District Office  ☎  320-982-7210   ✉  david.wedin@milaca.k12.mn.us
Elementary  ☎  320-982-7194   ✉  heather.hoeck@milaca.k12.mn.us
High School  ☎  320-982-7374   ✉  tonya.kline@milaca.k12..mn.us
Phoneme Segmenting
Goal:  To increase fluency in phoneme segmentation


Objective:  To increase skill in phoneme segmenting for students who

Have not yet mastered this skill


Materials:  List of phonemes for segmenting


Sequence (teacher sits opposite the student):

Teacher:  “Today you’re going to practice saying the sounds in words.  Each time I hold up a finger, you’ll blend the sounds in the word.” 


Teacher:  “I’ll model for you how to blend the sounds in two words.  I’ll say a sound each time I hold up a finger, my turn.”  Teacher models for the student, using the signaling procedure described above with only the teacher responding. 


Teacher:  “I’ll say a word.  Each time I hold up a finger, you blend the sounds.  Your turn.”  Teacher practices with the student.  Teacher maintains brisk pace, with little pause between words. 


Error Correction:

Any time a student responds incorrectly to a letter sound, the teacher immediately says, “my turn,” demonstrates the correct response, then says, “your turn,” has the student respond to the same word, backs up two words and continues forward so that the word identified incorrectly comes back up again.  (i.e. “my turn.  Tag /t/ /a/ /g/ Tag.  Your turn.  tag)


What If I Don’t See Progress: 

  • Work on only two phoneme words or words with only continuous letter sounds until immediate mastery is noted on these.
  • Provide a model for more words.
  • Be certain that error correction procedures being delivered correctly.