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1 Learning Resource for Key rea: Spelling and Decoding phonemic awareness program targeting CVC segmenting. Phonemic awareness is strongly associated with early literacy achievement. Within this resource, segmentation is targeted. Segmentation represents an immediate precursor to CVC spelling ability. The PLD developmental 5 step phonological awareness process has been designed by Speech Pathologists for use in schools. The colour card sets form the basis of recommended explicit 5 minute instruction sessions. The instructions on pages 10 to 13 provide clear guidelines on how to effectively teach segmentation. These instructions can form the basis of assistant and parent education. When is used in conjunction with The Pre-Literacy Screen it forms a significant component in a school s preventative early intervention strategy. To assist the implementation of an early year s strategy refer to the following Implementation Process on pages 6 to 9. The Pre-Literacy Screen order on-line at COPYRIGHT INFORMTION 2010 (Publisher) - Written by Diana Rigg Illustrations by Deborah Walter, Cara Young and Joanne Hopkins Revised Edition Phonemic wareness Program Targeting CVC Segmenting. ISBN First Edition Phonemic wareness Program Targeting CVC Segmenting. Revised Edition Phonemic wareness Program Targeting CVC Segmenting. Revised Edition Phonemic wareness Program Targeting CVC Segmenting. This resource is copyright under the Copyright ct, 1968 (Cth). ll rights reserved. Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a reasonable proportion being no more than 10% or one chapter, at any given time, for educational purposes only. rtistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright ct Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent from PLD Organisation Pty. Ltd. This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher () prohibits the loaning or onselling of this master for the purposes of reproduction. Please visit for our extended Copyright Guidelines.

2 Overview Of Contents Note From The uthor 3 Phonological and Phonemic wareness 4-5 Phonological wareness and Pre-Literacy Development 6-7 Implementation Process 8-9 Instructions for Segmentation ctivities 1 to Card ppendix 14 Segmentation ctivity 1 What are the 3 sounds in this word? These cards have BLUE borders. Segmentation ctivity 2 What are the sounds in...? These cards have RED borders. Segmentation ctivity 3 Board Games - What are the sounds in the word...? Set : These cards and board have YELLOW borders. Set B: These cards and board have ORNGE borders. Set C: These cards and board have PURPLE borders. Segmentation ctivity 4 What are the sounds in the word...? These cards have GREEN borders. Segmentation ctivity 5 Segmenting 3 sound words without pictorial support. This card has a PINK border. 2 Contents

3 Note From The uthor It is common practice for day care centres, kindergartens, and other early childhood services to introduce formal literacy concepts. The intention is an admirable one; to provide children with some early literacy skills. However, the negative side of presenting formal literacy concepts without attention to their pre-requisite skills is that it will often produce complications for a significant number of children. There is a developmental time for the introduction of concepts such as the alphabet, reading and spelling. This ideal time for teaching such skills is not determined by a child s age but rather their acquisition of other base pre-requisite skills. The presence of pre-requisite skills determines a child s readiness for the introduction of formal literacy concepts. Hence despite the research supporting the importance of phonological awareness it is still common practice to overlook the importance of this range of skills prior to embarking on reading, spelling and phonics. Phonemic wareness Readiness for Spelling The phonemic awareness pre-requisite skill involved in spelling simple regular CVC [consonant-vowel-consonant] words such as tap, sun and log is the skill of phonemic segmentation. E.g. What sounds can you hear (i.e. identify) in the word peg? nswer: p... e... g. Unless students possess the phonemic pre-requisite skills for reading and spelling, phonic based worksheets will be of little immediate benefit. The simple but powerful learning activities provide multiple opportunities for students rehearse this core pre-requisite skill alongside an alphabet sound program. im for little but often (i.e minute activities several times a week) until the target skill has been established. B(Ed), BEd, CPP(UK), MEd, MSc(SpPath) Note From The uthor 3

4 Instructions for cards with blue borders. Segmentation ctivity 1: What are the 3 sounds in this word? Demonstrate first: I have a picture of a cup cut into three pieces. I am going to move the puzzle pieces while saying the sounds in the picture. Watch carefully! c (while moving the first piece to the left) u (while moving the second piece next to the first) p (while moving the final piece) Instructions: Say the sounds while moving the pieces. These cards have blue borders c u p Simultaneously provide visual support of the 3 distinct mouth movements. c u p 10 Segmentation ctivity Instructions

5 Instructions: Instructions for cards with red borders. Segmentation ctivity 2: What are the sounds in...? dult: I have a picture in my hand. It s a b (pause) u (pause) g. Now you sound it out. Remember: Initially present with minimal pauses between the sounds. Over time, increase the length of time between sounds; thereby increasing the child s phonological processing and memory. Progress until the child is able to accommodate a one second pause between each of the three sounds. Number of Items: Remember LITTLE but OFTEN! Typically 3 to 5 items per session. Provide Simultaneous Visual Support: These cards have red borders For every sound identified mark or represent this in the following manner. b u g Segmentation ctivity Instructions 11

6 Instructions for cards and gameboards with yellow, orange and purple borders. - What are the sounds in the word...? Preparation: Cut out the set of pictures and place them on the game board. Three game boards with matching cards are included. Match the cards with the letter to the game board with letter, cards with the letter B to the game board with the letter B etc. Collect a die and counters. Instructions: Player 1: Rolls a die and moves around the board accordingly. Player 1 selects the top picture from the stack of picture cards. Player 1 names the picture/word (eg: sun ) then proceeds to identify the sounds in the word (eg: s (pause) u (pause) n ). Player 2: Repeats the process. Player 3: Repeats the process. Players then alternate turns until one player reaches the finish line. Colour borders indicate different sets: ctivity 3, Set : Has yellow borders. Recommended dult Support: ctivity 3, Set B: Has orange borders. ctivity 3, Set C: Has purple borders. uditory Support 1) dult sounds out the target word eg: sun s (pause) u (pause) n and then child repeats the adult s model 2) dult supports the task with sounding out the target word eg: sun s (pause) u (pause) n and then says Now its your turn. to the child. Visual and uditory Support dult points to a finger while sounding s u n (Eg: Using 3 fingers as shown). OR dult uses 3 counters or objects while sounding s u n as shown. ctivity Set Letter s u n dult verbalises s while pushing the first counter forward dult verbalises u while pushing the second counter forward dult verbalises n while pushing the third counter forward 12 Segmentation ctivity Instructions

7 Instructions for cards with green borders. Segmentation ctivity 4: What are the sounds in the word...? fter sounding out the sounds in the tap, students can use playdough, wooden/plastic letters or alphabet stamps to form the word. t this stage, it may not be appropriate to ask the students to write the word as it may cognitively overload their system. It is more appropriate to ask students to sound out and form the word without the letter formation component. These cards have green borders Instructions for a card with a pink border. Students place wooden/plastic letters in these boxes to form the word. Segmentation ctivity 5: Segmenting 3 Sound Words Without Pictorial Support Segmentation ctivity Instructions 13

8 Card ppendix This section includes cards for the following: Segmentation ctivity 1 What are the 3 sounds in this word? These cards have BLUE borders. Segmentation ctivity 2 What are the sounds in...? These cards have RED borders. Segmentation ctivity 3 Board Games - What are the sounds in the word...? Set : These cards and board have YELLOW borders. Set B: These cards and board have ORNGE borders. Set C: These cards and board have PURPLE borders. Segmentation ctivity 4 What are the sounds in the word...? These cards have GREEN borders. Segmentation ctivity 5 Segmenting 3 sound words without pictorial support. This card has a PINK border. It is recommended that the cards be laminated. 14 ppendix

9 Segmentation ctivity 1: What are the 3 sounds in this word? d (while moving the first card to left) o (while moving the middle card to the left) g (while moving the end card to the left) Segmentation ctivity 1: What are the 3 sounds in this word? g (while moving the first card to left) oo (while moving the middle card to the left) se (while moving the end card to the left) Segmentation ctivity 1: What are the 3 sounds in this word? f (while moving the first card to left) i (while moving the middle card to the left) sh (while moving the end card to the left) dog goose fish

10 Hole Punch Hole Punch Segmentation ctivity 2: What are the sounds in sock? nswer: s (pause) o (pause) ck Segmentation ctivity 2: What are the sounds in web? nswer: w (pause) e (pause) b Hole Punch Hole Punch Segmentation ctivity 2: What are the sounds in seal? nswer: s (pause) ea (pause) l Segmentation ctivity 2: What are the sounds in boat? nswer: b (pause) oa (pause) t

11 sun What are the sounds in the word sun? nswer: s (pause) u (pause) n sock What are the sounds in the word sock? nswer: s (pause) o (pause) ck cat What are the sounds in the word cat? nswer: c (pause) a (pause) t bug What are the sounds in the word bug? nswer: b (pause) u (pause) g light What are the sounds in the word light? nswer: l (pause) igh (pause) t book What are the sounds in the word book? nswer: b (pause) oo (pause) k hook What are the sounds in the word hook? nswer: h (pause) oo (pause) k fork What are the sounds in the word fork? nswer: f (pause) or (pause) k cheese What are the sounds in the word cheese? nswer: ch (pause) ee (pause) se

12 Hole Punch What are the sounds in the word tap? Segmentation ctivity 4: What are the sounds in the word tap? nswer: t-a-p. If students are experiencing difficulty the adult needs to model the three sounds and the associated mouth movements and ask the child to copy. fter sounding out the sounds in the tap, students can use playdough, wooden/plastic letters or alphabet stamps to form the word. t this stage, it may not be appropriate to ask the students to write the word as it may cognitively overload their system. It is more appropriate to ask students to sound out and form the word without the letter formation component.

13 Segmentation ctivity 5: Segmenting 3 Sound Words Without Pictorial Support Number of Items: Remember LITTLE but OFTEN! Typically 3 to 5 items per session. Segmentation Instructions: What sounds are in...? Selection of CVC (3 Sound) words: fig fat sat pit fog can chip sheep log sun shop rug red pot peg ten pig ship bug nut cup cut cap foot hut top tip rip rod chip jug leg mop cot dog chop bag van bus bed bib wish tip bin foot wig pin jot pen web net zip tin book leaf set jam jet cat look bat hat bun run set fit chin fan lip hen Provide Simultaneous Visual Support: For every sound identified mark or represent this with fingers and mouth movements. Question: What are the sounds in sun? s u n

14 Segmentation ctivity 3: Board Games - What are the sounds in the word...? Place the matching cards here. ctivity Set Cards (Cards with the letter and yellow borders.) - What are the sounds in the word...? Match this game board to the cards with the letter and yellow borders.