3.1 Prepare for Phoneme Segmentation and Blending Instruction
Phoneme Segmentation and Blending
Phoneme Awareness Word List
Picture Cards for Instruction
Use this free set of printable picture cards for phonological awareness instruction.
Use this free set of printable picture cards for phonological awareness instruction.
Picture Cards for Student Activities
Use this free set of printable picture cards for independent student practice.
Use this free set of printable picture cards for independent student practice.
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Monique Ealey: Today we are going to stretch and shrink the word map. When we stretch and shrink a word, we say all the sounds slowly so we can hear the individual sounds but still hear how they are connected. Watch and listen as I stretch and shrink the word map. Mmmmaaaaaap. Map! What was the first sound that you heard? /m/. What was the second sound? /ă/. And what was the last sound? /p/. Map.
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Fadia Olrich: So, the roller coaster strategy helps us figure out the sounds in words, especially the middle vowel sound, because sometimes that gets a little tricky, doesn't it? So, we're going to use our roller coaster strategy to help us with those sounds. So, watch this first word. This word is met. Say met.
Students: Met.
Ms. Orlich: So, watch what I do. I'm going to start at the bottom of the roller coaster.
Ms. Orlich and students: /m/, /ĕ/, /t/. Met.
Ms. Orlich: Good.
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Monique Ealey: Finger stretching is a strategy we can use to break words into each one of its individual sounds. Watch and listen as I finger stretch the word bed: /b/, /ĕ/, /d/, bed. How many sounds did we say in bed? Three. What was the first sound? /b/. What was the middle sound? /ĕ/. What was the last sound? /d/. Bed.
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Carla Stanford: These are called sound boxes. [Ms. Stanford points to boxes drawn in a row on a white board.] I'm going to say a word. I'm going to have you repeat the word and then we are going to push the two, the first two sounds in the word, and you can tap, so it will go like this. We'll do a practice. The word is block. Repeat.
Students: Block.
Carla Stanford: Tappers up.
Carla Stanford and students: /b/, /l/ ...
Carla Stanford: Did you hear that? '/b/, /l/, /ŏ/, /c/. Block. Excellent.
