Segmenting and Blending Phonemes in Words With Consonant Digraphs

Subject Area

English Language Arts

Grade(s)

Overview

In this phonemic awareness small group activity, the teacher will provide instruction on segmenting and blending phonemes. The students will segment words into their individual phonemes while using counters to count the number of phonemes in the word. Students will then blend the phonemes in the word and identify the number of phonemes present.

This activity results from the ALEX Resource Development Summit.

Content Standards

English Language Arts (2021) Grade(s): 1

ELA21.1.6
Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Unpacked Content

Vocabulary

Demonstrate
Phonological awareness skills
Phonemic awareness skills
Spoken words

Knowledge

Students know:

Basic to advanced phonological and phonemic awareness skills.

Skills

Students are able to:

Demonstrate basic to advanced phonological and phonemic awareness skills in spoken words.

Understanding

Students understand that:

Being able to identify and manipulate the sounds in spoken words will help improve their reading, spelling, and writing abilities.

Interdisciplinary Connections

Phase

Before/Engage

Learning Objectives

Students will push counters into Elkonin boxes as they isolate phonemes in words with consonant digraphs.

Students will attain at least 80% mastery in isolating and counting these phonemes.

Activity Details

1. Remind students that sounds are put together to make words. Tell students sometimes multiple letters work together to make one sound.

2. Show students the learning tool Basic 4 box Elkonin Boxes and explain that you will use a counter to stand for each sound in the word. Use pennies, chips, or other small counters during the segmentation activity.

3. Place four counters just above the line on the page. Model by saying a word with a consonant digraph, such as chill. Push a counter into a box on the Basic 4 box Elkonin Boxes tool for each sound as you segment: /ch/, /i/, /l/.

4. Place your index finger on the dot under the boxes and slide your finger across the page in the direction of the arrow as you blend the word: chill.

5. Ask students how many sounds are in the word (3). Point out that you pushed up three counters, one for each sound in the word. There are three sounds in the word chill: /ch/, /i/, /l/.

6. Provide each student in the group with a copy of the Basic 4 box Elkonin Boxes tool. Then give each student four counters and have them place the counters just above the line on the page.

7. Provide students with guided practice as you segment and blend the following words: chick (3), hatch (3), this (3), bath (3), ship (3), ash (2), white (3), why (2). Follow the same model as outlined above, this time with the students producing the sounds, pushing the counters, and sliding their finger to blend along with you.

8. To culminate, give students one of the following words and watch as they segment and blend the word independently: cheese (3), each (2), bush (3), share (3), what (3), both (3). Use additional words as necessary to continue independent practice.

Assessment Strategies

Observe students' performance as they independently segment and blend phonemes. Mastery is achieved when students attain at least 80% accuracy.

Acceleration and Intervention

Variation Tips

After students have mastered segmenting phonemes using counters, the sound-spelling correspondence may be introduced. To do so, have students use letter tiles instead of counters for each sound, ensuring that the consonant digraphs are shown on a single tile to reinforce the concept of one sound for the two letters.

Background and Preparation

Background / Preparation

Print and laminate a teacher copy plus one copy for each student of the Basic 4 box Elkonin Boxes tool. Secure enough counters for each student to have four, plus four counters for teacher use.

Approved Date

2019-11-06

Author

Owner (Author)

ghenderson

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