1st Grade - Breaking Apart Words Into Sounds

 
     
 
     
 
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1st
Letter and Word Sounds
Breaking apart words into sounds
Segment single syllable words into their components
The students will be able to segment (or break down) single-syllable words into their components (or parts). This skill will help students when they begin to blend and read simple words.
 

Sample Problems

(1)

Can you break down the word “fast” into all of its sounds? (/f / /a/ /s/ / t/)

(2)

Listen to this word: splat. Can you tell me what sounds you hear? (/s/ /p/ /l/ /a/ /t/)

(3)

What sounds do you hear in the word “flat?” (/f/ /l/ /a/ /t/)

(4)

Listen to this word: scab- What sounds do you hear? (/s/ /c/ /a/ /b/ )

(5)

Can you break down the word “slip?” What sounds are in this word? (/s/ /l/ /i/ /p/)

Learning Tips

(1)

Musical Fun: Have the children use musical instruments to demonstrate each sound they hear in a word. For example, if you gave them the word “hop.” They could use a pair of wooden stick and hit the sticks together each time they are saying each individual sound in the word. You could also have them use a drum, tambourine, etc.

(2)

When reading with or to your child, point out simple one syllable words in the text and ask them to identify what sounds make up that word.

(3)

Children love to use “pointers” when reading. You can use either finger puppets, or decorative Halloween rings, and have students tap the table with their “pointer” finger each time they are identifying or segmenting a word.

(4)

When first beginning this skill, students may need to see the actually word before being able to do the activity completely orally. If this is the case, use simple 3 letter, consonant/vowel/consonant and show the children the word on a word card. In order to make this a tactile experience for them, you will need to make chocolate pudding and spoon some into a small Ziploc bag. After you have securely “zipped” the bag, I would also reinforce the bag with duct tape. Next, allow the children to use the pudding bag as their own “chalk board.” Have them write the three letter word from the word card onto their pudding bags. Next have the child say the entire word and then “breakdown” the word into its individual sounds. After they have done this a few times with the same word, next have them close their eyes when saying the sounds to begin to get them to focus on the auditory portion of segmenting words.

(5)

Another way to have children focus in on each individual sound in a word is to have them clap one time with each sound they identify. This will also assist in having a tactile and auditory experience.

Extra Help Problems

(1)

Read one word at a time to a partner and break each word into its individual sounds. (cap, ten, lid, fans)

(2)

How many sounds do you hear in the word “flip?” What are the sounds?

(4- /f/ /l/ /i/ /p/)

(3)

Clap out the sounds you hear in the word “clap.”

(4)

Read the words and write the number of sounds underneath each word. (tank, lend, sat, pigs)

(5)

Circle the words that have 3 sounds.

(sand, sun, dog, pets, flick)

(6)

Circle the words that have 4 sounds. (pot, pan, tend, sink, red)

(7)

Clap out the sounds you hear in the word “clamp.”

(8)

Underline the words that have 3 sounds. (hand, hot, mop, rag)

(9)

Whisper read” each word. Count how many sounds each word can be broken into write the number of sounds next to each word. (list, maps, tags, run)

(10)

Break the word into its sounds: fast (/f/ /a/ /s/ /t/)

(11)

How many sounds are in the word bill? (3)

(12)

When we segment a word we ___________? (break it into individual sound)

(13)

Why do we need to know how to segment a word? (so we can hear the sounds and then begin to blend them together to tart reading)

(14)

How many sounds are in the word slid? What are they?

(4- /s/ /l/ /i/ /d/ )

(15)

Say the word “ask.” Listen carefully. What sounds do you hear? (/a/ /s/ /k/)

(16)

Write how many sounds you hear in the word “grand.” (5)

(17)

Circle the words that have 4 sounds- (nag, land, ramp, gap)

(18)

Clap the sounds you hear in the word “puts.”

(19)

Whisper read” the following words to your partner. Underline the words that have three sounds-( ant, plant, tap, sun)

(20)

Underline the words that have 4 sounds.

(cans, bend, bent, ran, get)

(21)

How many sounds are in the word “send?” (4)

(22)

Break the following word in its sounds- tap. /t/ /a/ /p/

(23)

Say the word “long.” What sounds do you hear? (/l/ /o/ /n/ /g/)

(24)

Circle the words that have 2 sounds-( an, on, off, lost)

(25)

Clap out the sounds you hear in the word pens. How many sounds do you hear? (4)

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