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Matching ryming words as pairs

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 Phoneme manipulation: This activity encourages students to use different phonemes to make new words. This activity encourages the use of digraphs to further their sound knowledge, This website has free printable as well. 

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 Phoneme manipulation: This activity encourages students to use different phonemes to make new words. This activity encourages the use of digraphs to further their sound knowledge, This website has free printable as well. 

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http://www.teach-me-mommy.com/2015/05/phoneme-manipulation-sticky-notes.html

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Verbal activity

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Verbal activity

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Phonemic awareness- the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words are made up of sequences of speech sounds (Yopp, 1992) The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllabes into constituent sound units (Lyon, 1995)
The research is very clear on the important role phonemic awareness plays in the reading process. Children must understand that language is comprised of spoken words and that those words can be broken down into separate sounds. The child's level of phonemic awareness upon entering school is one of the strongest indicators of how well he/she will learn to read. The exciting part is that, as teachers, by assessing our students' phonemic awareness skills early on, we can identify those who may be at risk for reading difficulties and provide intervention right away. Research also indicates that phonemic awareness skills can be developed through instuction and that by doing so, the child's reading and writing development improves.

Phoneme segmentation is one of the later developing skills on the hierarchy of development. By the six years of age 80%-90% of children can segment single syllabes with 2 or 3 sounds without blends ("cat"- /c/ /a/ /t/) and by 6 1/2 are able to segment 3-4+ phoneme words including blends ("black"- /b/ /l/ /a/ /k/). After you assess your students and identify those who need extra help with this skill, try some of the following activities.

1. Doggie Where's My Bone. Although this activity is not technically a segmenting activity, I like to start with Doggie, Where's My Bone so that the students begin to pay attention to individual sounds in words. With this activity, you will give the students a word and then a sound ("bug" /u/). Their job is to put the bone either on the head, body or tail to indicate the position of the sound. So simple, but the kiddos love it!

Download the Doggie, Where's My Bone activity for FREE from my Teachers Pay Teachers store.

2. Breaking Up Words. Another early phonemic awareness segmenting activity I like is the Breaking Up Words activity. This activity has a one-to-one correspondence with the dots on the card and the number of sounds in the word. Be sure to provide a lot of modeling and practice during this part of your intervention program. You can gradually decrease the amount of prompting you provide as the students improve.

The Breaking Up Words activity is also available in my TpT store.

Once the students are successful with the one-to-one correspondence activity and are pretty much independent with this, we can then increase the difficulty of the task by not providing the one-to-one correspondence component. Now the fun begins! You can alternate any one of these activities- so mix it up to keep it interesting.

3. Beads. A few months back I wrote a blog post and included a video on how to make and use the beads during intervention. Click HERE and you'll be directed to that post. Here's the gist- say a word and have your students move a bead for each sound in the word.

4. Push lights. Okay, not my original idea, but it's brilliant. I wish I could have tracked down the person who thought of it. These are battery operated push lights originally intended for night lights. Simply push the button and the light turns on. You'll need at least 4 lights. Have the student push the button (turn on the light) for each sound in a word. These lights can be purchased in most large department stores.

5. Balls. This is another quick and easy mix it up activity. Give each student a ball and have him/her toss the ball up in the air for each sound in the word. I just use the small foam balls that you can purchase at any dollar store.

6. Squaring Up. The Squaring Up activity is a really good activity for teaching segmentation. First place a plastic tile (you can use bingo chips if you wish) under each square and have the student say the word and move the a tile for each sound in the word while saying the sounds.

The Squaring Up activity can be found in my online Teachers Pay Teachers store.

7. How Many Sounds? This activity is another favorite of mine. By writing the correct number of sounds on the back of each card, you can turn this into an independent learning activity for a center. You can use library pockets or labeled cups for this activity.

You can find the How Many Sounds? activity in my TpT store.

8. Race Car Blending. You can teach blending and segmenting together. This activity is an all-time favorite with the boys. Students use their cars and drive over the letters slowly while saying the sounds. They eventually speed up so that the word is blended at a normal speed. Just remember that the goal is to teach blending and not so much the letters/sounds. So, you'll likely have to provide the sounds before beginning the activity.

The Race Car Blending activity is available in my TpT store.

Sometimes I just can't come up with 2-, 3- and 4- phoneme words off the top of my head. I created this cheat sheet to help.

Click the following link to download the FREE pdf Phoneme Segmentation Words

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8 Great Ideas for Teaching Segmenting and Blending - Make Take & Teach

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Phonemic awareness- the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words are made up of sequences of speech sounds (Yopp, 1992) The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllabes into constituent sound units (Lyon, 1995) ...

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Robot Talk- explores second Stage phoneme blending through shared experience - hearing separated sounds and blending together

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Robot Talk- explores second Stage phoneme blending through shared experience - hearing separated sounds and blending together

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Phonics puzzle with Popsicle sticks.
Similar to dominoes, this game starts with a CVC word and students have to add a popsicle stick to one end that rhymes with the first word and a new word. This can be done orally also.

By passing an object around a circle (ball), each student must say a word that rhymes and give a new CVC word for the next person to rhyme with.

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Phonemic manipulation - sound deletion where a sound is being deleted.  Using the same cards, students could substitute the beginning sound with the sound to be deleted.

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Phonemic manipulation - sound deletion where a sound is being deleted.  Using the same cards, students could substitute the beginning sound with the sound to be deleted.

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Jess, Shelby and Mary

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Activities that support skills of manipulating sounds in words.

1. Sound deletion

Being able to delete or add sounds in words is an important skill to develop as it helps students test alternatives for reading and spelling. Many students who have problems with hearing sounds in words will struggle to be able to do this at first. For instance, get students to say a word without the first sound. Again, you can start with your simple CVC words. For example, say ‘mat’ without the ‘m’. Say ‘Tom’ without the ‘t’.

2. Sound substitution
Ask students to change ‘mat’ into ‘sat’ or ‘spend’ into ‘spent’. Change ‘spent’ into ‘pent’. Before they go ahead and make the new word you may like to discuss which sound they are changing. Is it the first, second or third sound? When doing this activity it’s important to only change one sound at a time. The words don’t always have to be real words either. This is really fun to do with made up words. For example, change ‘block’ into ‘blon.’ This helps students really listen to the sounds in the words. For example: mat – sat – sit – sip.

3. Silly sound games

This is a fun activity to do with younger children. First pick a category to focus on, such as animals, names or colours. Pick one thing from the category, such as the colour black. Then ask your students to change the first sound in black to make new silly words. It could go something like: black, glack, slack, clack, plack…. This is a simple activity that can be done while your students are sitting in a circle on the mat.

4. Change the sound

Start by writing on the board a word, such as tram. Then circle or underline one of the sounds in that word.

Select a student to change that sound to a new one to make a new word, then write that word down.

Again in the new word circle/underline one of the sounds that is to be changed.

Website : http://topnotchteaching.com/lesson-ideas/phoneme-manipulation/

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Phoneme segmentation is essential in developing reading and writing skills. The following activity is an example of how to teach Phoneme segmentation.

Teacher: Show the students a series of 4 images side by side

(up, mum, pot, bat)

Say the ‘m’ sound to the students. Discuss each of the images, and then allow the students to segment the ‘m’ sound and select which image begins with the target sound.

retrieved from http://aacliteracy.psu.edu/index.php/page/show/id/5/

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Group, whole class or individual.
Start with a train and one car.
Give the train a letter, for example, the sound /m/.
The the next car becomes the rime, for example /an/.
The train makes its circuit, with each child remembering and saying the sounds of the two parts individually (/m/, /an/).
After the train has completed its round, the next person replaces the sound for one part of the train. (This can be decided on by the teacher, depending on the focus of the task and the ability level of the students).

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This activity supports phoneme blending.
Students use a car to drive over the word while sounding out the letters while they are driving over the letter. They'll speed up and eventually blend the graphemes to say the whole word.

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This activity supports the phonemic awareness skills of segmenting and isolating.

Ask students to clap and count the syllables in their own name.

Once they have counted the syllables, have them place two fingers horizontally on their chins so they can feel their jaw drop for each syllable.

Chant "Bippity, bippity, bumble bee, tell me what your name should be".

Point to a student and the child says his name out loud.

As a class then repeat his name doing the following:
"clap it" (children say the name and clap the syllables)
"whisper it" (children whisper the name in the syllables)
"silent!" (children say the name with their fingers on their chins)

Retrieved from:
http://www.readingrockets.org/article/phonemic-activities-preschool-or-elementary-classroom

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This activity supports the phonemic awareness skills of segmenting and blending.

Follow these steps:

1. As the robot leader, say this rhyme in a robot voice and have the students respond: "I am a robot. Can you help me? Can you tell me what I see? I see a c/a/p/."

2. Encourage the students to repeat the rhyme in "robot talk" and blend the final word to answer the robot's question.

Virginia Department of Education. (1998). Early Intervention Reading Initiative Supplemental Resources for Teachers.

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Objective: Given a compound word, onesyllable word, or two-syllable word, students will delete one part or syllable and say the new word.
Materials: Compound list Word list for teacher

1. Tell students that some words are two words put together to make one word.

2. Tell them a compound word, then ask them to take away part of the word and say the word that is left.

3. Model the task by saying the word, saying the part you will leave off, and saying the new word. For example, “The word is baseball . I will take away base . The new word is ball .”

4. Model by having students do it with you. For example, “Say daytime .” (You and the students say daytime together.) “Take away day .” (Students do this in their heads and do not say anything.) “Say the new word with me.” (Students say the new word with you.) “ Time .” Repeat with students saying the new word as a group

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This activity supports the phonemic awareness skills of segmenting and blending.

Write the song “Sound It Out!” (see below) on chart paper.

Sing the song to the tune of “If You’re Happy and You Know It'”.

At the end of the song, say a word in parts for children toorally blend. For example, /s/ /a/ /t/.
Sound It Out!

SONG:
If you have a new word, sound it out!
If you have a new word, sound it out!
If you have a new word, then slowly say that word.
If you have a new word, sound it out!