Phonemic Awareness
Teaching Strategies and Examples: Phoneme Segmentation
Strategically Integrate Familiar and New Information
- Recycle instructional and practice examples used for blending. Blending and segmenting are sides of the same coin. The only difference is whether children hear or produce a segmented word. Note: A segmenting response is more difficult for children to reproduce than a blending response.
- Concurrently teach letter-sound correspondences for the sounds children will be segmenting in words.
- Make the connections between sounds in words and sounds of letters.
- Use phonologic skills to teach more advanced reading skills, such as blending letter-sounds to read words.
Example: "Listen, my lion puppet likes to say the sounds in words. The sounds in mom are /mmm/ - /ooo/ - /mmm/. Say the sounds in mom with us. "
Example: Letter sound /s/ and words sun and sit. Put down letter cards for familiar letter-sounds. Then, have children place pictures by the letter that begins with the same sound as the picture.
Non-example: Use letter-sounds that have not been taught when teaching first sound in pictures for phoneme isolation activities.
Example: After children can segment the first sound, have them use letter tiles to represent the sounds.
Non-example: Letters in mastered phonologic activities are not used. Explicit connections between alphabetic and phonologic activities are not made.
Example: (Give children a 3-square strip and the letter tiles for s, u, n.) Have children do familiar tasks and blending to teach stretched blending with letters.
Video Clip Example: Phonemic Segmentation
Specific Skill: Segmenting the individual sounds in words with letter tiles using one-syllable phonetically regular words as examples (e.g., mop, sad)
Skills taught prior to this clip were:
- Letter-sound correspondences of the most common sound associated with individual letters
- Blending of separate phonemes
Things to look for in this clip:
- What the teacher does:
- Previews how to segment words into phonemes
- Uses finger to track the individual sounds in words
- Provides reminders to students to segment words
- What the student does:
- Confirms responses by sounding out words
- Says sounds corresponding to letter tiles
- Responds in unison with teacher
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Phonemic Segmentation |
The next instructional objectives for this group:
- Continue sequential segmentation with new sounds
- Spelling single-syllable regular words correctly and independently
Instructional Materials used in this clip:
Simmons, D. & Kame'enui, E. (1999) Optimize. Eugene, OR: College
of Education, Institute for Development of Educational Achievement, University
of Oregon.