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According to Cooley (2024), phoneme isolation is "the ability to separate the beginning, medial, or final sound(s) within a word, is most often the easiest skill for children to start with" (Phoneme Isolation Section, para.1).

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Three Activities For Teaching Phoneme Isolation

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Three Activities For Teaching Phoneme Isolation

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Sound Hop: Students will hop on mats labeled with letters that match the sounds in a word. For example, students will hop on the corresponding letters to spell hat. This activity provides movement and can help kinesthetic learners.

Sound Sorting Cards: Students will sort picture cards and organize them by their beginning sound. English language learners can benefit from labeled images, and visual learners can benefit from the pictures on the cards.

"I Spy" Sound Game: Educators can ask students to find matching items in the classroom that match the sound they provide. For example, the educator can say, "I spy something that begins with /t/." Which students can answer with items, such as a table. This activity supports auditory learners.

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I determine mastery of the phoneme isolation skill when students can identify the beginning, middle, and ending phonemes in CVC words.

The next steps will be introducing them to phoneme blending by using isolated sounds.

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According to the article, "Basics: Phonological and Phonemic Awareness" (n.d.),  rhyme can be described as "words that have the same ending sound" (The 4 levels of phonological awareness Section, para.1).

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Rhyme Sorting Cards: Students will be working in a group to sort picture cards that rhyme the same. This activity supports English Language Learners through visuals and repetition.

Rhyming Bingo: Students will play Bingo, where they need to match pictures to the rhyming sounds that the educator makes. For example, the educator will say, "Match the rhyme with Cat," and students will mark the pictures for hat and bat. This activity supports group collaboration and visual learners.

Singing Rhyme Songs: Educators can play the song "Down by the Bay", where students can add in their rhymes. This activity supports auditory learners.

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I determine mastery of the rhyme skill when students can produce or match rhyming pairs.

The next steps will be introducing them to onset-rime blending. For example, the rhyme is "at" for the words "cat" and "bat."

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According to Cooley (2024), phoneme blending is "the ability to build words from individual sounds or phonemes, is a step towards understanding that whole words are made of sounds" (Phoneme Blending Section, para.1).

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Three Activities for Teaching Phoneme Blending

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Three Activities for Teaching Phoneme Blending

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Using Technology: Students can use their Chromebooks to access Starfall and play blending games. Link: https://www.starfall.com/h/ltr-classic/

This activity supports independent learning.

Stretch and Say: Educators will use a Slinky to practice stretching out words. For example, the educator can stretch out each sound in bat and have students say the full word. This activity supports visual and auditory learners.

Blending Trains: Students will use train cars that are labeled with phonemes to connect and drive the word provided by the educator. This activity supports kinesthetic learners by being hands-on.

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I determine mastery of the phoneme blending skill when students, with 90% accuracy, blend three to four phonemes in a word.

The next steps will be introducing them to phoneme segmentation using the same words.

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According to Cooley (2024), phoneme segmentation "is the ability to break words down into individual sounds or phonemes" (Phoneme segmentation Section, para.1).

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Three Activities for Teaching Phoneme Segmentation

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Three Activities for Teaching Phoneme Segmentation

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Clap it Out: Students will break a word into its letter sounds and clap per sound. This activity provides movement for kinesthetic learners.

Elkonin Boxes: Educators can work one-on-one with students where they move a token into a box for each sound. This activity provides hands-on and visual support.

Tapping and Counting: Students can tap their fingers when saying the phonemes in words.

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I determine mastery of the phoneme segmentation skill when students can orally and accurately segment CVC and CVCC words on their own.

The next steps will be integrating segmentation with spelling activities.

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According to Cooley (2024), phoneme manipulation "is the ability to delete or substitute a given phoneme in any position within a word" (Phoneme manipulation: Addition, deletion, and substitution Section, para.1)

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Three Activities for Teaching Phoneme Manipulation

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Three Activities for Teaching Phoneme Manipulation

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Letter Tile Swap: Students will use letter tiles to create an initial word and replace a letter tile to create a new one. This activity supports visual learners and kinesthetic learners by being hands-on.

Sound Change Game: Students will begin with a word and replace the beginning or ending sounds. For example, a student can say, "Say Pink. Now change the /p/ to /l/." to create a new word. This activity supports auditory learners.

Word Builder Game: Students can create their own words by changing the sounds and letters. For example, a student can combine bat and kit to create bakit. This activity is fun and allows for creativity for all learners.

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I determine mastery of the phoneme manipulation skill when students can, with 80% accuracy, manipulate the sounds in 4 phoneme words.

The next steps will be applying these skills in their independent writing. For example, creating and sounding out their sentences on their own.

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Basics: Phonological and Phonemic Awareness. Reading Rockets. (n.d.). https://www.readingrockets.org/reading-101/reading-and-writing-basics/phonological-and-phonemic-awareness

Cooley, M. (2024, February 13). Phonemic Awareness Lesson plans. 95 Percent Group. https://www.95percentgroup.com/insights/phonemic-awareness-lesson-plans/

Keys to reading: Phonemic Awareness - IMSE - Journal. IMSE. (2015, November 13). https://journal.imse.com/phonemic-awareness/