Activity Description

Preparation:

1. Gather blocks or other similar objects, three for each student
        a. Blocks should have no visible writing or pictures
2. Create a list of 2-sound words that begin with consonants and that make 3-sound words when another
    consonant is added at the beginning
        a. For example “lay” can become “play” or “low” can become “slow”
 

Implementation:

1. Have the class sit at desks or on the carpet and provide each of the students with 3 blocks or plastic
    cubes
2. Explain that the blocks will be used to represent the sounds in a word
3. Provide an example of a 2-sound word, for example, “up”
        a. Say each sound individually, “/u/…/p/” and point to a block while you say it
4. Pronounce one of the 2-sound words that begin with a consonant, for example, “lay”
5. Have students represent each sound they hear using the blocks
6. Say a new word that rhymes with the first word but begins with a consonant blend  
        a. The new word should be presented sound by sound, for example, “/p/…/l/…./ay/”
7. Have the students select blocks to represent the new, 3-sound word
8. Have the students point to the blocks in sequence and repeat the 3 sounds continuously and as fast as
    they can to eventually sound out the full word
9. Ask a student to share the word with the class
10. Explicitly review and compare each pair by repeatedly removing and replacing the leftmost block as the
     two words are enunciated in time:  “lay…play…lay…play”  
         a. Repeat as many times as needed
11. Introduce a 3-phoneme word that begins with a consonant blend and slowly and distinctly pronounce the
      3 sounds, for example, “/g/…/r/…/ow/”
12. Have students independently represent the 3 sounds with their blocks and repeat them in sequence until
      they synthesize the word
13. Have one student share the word they have made
14. Have the students find a 2-sound rhyming word within the word “/r/…/ow/” by taking away one of the
     sounds, and represent it using the blocks
15. Invite students to tell you what word they found

Adaptations For

English Language Learners/ESL:

- Where possible, provide picture cards that demonstrate the meaning of the word
- Allow extra time for students to discern sounds

LD/Reading & Writing Difficulties:

- Use same-skill groupings for ease of facilitation
- Provide picture cues

Cultural Appropriateness & Diversity:

- Use words that are familiar and relevant to all students

Differentiated Instruction:

- Divide the class into smaller same-skill groups and provide different levels of challenge
  a. For example, for more advanced students, represent 2 and 3-sound words with pictures 
     and have students figure out which word has more sounds

Related References

Source:
Adams, M., Foorman, B., Lundberg, I., Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes Publishing.

Evidence:
Yeh, Stuart S., Connell, David B. (2008) Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31(2), 243-256.