It is important that the children have plenty of experience of listening to adults modelling oral blending before they are introduced to graphemephoneme correspondences. For example, when giving children instructions or asking questions the adult can segment the last word into separate phonemes and then immediately blend the sounds together to say the word e.
It s time to get your c-oa-t, coat! Who can touch their f-ee-t, feet? Use only single-syllable words for oral blending. Oral blending can also be modelled from time to time when books are being shared, particularly rhyming books where the last word in a rhyming couplet could be segmented into separate sounds and then blended by the adult.
Introduce to the children a soft toy that can only speak in sound-talk. The children see the toy whispering in the adults ear. To add to the activity, as the toy whispers the adult repeats the sounds, looks puzzled and then says the word straight afterwards. For example: What would Charlie like for tea today?
The toy speaks silently in the adult's ear and the adult repeats 'ch-ee-se' looking puzzled and then, says with relief ' cheese!
Say ch-ee-se: the children repeat 'ch-ee-se'. Ask the toy again What else would you like? Be careful to think of items with names of only single syllables e. Use different scenarios: What does the toy like to do in the playground? As the children become more confident, make some errors blend skim for skip, for example, and ask them to catch you out by giving the correct blend.
Ca n you sing? Or ask the toy the colour of his bike, his bedroom walls, his jumper, etc. Lay out a selection of familiar objects with names that contain three phonemes e. Check that all the children can recognise each object. This strategy can also be extended into continuous provision.
I have a robot that started life as a cardboard box, that now has a hole cut out for a mouth. Give the children some pictures of CVC words, and show them how to say each word like a robot and then post the picture into its mouth. Feeding the robot is great fun, and some children will attempt this activity independently for a long time.
This game is a great bridge between orally blending and segmenting and reading later on. Get the children to show you three fingers. Again, I always get the children to repeat the word at least three times to start with.
Then repeat with different words. This activity mimics the mechanics that are employed when children begin to sound out words. The way to teach this is to get them to point to and say each sound in turn, and then go back to beginning and sweep under the whole word whilst saying it.
This is because the children will copy you in mirror image — if you go right to left, they will go left to right which is of course what you want! This will have benefits later on when they begin to read words. Have a puppet and a bag of simple objects, each with three sounds in their names, e.
The puppet picks out an object and the children try to say the name of the item in sound talk. Model segmenting in context whenever you can. This gives it context, and makes it as simple as possible for the children to understand. Can you do up your z-i-p. Select three volunteers, and give each of them a CVC object e. One at a time the children have to segment their object, e. To make it easier practice saying all of the objects like robots before you begin the game.
This can also be a brilliant blending game. This is a great activity to throw into any music session when the children are all holding instruments. Give the children a word, e. Rhythm sticks are one of my favourite early phonics resources. They are fantastic for experiencing a range of phonic skills, including segmenting. The technique is similar to the segmenting band. Give them a word and get them to hit the sounds of the word on the rhythm sticks.
This is another activity that works well thrown into any other structured time or carpet-session. Get the children to stand up and then give them a word, e. Repetition breeds confidence which in turn generates success. This game could be done for clapping, clicking, blinking etc. Be creative!
This is a more active version of the three fingers game. Moving from left to right, they clap three times one clap to their left hand side, one clap in front of them, and one clap to their right. Family Consumer Sciences. For All Subjects. Instructional Technology. Occupational Therapy. Oral Communication. Physical Education. Problem Solving. Professional Development. School Counseling. Special Education. Speech Therapy. Tools for Common Core. For All Subject Areas. Shows resources that can work for all subject areas.
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Whole Courses. Word Walls. Don't see what you looking for? Some filters moved to Formats filters, which is at the top of the page. All Resource Types. Results for segmenting and blending games 2, results. Sort: Relevance. Use this Phonemic Awareness game to target phoneme segmentation, phoneme blending, and phoneme manipulation addition, deletion, and substitution in a fun way with over. Activities , Games , Task Cards. Show more details.
Syllables can also be represented with blocks or rods on a table. Free Syllable Picture and Number Cards. Here are some ideas for how to use them:. This segmentation can help children to read and spell by analogy but can also lead to undue focus on the initial sound and guessing of the rime in reading. A visual and tactile support for this concept is saying the word with hands together, palms inward, and moving them out from each other as each sound in the word is said in order.
Sound buttons in a phoneme frame. Battery-operated push lights are an attractive variation on this idea. Start with segmenting words made up of two phonemes then contrast these with words of three phonemes before moving on to longer words. Phonics Hero incorporates phoneme segmentation without letters in the first spelling game on each level. It can be hard for children to hear the component sounds in consonant blends, especially in the final position, e. Fingers can be used to count sounds.
Game activities for segmenting include:. Blending is the inverse of segmenting. Teaching the two skills side by side will help children to understand that relationship. Begin instruction in blending with compound words. Say each segment with a time-lapse long enough to challenge working memory e. When segmenting words into phonemes, the child stretches the word and his elastic band or slinky.
When he blends phonemes, he pushes the sounds hands, elastic band or slinky back into the original position. If he is using a phoneme frame, he can be asked to slide his finger quickly underneath each box, saying the sound in each box in order. The child should keep saying one sound until he identifies the next, not take a break between sounds, as this overloads working memory. The aim is smooth transition from one sound to the next.
Words ending in a stop sound can be added when blending of continuous sounds has been mastered.
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