Segment and Write & Where's the Sound

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Segment and Write: Once students have an understanding of segmentation and the placement of sounds/letters within a word, they can begin to segment words into all of their sounds. This can be done by having students spell simple CVC words.This activity helps students to link both phonemic awareness and the alphabetic principle. They are able to both spell and read the words, which is powerful as they learn to decode more fluently.

Where’s the Sound: Students naturally hear the first sound in words. It is the easiest sound for them to hear which makes it a great place to start. Then move on to the ending sound!

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OR

Segment and Write: Once students have an understanding of segmentation and the placement of sounds/letters within a word, they can begin to segment words into all of their sounds. This can be done by having students spell simple CVC words.This activity helps students to link both phonemic awareness and the alphabetic principle. They are able to both spell and read the words, which is powerful as they learn to decode more fluently.

Where’s the Sound: Students naturally hear the first sound in words. It is the easiest sound for them to hear which makes it a great place to start. Then move on to the ending sound!

GET ALL ACCESS NOW!

OR

Segment and Write

How to Prepare:

  • Give each student a three square segmentation box and a handful of letters. Be sure to plan words ahead of time. (sit, sat, fat, fit)

Directions:

  • Ask students to segment the word sit by touching the box as they say each sound /s/ /i/ /t/.

  • Walk students through the process- What sound do you hear first? Do you see that letter/sound? Let’s put that letter in the first box. What is the next sound you hear? And so on

  • When students have successfully placed all letters inside the box, ask them to touch each letter, say the sound, (segmentation) and then blend the word back together!

Where’s the Sound?

Directions:

  • Give each student an onset rime grid and a handful of letters.

  • Ask students to break the word into two parts (onset-rime) several times cat /c/ /at/

  • Then draw their attention to the first box.

  • What sound do you hear in this box? c

  • What is the first sound in cat? /c/

  • Can you find the /c/ sound and move it in the box?

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