Phoneme segmenting fluency
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| ==What to do== | ==What to do== | ||
| - | #Assemble a stack of about ten cards with words for students to segment. Include simple CVC words but also words with letter combinations (eg, ''ship''), initial and final blends (''trap'', ''lamp''), more than three sounds (''glass'') and more than one syllable (''pencil''). | + | #Assemble a stack of about ten cards with words for students to segment. Include simple CVC words but also words with letter combinations (eg, ''ship''), initial and final blends (''trap'', ''lamp''), and more than one syllable (''pencil''). |
| #'''Now let's play a game. We're going to try to go through this stack of cards as fast as we can. I'm not going to show you the card; I'm just going to read the word fast, and you have to read it slowly. So if I say ''rock'' you say ''rrroook''. Let's see how fast we can go. My turn first.''' | #'''Now let's play a game. We're going to try to go through this stack of cards as fast as we can. I'm not going to show you the card; I'm just going to read the word fast, and you have to read it slowly. So if I say ''rock'' you say ''rrroook''. Let's see how fast we can go. My turn first.''' | ||
| #Next, model taking the top card of the stack, reading the word, and segmenting it after a pause. Continue through the stack. | #Next, model taking the top card of the stack, reading the word, and segmenting it after a pause. Continue through the stack. | ||
Revision as of 02:47, 31 December 2007
| Activity Type: Build Fluency |
| Activity Form: Standard |
| Grade: K, 1 |
| Group Size: Small Group, Whole Class |
| Length: 10 minutes |
| Materials: - |
| Goal: Given a spoken word, the student can segment it into separate phonemes with automaticity ( "mat" -> /m/ + /a/ + /t/ ) |
| Items: A list of words of increasing difficulty: CVC, CCVC, CVCC, etc |
What to do
- Assemble a stack of about ten cards with words for students to segment. Include simple CVC words but also words with letter combinations (eg, ship), initial and final blends (trap, lamp), and more than one syllable (pencil).
- Now let's play a game. We're going to try to go through this stack of cards as fast as we can. I'm not going to show you the card; I'm just going to read the word fast, and you have to read it slowly. So if I say rock you say rrroook. Let's see how fast we can go. My turn first.
- Next, model taking the top card of the stack, reading the word, and segmenting it after a pause. Continue through the stack.
- Do you think you can go faster than I did? (Or, if students are still mastering the skill, Do you think you can go through the stack without making a mistake?) Call on a single student in the group. Read the first word: Say this word slowly. If the student is incorrect, correct him, have him repeat your answer, and move to the next card. Praise correct answers.
- Select the next student, shuffle the stack, and repeat until all students in the group have worked through it.
- Okay, now let's go faster. Shuffle the stack of cards and repeat with students in the same order, but encouraging them to go faster.
- If time and focus allow, shuffle and repeat at an even faster pace.
- For students who struggle, give them help and make a note in an Activity Log.