ALEX Learning Activity

  

Phoneme Fun Practice: Deleting Phonemes in Initial Blends

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Hannah Bradley
System:Dothan City
School:Carver Magnet School
  General Activity Information  
Activity ID: 2811
Title:
Phoneme Fun Practice: Deleting Phonemes in Initial Blends
Digital Tool/Resource:
Elkonin Box from Classroom Playground
Web Address – URL:
Overview:

In this activity, students will practice the advanced phonemic awareness skill of deleting the initial sound in a one-syllable word that has an initial consonant blend using an Elkonin box mat and manipulatives. 

This activity was created as a result of the ALEX Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 2
9. Demonstrate advanced phonemic awareness skills in spoken words.

a. Add, delete, and substitute phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes and produce the resulting word.

Examples:
Addition - Say bell. Now say bell, but add /t/ to the end of bell. (belt)
Addition - Say block. Now say block, but add /t/ to the end of block. (blocked)
Deletion - Say fin. Now say fin, but don't say /f/. (in)
Deletion - Say range. Now say range, but don't say /j/. (rain)
Substitution - Say strap. Now say strap, but change /a/ to /i/. (strip)
Substitution - Say bleed. Now say bleed, but change the /ē/ to /ā/. (blade)

b. Delete the initial sound in an initial blend in a one-syllable base word.

Example: Say prank. Now say prank, but don't say /p/ . (rank)

c. With prompting and support, delete the medial and final sounds in blends in one syllable base words.

Examples: Say snail. Now say snail, but don't say /n/. (sail)
Say wind. Now say wind, but don't say /d/. (win)

d. Apply phoneme chaining that changes only one sound at a time to show addition, deletion, substitution, and resequencing of sounds from one word to the next.

Examples: bit, bet, bat; sat, sit; pit, pat

e. With prompting and support, reverse sounds within a word by saying the last sound first and the first sound last.

Examples: fine, knife; cat, tack; park, carp
Unpacked Content
Teacher Vocabulary:
9.
  • Demonstrate
  • Advanced phonemic awareness skills
  • Spoken words
9a.
  • Add
  • Delete
  • Substitute
  • Phonemes
  • Produce
9b.
  • Delete
  • Initial sound
  • Initial blend
  • One-syllable base word
9c.
  • Prompting
  • Support
  • Delete
  • Medial sound
  • Final sound
  • Blends
  • One-syllable base word
9d.
  • Phoneme chaining
  • Addition
  • Deletion
  • Substitution
  • Resequencing of sounds
9e.
  • Prompting
  • Support
  • Reverse
  • Last
  • First
  • Sound
Knowledge:
9. Students know:
  • Phonemic awareness is the ability to identify and manipulate the phonemes (sounds) in spoken words.
9a.
  • The meaning of the words add, delete, and substitute.
  • Spoken words can be manipulated (changed) by adding, deleting, or substituting sounds to produce a new word.
9b.
  • Initial means first or beginning sound.
  • A blend is made up of more than one sound.
9c.
  • Medial means the middle sound and final means the last sound.
  • A blend is made up of two or more sounds (phonemes).
9d.
  • Addition means add to, deletion means take away from, substitution means change, and resequencing means changes the order of.
  • Words can be manipulated by changing only one sound at a time.
9e.
  • Reverse means to change the sequence of sounds to an opposite order.
Skills:
9. Students are able to:
  • Identify individual phonemes in words and manipulate those sounds.
9a.
  • Produce new words by adding phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say bell. Now say bell but add /t/ to end of bell. (belt)
  • Produce new words by deleting phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say fin. Now say fin, but don't say /f/. (in)
  • Produce new words by substituting phonemes at the beginning, end, or middle of a spoken word made up of up to six phonemes.
  • For example, Say strap. Now say strap, but change /a/ to /i/. (strip)
9b.
  • Delete the initial (first) sound in a one-syllable base word with an initial blend.
  • For example, Say prank. Now say prank, but don't say /p/. (rank)
9c. With prompting and support,
  • Delete the medial (middle) sound in in a one syllable base word with a blend.
  • For example, Say snail. Now say snail, but don't say /n/. (sail).
  • Delete the final (last) sound in in a one syllable base word with a blend.
  • For example, Say wind. Now say wind, but don't say /d/. (win).
9d.
  • Change one sound in a word at a time using phoneme addition, deletion, and substitution to resequence sounds in a phoneme chain; for example, bit, bet, bat; sat, sit; pit, pat.
9e. With prompting and support,
  • Reverse sounds in word by saying the last sound first and the first sound last; for example, fine, knife; cat, tack; park, carp.
Understanding:
9. Students understand that:
  • Words are made up of one or more phonemes.
  • They can demonstrate advanced phonemic awareness skills by manipulating those phonemes through additions, deletions, reversals, and substitutions of phonemes.
  • Advanced phonemic awareness skills will help them improve their reading, spelling, and writing.
9a.
  • They can create new spoken words by manipulating the sounds in the words they hear through addition, deletion, and substitution of phonemes.
9b.
  • Blends are made of more than one sound, and they can delete the first sound to create a new word.
9c.
  • Blends are made of more than one sound, and they can delete the middle or last sound of a blend to create a new word.
9d.
  • They can demonstrate advanced phonemic awareness skills by changing one sound in a word to create a chain (or group of words).
  • Words can be manipulated by adding, deleting, substituting, and resequencing sounds.
9e.
  • Spoken words can be manipulated by reversing the first and last sounds.
Learning Objectives:

Students will demonstrate advanced phonemic awareness skills by deleting the initial sound in an initial blend of one-syllable spoken words. 
  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

Note: It is recommended to do this activity in small groups, so the teacher can provide immediate feedback to students. However, the activity can be done as a whole class.

1. The teacher will give each student an Elkonin Box mat and four counters. 

2. The teacher will say a word from the list below. The students will repeat the word and push a counter into each box on the mat as they segment each sound in the word. The student will remove the counter in the first box and say the new word. 

For example:

  • The teacher says, "Glad."

  • The students say, "Glad, /g/ /l/ /a/ /d/," pushing a counter into the box for each sound. 

  • The students remove the first counter that represented the sound /g/ and say, "Lad."

If a student makes a mistake, the teacher should support the student in isolating the first sound and have the student repeat, "Glad without the /g/ is Lad."

Word List

  • glad

  • bran

  • span

  • stem

  • brim

  • drip

  • crop

  • frog

  • plum
Assessment Strategies:

The teacher should watch and listen as the students perform the phonemic awareness task to determine if students are able to accurately delete the initial phoneme from the initial blend in the one-syllable spoken word.
Advanced Preparation:

  • The teacher should make copies of the Elkonin Box mat for each student. These can be laminated for longevity.

  • Each student will need four counters (or some sort of manipulative) to use with the Elkonin Box mat. 
Variation Tips (optional):

There are additional words available here. Review the list for words with initial consonant blends.
Notes or Recommendations (optional):
  Keywords and Search Tags  
Keywords and Search Tags: blend, delete, initial blends, one syllable, phoneme, phonemic awareness, phonological awareness