Top of the morning to you!
My kinderkids have been working really hard to isolate the sounds they hear at the beginning and end of words. We will be moving on to isolate sounds they hear in the middle of words. We will be doing a lot of work with CVC words and Elkonin boxes in the next few weeks, so I wanted to share this little St. Patty's Day phoneme segmentation activity
with you:
This activity addresses the following Common Core Learning Standards: RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words.
They will use this by placing all of their gold coins on the top of the rainbow. They will then select a card (I have sooo many picture cards to choose from, so I did not include any in the document), name what is pictured, and then slide their gold coin down the rainbow for each sound they hear. I will be using real gold coins. (Well not real gold, just plastic, but it is real to them!) I did include paper gold coins in case you didn't have the "real" ones on hand.
My kinderkids have been working really hard to isolate the sounds they hear at the beginning and end of words. We will be moving on to isolate sounds they hear in the middle of words. We will be doing a lot of work with CVC words and Elkonin boxes in the next few weeks, so I wanted to share this little St. Patty's Day phoneme segmentation activity
with you:
This activity addresses the following Common Core Learning Standards: RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words.
They will use this by placing all of their gold coins on the top of the rainbow. They will then select a card (I have sooo many picture cards to choose from, so I did not include any in the document), name what is pictured, and then slide their gold coin down the rainbow for each sound they hear. I will be using real gold coins. (Well not real gold, just plastic, but it is real to them!) I did include paper gold coins in case you didn't have the "real" ones on hand.
I would love for you to share with me some ways that you reinforce phoneme isolation and/or phoneme segmentation?
I have my kiddos use their arms to separate the sounds in the words. They start at their shoulder with the beginning sound...down to the elbow for the middle sound...down to the wrist for the ending sound. Then its back up to the top to repeat the word and sweep it down their arm. For example c (shoulder)- a (elbow)- t (wrist)- cat (sweep down the arm.
ReplyDeleteThanks for the freebie!
Elyse @
My Life With a Cherry on Top
Love Spelling City!
ReplyDeleteJennifer
First Grade Blue SKies
We also use our bodies but we touch our head for the beginning sound, waist for the middle sound and feet for the last sound.
ReplyDeleteWe also use a slinky to segment the sounds; it helps students visualize pulling the sounds apart.
jjn2home@yahoo.com
Thanks for sharing the rainbow!
ReplyDeleteWe use silly bandz or rubber bands - pulling the band apart for each sound in the word and then letting go of 1 side, snapping the band back together to say the word. We do talk about not stretching the band too far!!
nsnyder.k1@gmail.com
I usually have my kiddos stretch words with their hands, and I call it a rubber band, because rubber bands snap back together, just like we do when we segment and blend. Also, we sometimes touch our shoulder for the first sound, our head for the middle and the other shoulder for the last.
ReplyDeleteOops, I forgot the most important part of our rubber band hands. The kids clap and say the whole word after stretching it out.
ReplyDeleteI gave you the Lovely Blog Award. Please check it out on my blog.
ReplyDeletemissnguyensclass.blogspot.com