fill in the missing phoneme. This can be edited further for struggling students. They can be provided with a letter bank, or even further by providing them with 3 options for each picture.

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To be proficient in phoneme isolation a student will need to correctly identify beginning, middle, and end sounds of words separately. Teachers can do this by verbally testing students over a period of time, or through work samples. Teachers may consider providing a visual of the word in the beginning and gradually removing the visual aid as testing progresses

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Chin drop : Every time you chin drops when speaking a word that is a syllable in the word. As a whole class activity, the teacher will stand at the front of the room and say words, being sure to enunciate and speak clearly. Students will be given a sheet with the words the teacher will say written on them. The students will place their hand under their chins, when they repeat the word after the teacher they will count how many times their chin touches their hand and write it next to the word on the sheet.

Syllable sort : Worksheet will be broken into 2 columns. Columns will be headed with the number 1 and number 2. The bottom of the sheet will be an array of pictures for students to cut out. Students will then sort those pictures based on if they are 1 syllable or 2 and paste them in the correct column.

Syllable tower : Students are provided with a picture board. They will be provided with a handful of counter blocks. Students will build towers on each picture, the tower height will be determined by how many syllables each word is.

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Teachers can create a checklist/rubric to determine mastery of syllable skills. Students should be assessed over a period of time, multiple times.

Items to consider putting on the checklist/rubric

-Students can identifying hearing multiple syllables correctly in various spoken words

-Students can correctly identify the number of syllables in a word when working on a picture sheet

-Claps the correct number of syllables in a word while saying it out loud

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Picture pick : On the left hand side of this work sheet will be a picture, on the same line on the right side of the page will be an array of pictures. Students will be instructed to choose all pictures that rhyme with the picture on the left.

Cut and paste rhyme : This worksheet will have a portion on the side with pictures for the students to cut off. The students will then match these pictures to the pictures on the sheet with which they rhyme.

Rhyme sorting sheet : The worksheet will be broken into 2 columns. Each column will be headed with a picture of an object. The bottom portion of the worksheet will be filled with various pictures for the students to cut out. The students will then sort the pictured based on which column they rhyme with.

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To determine mastery of this skill, a check list or rubric can be created. Students should show that each object on the checklist / rubric is achieved 4 out of 5 times.

Items to consider putting on checklist / rubric

-Students can identify if 2 words spoken aloud rhyme

-Students can produce a word that rhymes a word provided by teacher

-Students can match pictures that rhyme when provided with an array of match options

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After mastery students can begin to substitute phonemes to make new words, example : taking the word MAD and swapping out the /m/ for a /s/ to make the word SAD

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Once students have mastered short words like CVC words they can work towards blending longer and more complicated words and then on to phoneme segmentation

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The next step after phoneme isolation is for the students to move on to phoneme blending

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Once students have mastered syllables they can move on to separating beginning sounds from the rest of the word

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Once students have shown a mastery of rhyming, they can move on to identifying words that start with the same sound