Phoneme Segmentation
Interventions:
Skill- Phoneme Segmentation
Intervention – Phoneme Segmentation
Source or adapted from – RISE, Module 2
Two-phoneme words are the beginning point for teaching phoneme
segmentation. Begin with consonant-long vowel combinations, such as
day, see, and go. Then move on to long vowel-consonant combinations,
such as ape, each, and oak. Finally, present short vowel-consonant
combinations, such as at, itch, and up.
Materials:
No materials are needed.
Instructions for administration:
Introduce the task:
“Words are made up of sounds strung together. We are going to practice
hearing and saying the sounds in words. Let’s try it. Say the word no. No
has two sounds: /n/…/oa/. No…nnnooo…/n/…/oa/. Say it with me:
No…nnnooo…/n/…/oa/.”
Present the activity:
“I’ll say a word three times. First I’ll say it in the regular way. Then I’ll
stretch it out. Then I’ll say the two sounds in the word. I want you to say
the word after me, just the way I say it.”
When you say the words a second time, elongate the continuant consonant
sounds and vowel sounds and repeat consonant sounds that are stops three
times.
Consonant-long vowel:
my…my…/m/…/ie/
say…say…/s/…/ai/
toe…toe…/t/…/oa/
show…show…/sh/…/oa/
Long vowel-consonant:
oak…oak…/oa/…/k/
ice…ice…/ie/…/s/
ape…ape…/ai/…/p/
each…each…/ea/…/ch/
Short vowel-consonant:
odd…odd…/o/…/d/
up…up…/u/…/p/
edge…edge…/e/…/j/
itch…itch…/i/…/ch/
Skill- Phoneme Segmentation
Intervention – Elkonin boxes
Source or adapted from - “In the Trenches” notebook
Materials:
Three or four counters and a paper divided into 4-5 Elkonin boxes:
Instructions for administration:
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Give student an Elkonin box and three or four chips.
Example: Say: (“Let’s segment the word “at” into its phonemes”)
Ask the student to repeat the word while pulling down one chip per phoneme
(/a/…/t/).
Then have the student touch each chip while segmenting the word.
Review three to five words per session until the task becomes automatic for
the student.
Move from two phoneme to three and four phoneme words once the student
becomes proficient.
Skill- Phoneme Segmentation
Intervention – Segmenting and counting phonemes
Source or adapted from - RISE, Module 2
Materials:
Each child should have 6 tokens our counters in separate piles of three in front of
the child on the table or desk.
Instructions for administration:
Introduce the task:
“I’m going to say two words. I want you to listen and tell me which word
has more sounds. Then we’ll use counters to see if the answer is right.
Let’s try it together. Which word has more sounds – nice or ice? If you
said nice, you would be right. Nice has three sounds - /n/…/ie/…/s/. [Push
up a counter for each sound as you pronounce it.] Ice has only two sounds
- /ie/…/s/.”
Present the activity:
“Listen to the words and tell me which has more sounds. Then we’ll use
our counters to see if the answer is right.
Which has more sounds…”
itch or rich?
heat or eat?
ill or will?
late or ate?
beach or bee?
mice or my?
row or road?
heap or he?
way or wait?
Skill- Phoneme Segmentation
Intervention – Segmentation of Words into Syllables: Clapping Syllables
Source or adapted from – RISE, module 2
If child is having difficulty segmenting words into separate phonemes, it
may help to introduce segmentation of words into syllables and then into
onsets and rimes (following activity). Before attempting to teach
segmentation of words into syllables, establish that the student can master
segmentation of sentences into words. Ask the student to clap each word
as you say sentences made up of three to five words.
Materials:
No materials are needed.
Instructions for administration:
Introduce the task:
Substitute the first names of children in your group for the names in this model
script:
“Names are not all the same length. Tim is a short name. Say the name
and clap the syllable. Tim. The name Tim has just one part. That part is
called a syllable. Jessica is a longer name. Say the name and clap the
syllables. Jes-si-ca. The name Jessica has three syllables.”
Present the activity:
“Let’s count the syllables in everyone’s name. (Say a child’s name.)
Repeat it, clapping the syllables. How many syllables did you hear?”
“Now let’s take turns saying our names and clapping the syllables. Say
your first and last name. (Have children clap and count the syllables in
their first and last names.)
Skill- Phoneme Segmentation
Intervention – Segmentation of Words into Syllables: Counting Syllables
Source or adapted from - RISE, module 2
Materials:
Each child should have 5 tokens or counters placed in front of the child on the
table or desk.
Instructions for administration:
Introduce the task:
“We are going to count the syllables in some words we know. I will say a
word, and I want you to say the word in syllables. Each time you say a
syllable, you should move one of your counters. So, if I said elephant, you
would say el-e-phant and move a counter for each syllable.” Repeat the
word, moving the counters as you do. El-e-phant.
Present the activity:
“Listen to each word. Then say it in syllables and move a counter for each
syllable.”
pocket
pencil
teacher
kitten
garden
window
hamburger
sidewalk
telephone
newspaper
kindergarten
library
Skill- Phoneme Segmentation
Intervention – Segmentation of Words into Onset and Rime – identify onset
Source or adapted from - RISE, module 2
Materials:
No materials are needed.
Instructions for administration:
Introduce the task:
“Sometimes when you take away the first sounds in a word, you end up
with a different word. Listen: s-s-s-s-and…and…s-s-s-s-and…and. Now
say it with me: s-s-s-s-and…and…s-s-s-s-and…and. When you take away
/s/ from sand, you get and. Let’s try another one: f-f-f-f-ox…ox…f-f-f-fox…ox. Say it with me: f-f-f-f-ox…ox…f-f-f-f-ox…ox. What sound do you
take away from fox to get ox?
Present the activity:
“I will say two words. I want you to say them after me. Then tell me the
sound that’s taken away from the first word to get the second word.”
farm…arm
hand…and
vat…at
sold…old
rice…ice
shark…ark
mask…ask
near…ear
think…ink
fair…air
ball…all
chin…in
Skill- Phoneme Segmentation
Intervention – Segmentation of Words into Onset and Rime
Source or adapted from - RISE, module 2
Materials:
No materials are needed.
Instructions for administration:
Introduce the task:
“I’ll say a word. I want you to say the first sounds in the word and then the
rest of the word. If I said part, you would say /p/…art. If I said start, you
would say /st/…art. Let’s try it together. Part…/p/…art. Start…/st/…art.”
Present the activity:
“I will say a word. Then you will say the first part of the word and the rest
of the word.”
hit
feel
wheat
pitch
pup
flat
slice
plant
grape
brick
thin
drum