Activity Description

Preparation:

1. Gather three blocks for each student
   a. Blocks should not have writing or pictures on them
2. Create a list of approximately 20 words which contain two or three phonemes
   a. Include many words which contain three letters but can also yield common two-phoneme words when a
       letter is removed, such as “cup” and “up” or “cat” and “at”
 

Implementation:

1. Invite the students to sit in a large circle
2. Provide each student with three blocks
3. Tell students that you will be using one block to represent each sound in a word
4. Give an example of a two-sound word, emphasizing each phoneme
    a. For example, “it”…/i/ /t/
      • Place two blocks in front of you and restate the word
      • Point to each block as you slowly say each sound
5. Present a new two-sound word, emphasizing each phoneme
    a. For example, “at”
6. Have the students attempt to select the appropriate number of blocks to represent the sounds they hear
    a. Ask students to explain their thinking
7. Explain that words may have more than two sounds
8. Add an additional sound to your chosen word
   a. For example, “cat”
9. Have students repeat the word together
10. Demonstrate how you have simply added an additional phoneme to your first word by placing a block to
      the left of your blocks
     a. Pronounce the whole word again, distinctly stating each phoneme while pointing to the corresponding
         blocks
11. Have students identify the number of blocks needed to represent the sounds they hear in a new
      three-sound word
     a. For example, “cup”
12. Ask students to take away the first sound they hear and the block that represents that sound
    a. Have students identify the new word they have created and explain their thinking
13. Present the class with a new word
     a. Have the students work with a pair to decide how many blocks are required
     b. Invite students to share their thinking
 

Adaptations For

English Language Learners/ESL:

- Use commonly used words to start

LD/Reading & Writing Difficulties:

- Use physical objects or pictures to represent words (for example, a picture of a cat or a toy car)

Cultural Appropriateness & Diversity:

- Use words that are culturally inclusive

Differentiated Instruction:

- Ensure peer assisted learning

Related References

Source
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). Phonemic Awareness in Young Children: A Classroom Curriculum. Baltimore, MD: Paul H. Brookes Publishing Company.

Evidence
Ball, E. & Blachman, B. (1988). Phoneme Segmentation Training: Effect on Reading Readiness. Annals of Dyslexia, 38(1), 208-225.