Counting sounds within words

- If its to easy, go into adding a sound

- (maybe) Blending puzzle for prior knowledge and slow intro into segmenting
- Finger puppets with segmentation of sounds
- Three word finger puppets, blending words together. Then working backwards,
use those words to count the sounds and then say each individual sound/letter.
- Example
- (T) “I’m going to say a word slowly, I want you to blend the
sounds together to make the word. I have little puppet friends to
help us see our letter to go with you”
- /C/ /U/ /P/ teacher puts on puppet and points to each letter
as they
- (S) C-U-P, CUP!
- (T) good just like that! Let's practice two more
- /C/ /A/ /T/
- /M/ /O/ /P/
- (T) Okay, amazing job reviewing your blending. Now, we're going
to be the opposite of what we just did. We were putting sounds
together to make a word, now we're going to be taking them apart
and counting how many sounds we hear. Lets use MOP, the word
we just put together. I'm going to look at my finger puppets with
my word MOP on them.
1. I'm going to first say my word,
2. then I'm going to say the sounds of each letter
3. then I will say how many sounds I counted.
That Sounds like a lot, but watch me do it first, then we'll do a few
together.
- MOP, /M/ /O/ /P/. That's three sounds
- leaf (4)
- Go (2)
Your turn
- Tea
- Baby
- No
- Paper
- yes
Independent
- Cab
- Tent
- Tree
- See
- yellow
Meaghan Crawford

3.9.22

The phonemic lesson I had planned out for my student was a counting sounds activity, for

segmenting sounds and counting sounds. We also worked on blending at the same time, as an

into. I had to record this twice, due to not checking if my microphone was working or not. When

I recorded the first time, I felt it was really successful, my student was really engaged and she

enjoyed the finger puppets. The second time, I had two students with me, as this was at my job,

and we didn’t have a teacher for my other students. My student who was participating was less

engaged because she wanted to color like the other student. I did not have permission for my

other student to be on video, so she couldn't just do it with us. I had to change up how I did it the

second time, using different words, and adjusting for my students' engagement levels to get her

to participate. I believe my original lesson plan is good, but not for repeated sessions with the

same student. If I had a chance to re-record my lesson a third time, I would have gotten the other

student’s parents’ permission so they could engage together so my student wouldn’t have been as

distracted. Before and after the recording, they were doing activities together and it worked

really well. I have to get the parents permission for the other student after words because she was

talking off screen. My student did struggle with the idea of counting sounds both times, and was

trying to blend instead. The first time, because I had her attention completely we were able to

understand what counting sounds is. When I re-recorded with her, she had it then as she was

losing concentration she was struggling more than last time. During the re-recording, I changed

the approach to include coloring the word, so she would be happy to color and focus a little

more. It worked for a little, however she was stating she was bored because I wasn’t moving fast

enough, and she didn’t like repeating the lesson with different words again. I relearned that
redoing the same or similar lessons makes a bored, uninterested student. I wish I could have just

recorded what we did the whole time, but it was not my work then but rather my work’s

program. The recording with sound was not the best work she and I have done together, whereas

the one with sounds is a really good session with her.