Grades K-3: Phonemic Awareness Routine for SSP Students – Building Blending & Segmenting Skills

Overview

This routine focuses on building phonemic awareness through blending and segmenting activities. Students will practice manipulating sounds in words to strengthen their reading and spelling skills. Perfect for small groups or whole class, this routine aligns with Ontario’s Language Curriculum for foundational literacy skills.

Materials

• Word cards with simple CVC words (e.g., cat, dog, sun)
• Pocket chart or magnetic letters
• Whiteboard and markers
• Small counters (e.g., coloured pom-poms, bingo chips)

Routine Steps

Step 1: Sound Warm-Up

• Time: 3 min
• Teacher does: Say 4-5 individual phonemes aloud (e.g., /s/, /m/, /a/, /t/). Ask students to repeat each sound and gently correct as needed. Begin blending sounds together (e.g., /m/ /a/ /t/ → mat).
• Students do: Listen and repeat each sound clearly. Blend sounds together when prompted.

Step 2: Segmenting Practice

• Time: 4 min
• Teacher does: Hold up a word card (e.g., "dog"). Model segmenting the word into sounds (/d/ /o/ /g/) while using counters to represent each sound. Then, invite students to try.
• Students do: Use their own counters to break the word into individual sounds as they say them aloud.

Step 3: Blending Challenge

• Time: 5 min
• Teacher does: Say phonemes aloud without showing the word (e.g., /s/ /u/ /n/). Ask students to blend the sounds and say the full word. Gradually increase difficulty with longer words if the group is ready.
• Students do: Blend the sounds and call out the word. Use the pocket chart or magnetic letters to check their answer by spelling it out.

Step 4: Application Game

• Time: 3 min
• Teacher does: Lead a quick game of “What’s the Word?” Say a segmented word slowly, and students race to blend the sounds and identify the word.
• Students do: Listen carefully and respond quickly with the correct word. Celebrate correct answers with a cheer or clap.

Differentiation

Support

• Use only two-phoneme words at first (e.g., "at," "up") and give visual aids for each sound.
• Pair struggling students with a peer buddy for additional modeling.

Challenge

• Use multi-syllable words (e.g., "basket") for blending practice.
• Ask advanced students to generate their own examples of segmenting and blending.

SSP / Mixed-Level Adaptation

• Use assistive technology (e.g., iPads with phonemic awareness apps) for students requiring additional support.
• Provide sensory tools like textured letters for tactile learners.
• Extend blending to include nonsense words to ensure focus remains on phonemic skills rather than vocabulary knowledge.

Copy-Paste Plan

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Grades K-3: Phonemic Awareness Routine for SSP Students

1. Warm-Up: Say and repeat phonemes together (3 min).

2. Segmenting Practice: Break down CVC words using counters (4 min).

3. Blending Challenge: Blend sounds to form words (5 min).

4. Application Game: Play “What’s the Word?” to reinforce skills (3 min).

Materials: Word cards, counters, pocket chart/magnetic letters, whiteboard & markers.

Differentiation: Simplify with two-phoneme words or increase challenge with multi-syllable words.

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Quick Check

• Can students correctly segment a simple word into phonemes?
• Can students blend phonemes to form a word?
• Do students participate actively in the game?

FAQ

Q: What if students struggle with blending?

A: Use visual aids, like magnetic letters, to support their understanding. Model blending slowly and repeat as needed.

Q: How should I introduce this to non-verbal students?

A: Use AAC devices or have students point to letters or pictures representing sounds.

Q: Can I do this with older special education students?

A: Absolutely! Adjust word difficulty to align with their developmental stage and use age-appropriate materials.

Q: How do I extend this routine for more practice?

A: Send home word cards for extra practice with families or use during center time.

Q: Are there pre-made resources for this activity?

A: Yes! Check out [Related routine](/routines/grades-3-6-making-connections-for-reading-comprehension) or [Related routine](/routines/k-2-sight-word-practice-for-phonemic-awareness-a-daily-literacy-routine).

Q: How can I integrate this into guided reading sessions?

A: Incorporate [Related routine](/routines/guided-reading-circle-for-vocabulary-grades-1-6) to connect phonemic awareness with text-based activities.

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