Introduce Counting Words in a Sentence
Goal: Given a spoken sentence, the student can segment it into separate words.
In a Nutshell:
Students place counters in front of them for individual objects in the room and for each word in a sentence.
10 counters for each student
1 cup for each student.
Give each student 10 counters in a cup.
• Board to write on.
MODEL
1
We're going to play a counting game. Each time I point to an object
in our room, place one counter in front of you. Let's count windows.
Each time I point to a window, place one counter in front of you. My
turn first.
Model placing one counter in front of you for each window you point
to.
2
Now it's your turn. Let's count students in this group.
Continue practicing with other objects, such as windows or chairs, until
each student is able to place counters in front of them for each item.
3 Model placing one counter in front of you for each word in a sentence.
4
Did you know you can also count the words in a sentence? Put your
counters back in the cup and I'll show you how. I'm going to say a
sentence normally and then slowly. Here's the sentence: I like playing
games. Place one counter in front of you each time I say a word. My
turn first. I...like...playing...games.
PRACTICE
5
If a student is having difficulty
distinguishing words in sentences,
increase the pause time between words
and model for them.
Have the students make up their own
sentences and lead the activity.
Now it's your turn. Place one counter in front of you each time I say
a word. I...like...playing...games.
6 Continue with other sentences, calling on each student individually. Choose
sentences that are personalized to the students in the group such as Martin...is...
wearing...a...red...sweater.
7 A common problem is for a student to have difficulty distinguishing a word from a
syllable. When this happens, for example, with the word wearing ask the student if
wearing is one word or two. It is best not to introduce the idea of syllables at this
point in case you confuse students.
8 Continue practicing with other sentences, either with individual students or the
whole group. Gradually, make the sentences more difficult by (i) increasing the
length of the sentence, (ii) increasing the number of multisyllabic words in it and
(iii) decreasing the pause time between words.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Onset-Rime Blending
Goal: Given a spoken onset and rime, the student can blend them into a word.
In a Nutshell:
Students select from a set of pictures the one that matches the onset-rime-segmented word spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: hat, leg, lock,
mop, nut, rat, rock, run, sun,
van, vet, zoo.
MODEL
1 Select the picture card rat.
Here's Mico. He likes to separate words into two sounds. So, instead
of saying a word like rat, he says: rrr-at.
Hold the onset for two seconds. Do not pause between the onset and
rime.
2 Select three picture cards including leg.
We're going to point to the pictures Mico wants. My turn first. What
picture do you want, Mico? lll-eg. What word is that? lll-eg. Now I'll
point to the picture, say the word, and separate it into two sounds
like Mico: leg, lll-eg, leg.
When you lay out the picture cards,
segment them into onset and rime. If
PRACTICE
students still have difficulty, start with
3 Select three new cards including nut or just replace leg.
just two cards instead of three.
Now it's your turn. Mico, which picture do you want? nnn-ut. What
word is that? nnn-ut. Which picture does Mico want? Remember to
say the word, say the two sounds, and then say the word again.
Have students choose picture cards and
identify the onset-rime and say a word
that rhymes with the picture. Then ask
students to identify the onset-rime of
the rhyming word they chose.
Call on an individual student to answer.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures, so they are selecting 1 card
from 12 on Mico's direction.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Rhyming with Colors
Goal: Given a pair of spoken words, the student can say whether or not they rhyme.
In a Nutshell:
Students identify whether two words¿a color and another word¿rhyme.
Prepare a list of words that rhyme with different colors for you to reference. For example:
black-stack, white-bite, red-head, green-mean, blue-glue, yellow-fellow.
None.
MODEL
1
Today, we are going to do a rhyming activity with colors. Remember,
words that rhyme have the same ending sounds, like cat and hat. I'm
going to pick a color and have someone wearing that color come sit
next to me. Let's start with the color brown.
2 Choose a student who is wearing brown and have him or her sit next to you.
I'm going to say a word, and you will tell me if it rhymes with brown.
My turn first: crown. Does crown rhyme with brown?
When you say the word pairs,
emphasize the rime units in the
Yes, those two words rhyme because they have the same ending
sounds.
rhyming words to help students hear
the rhyme.
PRACTICE
Have the students think of additional
words that rhyme with the color words.
3
Now it's your turn. Town. Does town rhyme with brown?
Producing rhyme is more difficult that
recognizing rhyme. If a student says a
non-word that rhymes, such as zed
with red, praise the student for
thinking of a rhyming word. Ask the
student if zed is a real word and then
4 Continue with a mix of words that do and do not rhyme with brown, such as town,
ball, frog, down, and frown.
5 Continue the activity by choosing different color words and calling on students
individually.
have the student think of a real word
that rhymes.
Raise your hand if you are wearing red. Does rain rhyme with red?
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Pick-a-Card: Onset-Rime Blending Accuracy
Goal: Given a spoken onset and rime, the student can blend them into a word.
In a Nutshell:
Students will practice blending onset and rime using the Pick-a-Card poem, based on the rhythm from Brown Bear,
Brown Bear, What Do You See? by Bill Martin, Jr.
Picture Cards: bed, cat, coat,
cup, duck, leg, mop, nine, nose,
pen, pig, run.
Gather appropriate picture cards. The poem used in this lesson follows the rhythm
established in the book Brown Bear, Brown Bear, What Do You See? Students do not have to
be familiar with the book to participate in this activity.
MODEL
1 Select the picture cards cat, mop, nose.
2
We are going to play Pick-a-Card today. I am going to say a poem as
part of this activity.
When I finish the poem, I would like for you to pick the correct card.
My turn first.
Pick a card
Pick a card
What do you see?
I see a mmm-op in front of me.
Use one card at a time without the
Now I will find and point to the picture in the poem, and then say
the whole word, mop.
poem. Have students say the word, the
onset-rime, and the word again. You
PRACTICE
can also have them identify the first
sound in the word and then chunk the
3 Select three new picture cards or just replace mop.
rest of the word with them.
Now it's your turn. Listen to the poem first, and then point to the
picture you think the poem is about and say the word.
Call on a student to begin.
Have a student choose picture cards
and create the Pick-a-Card poem while
others in the group are the listeners.
4 Continue using the Pick-a-Card poem to have students practice blending onsetrime. Be sure to call on students individually to check for understanding.
5 Once students have mastered the three-card activity, increase the number of picture
cards to 4, then 6, then all 12 pictures.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Counting Words in a Sentence
Goal: Given a spoken sentence, the student can segment it into separate words.
In a Nutshell:
Students use counters to segment sentences into separate words.
10 counters for each student,
1 cup for each student.
Give each student 10 counters in a cup.
MODEL
1
We're going to count words in sentences today. We will place one
counter in front of us for each word we hear in a sentence. My turn
first. I'm going to say a sentence normally and then slowly. Here's
the sentence: The puppy is sleeping. The...puppy...is...sleeping.
Model placing one counter in front of you for each word.
2
Now, let's do it together. The...puppy...is...sleeping.
3 Be sure students place only one counter in front of them for each word, not one for
each syllable. Correct students as necessary by asking them whether the word (e.g.,
sleeping) is one word or two.
If a student is having difficulty
distinguishing a word from a syllable,
PRACTICE
give the student single syllable and
multisyllabic words like sky, table, and
holiday, and have them place one
counter in front of them for each word
they hear.
Now it's your turn. I ate a sandwich for lunch. I...ate...a...
sandwich...for...lunch.
5 Continue with other sentences, calling on each student individually. Choose
sentences that are personalized to the students in the group such as Martin...is...
wearing...a...red...sweater.
Have the students make up their own
sentences with multisyllabic words and
lead the activity.
4
6 Continue practicing with other sentences, either with individual students or the
whole group. Gradually, make the sentences more difficult by (i) increasing the
length of the sentence, (ii) increasing the number of multisyllabic words in it and
(iii) decreasing the pause time between words. When students can segment the
words in sentences you say at a normal speed, they have mastered this skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Onset-Rime Blending Accuracy
Goal: Given a spoken onset and rime, the student can blend them into a word.
In a Nutshell:
Students select from a set of pictures the one that matches the onset-rime-segmented word spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: dice, dog, game,
gate, goat, key, kick, lock, nut,
rat, rock, tie.
MODEL
1 Select the picture card rat.
Here's Mico. He likes to separate words into two sounds. So, instead
of saying a word like rat, he says: rrr-at.
Hold the onset for two seconds. Do not pause between the onset and
rime.
2 Select three picture cards including nut.
We're going to point to the pictures Mico wants. My turn first. What
picture do you want, Mico? nnn-ut. What word is that? nnn-ut. Now
I'll point to the picture, say the word, and separate it into two sounds
like Mico: nut, nnn-ut, nut.
When you lay out the picture cards,
segment them into onset and rime. If
PRACTICE
students still have difficulty, start with
3 Select three new cards including lock or just replace nut.
just two cards instead of three.
Now it's your turn. Mico, which picture do you want? lll-ock. What
word is that? lll-ock. Which picture does Mico want? Remember to
say the word, say the two sounds, and then say the word again.
Have students choose picture cards and
identify the onset-rime and say a word
that rhymes with the picture. Then ask
students to identify the onset-rime of
the rhyming word they chose.
Call on an individual student to answer.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures, so they are selecting 1 card
from 12 on Mico's direction.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Shake and Clap Rhyming Words
Goal: Given two spoken words, the student can say whether or not they rhyme; given a spoken word,
the student can say a rhyming word.
In a Nutshell:
Students shake or clap their fingers to identify whether or not two words rhyme. Then students say a word to complete
a rhyming word pair.
Create a list of rhyming words for you to reference.
None.
MODEL
1
We're going to play a game called Shake and Clap. I'm going to say
some words, and you will tell me if the words rhyme. Remember,
words that rhyme have the same ending sounds, like cat and hat. So
if I say red and head, do red and head rhyme? Yes! So I'm going to
clap my fingers quietly.
Model how you would like students to clap with their fingers.
2
If I say book and picture, do book and picture rhyme? No, so I'm
going to shake my hands. Model how you would like students to shake
their hands.
PRACTICE
3
Now it's your turn.
Mix several pairs of words that rhyme and several pairs of words that do
not rhyme.
Give several of examples of rhyming
words and discuss with students how
the words end with the same sounds.
4
Have students identify which rime units
sound alike and which rime units sound
different in the word pairs, such as at
in cat and bat, or at and op in rat and
hop.
Now we're going to play the game differently. I'll say a word, like
mop, and then I'll call on one of you to give me another word. You
choose if your word will rhyme or not. If your words rhyme, we'll all
clap our fingers. If they don't rhyme, we'll shake our hands. If you
said pop after mop, we would clap. But if you said book after mop, we
would shake. Ready?
5 Practice the activity in this manner until each student has had a chance to create at
least two pairs of rhyming words. If you notice a student who always says a nonrhyming word, redirect him or her and have the student try to give you both a
rhyme and a non-rhyme.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Pick-a-Card: Onset-Rime Blending Accuracy
Goal: Given a spoken onset and rime, the student can blend them into a word.
In a Nutshell:
Students will practice blending onset and rime using the Pick-a-Card poem, based on the rhythm from Brown Bear,
Brown Bear, What Do You See? by Bill Martin, Jr.
Picture Cards: bag, bed, foot,
king, kite, lamb, moon, pig,
watch, wave, well, wood.
Gather appropriate picture cards. The poem used in this lesson follows the rhythm
established in the book Brown Bear, Brown Bear, What Do You See? Students do not have to
be familiar with the book to participate in this activity.
MODEL
1 Select the picture cards bag, foot, well.
2
We are going to play Pick-a-Card today. I am going to say a poem as
part of this activity.
When I finish the poem, I would like for you to pick the correct card.
My turn first.
Pick a card
Pick a card
What do you see?
I see a fff-oot in front of me.
Use one card at a time without the
Now I will find and point to the picture in the poem, and then say
the whole word, foot.
poem. Have students say the word, the
onset-rime, and the word again. You
PRACTICE
can also have them identify the first
sound in the word and then chunk the
3 Select three new picture cards or just replace foot.
rest of the word with them.
Now it's your turn. Listen to the poem first, and then point to the
picture you think the poem is about and say the word.
Call on a student to begin.
Have a student choose picture cards
and create the Pick-a-Card poem while
others in the group are the listeners.
4 Continue using the Pick-a-Card poem to have students practice blending onsetrime. Be sure to call on students individually to check for understanding.
5 Once students have mastered the three-card activity, increase the number of picture
cards to 4, then 6, then all 12 pictures.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Counting Words in a Sentence
Goal: Given a spoken sentence, the student can segment it into separate words.
In a Nutshell:
Students use counters to segment sentences into separate words.
10 counters for each student,
1 cup for each student.
Give each student 10 counters in a cup.
MODEL
1
We're going to count words in sentences today. We will place one
counter in front of us for each word we hear in a sentence. My turn
first. I'm going to say a sentence normally and then slowly. Here's
the sentence: I have a kitten. I...have...a...kitten.
Model placing one counter in front of you for each word.
2
Now, let's do it together. I...have...a...kitten.
3 Be sure students place only one counter in front of them for each word, not one for
each syllable. Correct students as necessary by asking them whether the word (e.g.,
kitten) is one word or two.
If a student is having difficulty
distinguishing a word from a syllable,
PRACTICE
give the student single syllable and
multisyllabic words like sky, table, and
holiday, and have them place one
counter in front of them for each word
they hear.
Now it's your turn. It is warm and bright today. It...is...warm...and...
bright...today.
5 Continue with other sentences, calling on each student individually. Choose
sentences that are personalized to the students in the group such as Martin...is...
wearing...a...red...sweater.
Have the students make up their own
sentences with multisyllabic words and
lead the activity.
4
6 Continue practicing with other sentences, either with individual students or the
whole group. Gradually, make the sentences more difficult by (i) increasing the
length of the sentence, (ii) increasing the number of multisyllabic words in it and
(iii) decreasing the pause time between words. When students can segment the
words in sentences you say at a normal speed, they have mastered this skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Onset-Rime Blending Accuracy
Goal: Given a spoken onset and rime, the student can blend them into a word.
In a Nutshell:
Students select from a set of pictures the one that matches the onset-rime-segmented word spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: coat, game, gate,
girl, hat, hay, horse, leg, nose,
vet, well, wood, zoo.
MODEL
1 Select the picture card vet.
Here's Mico. He likes to separate words into two sounds. So, instead
of saying a word like vet, he says: vvv-et.
Hold the onset for two seconds. Do not pause between the onset and
rime.
2 Select three picture cards including leg.
We're going to point to the pictures Mico wants. My turn first. What
picture do you want, Mico? lll-eg. What word is that? lll-eg. Now I'll
point to the picture, say the word, and separate it into two sounds
like Mico: leg, lll-eg, leg.
When you lay out the picture cards,
segment them into onset and rime. If
PRACTICE
students still have difficulty, start with
3 Select three new cards including nose or just replace leg.
just two cards instead of three.
Now it's your turn. Mico, which picture do you want? nnn-ose. What
word is that? nnn-ose. Which picture does Mico want? Remember to
say the word, say the two sounds, and then say the word again.
Have students choose picture cards and
identify the onset-rime and say a word
that rhymes with the picture. Then ask
students to identify the onset-rime of
the rhyming word they chose.
Call on an individual student to answer.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures, so they are selecting 1 card
from 12 on Mico's direction.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Shake and Clap Rhyming Words
Goal: Given two spoken words, the student can say whether or not they rhyme; given a spoken word,
the student can say a rhyming word.
In a Nutshell:
Students shake or clap their fingers to identify whether or not two words rhyme. Then students say a word to complete
a rhyming word pair.
Create a list of rhyming words for you to reference.
None.
MODEL
1
We're going to play a game called Shake and Clap. I'm going to say
some words, and you will tell me if the words rhyme. Remember,
words that rhyme have the same ending sounds, like cat and hat. So
if I say red and head, do red and head rhyme? Yes! So I'm going to
clap my fingers quietly.
Model how you would like students to clap with their fingers.
2
If I say book and picture, do book and picture rhyme? No, so I'm
going to shake my hands. Model how you would like students to shake
their hands.
PRACTICE
3
Now it's your turn.
Mix several pairs of words that rhyme and several pairs of words that do
not rhyme.
Give several of examples of rhyming
words and discuss with students how
the words end with the same sounds.
4
Have students identify which rime units
sound alike and which rime units sound
different in the word pairs, such as at
in cat and bat, or at and op in rat and
hop.
Now we're going to play the game differently. I'll say a word, like
mop, and then I'll call on one of you to give me another word. You
choose if your word will rhyme or not. If your words rhyme, we'll all
clap our fingers. If they don't rhyme, we'll shake our hands. If you
said pop after mop, we would clap. But if you said book after mop, we
would shake. Ready?
5 Practice the activity in this manner until each student has had a chance to create at
least two pairs of rhyming words. If you notice a student who always says a nonrhyming word, redirect him or her and have the student try to give you both a
rhyme and a non-rhyme.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Onset-Rime Segmenting
Goal: Given a spoken word, the student can segment it into onset and rime.
In a Nutshell:
Students use hand gestures to help them segment a given word into onset and rime.
Picture Cards: hat, leg, lock,
mop, nut, rat, rock, run, sun,
van, vet, zoo.
Gather appropriate picture cards.
MODEL
1
I would like you to make two fists with your hands and place them
side by side like this.
Show students how to make fists with their hands, knuckles up, and
place them thumb to thumb.
2 Choose the picture card mop.
This is a mop. We are going to break this word into two parts, the
first sound and the rest of the word. Listen carefully and watch as I
do this: mmm-op.
Use a train as an example of how to
segment a word into onset and rime.
The engine of the train comes first
(onset) and pulls the rest of the train
with it (rime). You can have the
students stand up and form a train
Assuming you are facing students, model the process by moving your
right fist away as you say the onset of the word, and your left fist as you
say the rime of the word. Be sure students move their left fist away as
they say the onset, and move their right fist away as they say the rime to
reinforce left-to-right word progression as they are looking at their
hands.
while segmenting words into onset and
rime to visualize this skill.
PRACTICE
3 Choose the picture card rat.
Give students a word orally. Have them
give you the onset and rime for the
word. Then have each student come up
with their own word and just give the
onset and rime while the rest of the
group blends the word.
Now it's your turn. This is a rat. Remember to break the word apart
with your fists as you say it. Students: rrr-at.
4 Call on individual students to practice segmenting the onset and rime for the
remainder of the pictures, using the hand gestures for reinforcement.
5 Watch for students who do not segment properly. Model for them, have them repeat
after you, then have them segment a new picture card.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Counting Words in a Sentence
Goal: Given a spoken sentence, the student can segment it into separate words.
In a Nutshell:
Students use counters to segment sentences into separate words.
10 counters for each student,
1 cup for each student.
Give each student 10 counters in a cup.
MODEL
1
We're going to count words in sentences today. We will place one
counter in front of us for each word we hear in a sentence. My turn
first. I'm going to say a sentence normally and then slowly. Here's
the sentence: I want to play kickball. I...want...to...play...kickball.
Model placing one counter in front of you for each word.
2
Now, let's do it together. I...want...to...play...kickball.
3 Be sure students place only one counter in front of them for each word, not one for
each syllable. Correct students as necessary by asking them whether the word (e.g.,
kickball) is one word or two.
If a student is having difficulty
distinguishing a word from a syllable,
PRACTICE
give the student single syllable and
multisyllabic words like sky, table, and
holiday, and have them place one
counter in front of them for each word
they hear.
Now it's your turn. The mouse is hiding under the house. The...
mouse...is...hiding...under...the...house.
5 Continue with other sentences, calling on each student individually. Choose
sentences that are personalized to the students in the group such as Martin...is...
wearing...a...red...sweater.
Have the students make up their own
sentences with multisyllabic words and
lead the activity.
4
6 Continue practicing with other sentences, either with individual students or the
whole group. Gradually, make the sentences more difficult by (i) increasing the
length of the sentence, (ii) increasing the number of multisyllabic words in it and
(iii) decreasing the pause time between words. When students can segment the
words in sentences you say at a normal speed, they have mastered this skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Onset-Rime Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into onset and rime.
In a Nutshell:
Students practice segmenting the onset and rime of a picture card by singing the "Say the Word" song.
Picture Cards: cat, duck, foot,
hay, king, leg, mop, nine, nose,
pig, ring, sun.
Gather appropriate picture cards. Become familiar with the song "Say the Word," sung to the
tune of "Row, Row, Row Your Boat."
MODEL
1 Choose the picture card ring.
We are going to sing a song called "Say the Word" and say this word
in a different way. Instead of saying the word ring, we will say rrring. Listen to the song first, and then sing along with me.
2 Sing the following song to the tune of "Row, Row, Row Your Boat." Point to the
picture as you sing the word in the song.
Say, say, say the word,
Silly as it seems,
rrr-ing, rrr-ing,
I still know what it means.
Sing the song with the whole word and
then the onset-rime. For example: Say,
3 Have students sing the round with you. Be sure they segment the onset and rime
properly.
4 Select the picture card mop.
say, say the word, Silly as it seems, ring,
ring, rrr-ing, I still know what it means.
How will we say this word in our song?
Students: mmm-op.
Repeat all cards segmented so far with
each round. For example: Say, say, say
the word, Silly as it seems, rrr-ing, rrr-
5 Lead students in singing another round, using the new onset and rime. Watch for
students who do not segment the onset and rime correctly.
PRACTICE
ing, mmm-op, mmm-op, I still know
what it means. Gradually build to
include all 12 cards in one round.
6
Now it's your turn.
Continue singing the song, using all the picture cards. Call on individual
students to sing the line after "Silly as it seems" for a picture.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Blending Syllables Name Game
Goal: Given two or three spoken syllables, the student can say the whole word.
In a Nutshell:
After hearing their names and the names of common objects segmented into syllables, students blend the syllables to
say the word.
Prepare a list of common objects visible in the room for you to reference.
Puppet
MODEL
1
For students who struggle blending
Pause for one second between each syllable.
syllables together to identify the word
as a whole, have them use counters
and place a counter on the ground for
each syllable. Then push the counters
together to blend the word back
together.
Mico is going to call your name. Listen carefully because he's going
to say your name in syllables. He might say your middle or even your
last name. When you hear your name, stand up and blend the
syllables together to say your name correctly. If you hear your name
again, sit back down and blend your name again. Ready? Jen...ny.
PRACTICE
2 Continue until you have called everyone's name twice. For students with onesyllable first names, use their middle name or their last name so they have to blend
the syllables to respond correctly.
3 If a student you call does not respond, glance over at them. In a few moments, call
their name again. Make sure all students are sitting before moving on.
Have a student in the group be the
"leader." He or she can say the names
of different objects broken down into
syllables, and have the other students
identify the objects.
4
Now we'll play again, but Mico is going to add another word after he
calls your name. You will stand up, point to the object he says, and
blend the syllables to say the whole word. Ready? Ju...lie,...win...dow.
Julie should stand, point to the window, and tell you the blended word.
5 Continue until everyone has participated.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Onset-Rime Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into onset and rime.
In a Nutshell:
Students practice segmenting the onset and rime of a picture card by singing the "Say the Word" song.
Picture Cards: bag, dice, dog,
goat, horse, key, lamb, moon,
ring, tie, watch, wave.
Gather appropriate picture cards. Become familiar with the song "Say the Word," sung to the
tune of "Row, Row, Row Your Boat."
MODEL
1 Choose the picture card lamb.
We are going to sing a song called "Say the Word" and say this word
in a different way. Instead of saying the word lamb, we will say lllamb. Listen to the song first, and then sing along with me.
2 Sing the following song to the tune of "Row, Row, Row Your Boat." Point to the
picture as you sing the word in the song.
Say, say, say the word,
Silly as it seems,
lll-amb, lll-amb,
I still know what it means.
Sing the song with the whole word and
then the onset-rime. For example: Say,
say, say the word, Silly as it seems,
3 Have students sing the round with you. Be sure they segment the onset and rime
properly.
4 Select the picture card moon.
lamb, lamb, lll-amb, I still know what it
means.
How will we say this word in our song?
Students: mmm-oon.
Repeat all cards segmented so far with
each round. For example: Say, say, say
the word, Silly as it seems, lll-amb, lll-
5 Lead students in singing another round, using the new onset and rime. Watch for
students who do not segment the onset and rime correctly.
PRACTICE
amb, mmm-oon, mmm-oon, I still know
what it means. Gradually build to
include all 12 cards in one round.
6
Now it's your turn.
Continue singing the song, using all the picture cards. Call on individual
students to sing the line after "Silly as it seems" for a picture.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Segmenting Syllables Name Game
Goal: Given a spoken word, the student can segment it into syllables.
In a Nutshell:
Students clap the syllables in their names and other words.
Prepare a list of one, two, and three syllable words for you to reference.
None.
MODEL
1
If students have difficulty hearing the
Now Simone, use just your fingers to clap out the syllables of your
name with me. Si...mone. How many times did you clap your fingers?
How many syllables are in your name?
syllables of the word (for instance, they
try to clap for individual sounds instead
of syllables), have them put their hand
under their chin; each time their chin
goes down, they should clap their
I'm going to clap out the syllables in someone's name. Listen
carefully. Simone, Si...mone.
2 Continue around the group until everyone has clapped out the syllables in their
name with you and on their own.
fingers. Also, have them watch you as
you do this so they can visualize each
syllable.
3 For students who struggle, model the correct response and have them repeat it with
you and then on their own. Then ask them to try the same for one of their friend's
names.
PRACTICE
Students choose words from a single
category, such as animals or food. Have
the students tell you the number of
syllables they clap for each word.
4
Now I am going to choose someone and then give you a word to clap
out. For example, I might give you the word carpet, and you would
clap car...pet.
5 Continue until everyone has had a chance to clap out several words.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Onset-Rime Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into onset and rime.
In a Nutshell:
Students practice segmenting the onset and rime of a picture card by singing the "Say the Word" song.
Picture Cards: bed, coat, fish,
fox, king, kite, lamp, nest, pen,
pig, six, watch.
Gather appropriate picture cards. Become familiar with the song "Say the Word," sung to the
tune of "Row, Row, Row Your Boat."
MODEL
1 Choose the picture card fish.
We are going to sing a song called "Say the Word" and say this word
in a different way. Instead of saying the word fish, we will say fff-ish.
Listen to the song first, and then sing along with me.
2 Sing the following song to the tune of "Row, Row, Row Your Boat." Point to the
picture as you sing the word in the song.
Say, say, say the word,
Silly as it seems,
fff-ish, fff-ish,
I still know what it means.
Sing the song with the whole word and
then the onset-rime. For example: Say,
3 Have students sing the round with you. Be sure they segment the onset and rime
properly.
4 Select the picture card lamp.
say, say the word, Silly as it seems, fish,
fish, fff-ish, I still know what it means.
How will we say this word in our song?
Students: lll-amp.
Repeat all cards segmented so far with
each round. For example: Say, say, say
the word, Silly as it seems, fff-ish, fff-
5 Lead students in singing another round, using the new onset and rime. Watch for
students who do not segment the onset and rime correctly.
PRACTICE
ish, lll-amp, lll-amp, I still know what it
means. Gradually build to include all 12
cards in one round.
6
Now it's your turn.
Continue singing the song, using all the picture cards. Call on individual
students to sing the line after "Silly as it seems" for a picture.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Phoneme Blending
Goal: Given multiple sounds, the student can blend them into a word.
In a Nutshell:
Students select from a set of pictures the one that matches the word segmented by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: dog, duck, leg,
mop, nut, pen, rock, run, sun,
van, vet, well.
MODEL
1 Select the picture card dog.
Here's Mico. He likes to break words into sounds. For example,
instead of saying a word like dog, he says: dooog. We'll help him
blend the word.
Hold continuous sounds for about a second. Do not pause between
sounds.
2 Select three picture cards, including rock.
My turn first. Let's see which of these pictures Mico wants. Mico?
rrrooock. What's the word, Mico? Rrrooock.
Now I'll point to the picture Mico wants, and blend the word: rock,
rrrooock, rock.
Reduce the number of picture cards to
two until students can select the
correct picture on three consecutive
tries.
PRACTICE
3 Select three new cards or just replace rock.
Now it's your turn. Mico, which picture do you want?
Call on an individual student to answer.
Write words on the board and have
students identify the first sound instead
of using picture cards. Add some words
that have blends such as plan and fast.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures, so they are selecting 1 card
from 12 on Mico's direction.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Squeeze: Phoneme Blending Accuracy
Goal: Given multiple sounds, the student can blend them into a word.
In a Nutshell:
Three students stand several feet apart and are each given a sound to say aloud. Students squeeze closer together and
say their sounds closer together until they blend the word.
Make a list of these words for you to reference: bag, bed, cat, cup, kick, lock, nut, rat, rock, sun,
van, well.
None.
MODEL
1 Have three students stand two arm lengths away from each other.
Today we are going to do an activity called Squeeze. I'm going to
whisper a sound to each of these three students. They will say their
sound out loud when I touch them on the head. Then I'm going to
squeeze them closer together and have them say their sounds again.
We will keep squeezing them closer until their shoulders are
touching and we can blend the sounds together and say the whole
word. Ready?
2 Whisper the /b/ sound to the first student, /a/ to the middle student, and /g/ to the
last student.
3 Touch their heads, pausing between each student. Be sure each student says his or
her phoneme correctly.
Have students hold their sound until
the next student begins to say their
sound, making the sounds blend
together more easily.
4 Move the students closer together and pause for a shorter period between touching
their heads.
5 Once they are touching shoulders, have the group say the word out loud.
What's the word?
Students: bag.
Have students start out farther apart
with a longer pause between the
sounds. See if they can say the target
word without being squeezed
together.
PRACTICE
6 Choose three new students and whisper the phonemes of a new word.
7 Continue with the rest of the words in the list. Be sure every student has a chance to
stand in line and say a phoneme.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Blending Accuracy
Goal: Given multiple sounds, the student can blend them into a word.
In a Nutshell:
Students use clues in the song "What Word is That?" to blend phonemes and identify key words.
Become familiar with the song "What Word is That?" sung to the tune of "London Bridge is
Falling Down." Make a list of these words for you to reference: bag, cut, dig, fog, gum, jet,
nap, net, not, pit.
None.
MODEL
1 This lesson uses a song based on the tune of "London Bridge is Falling Down."
We're going to sing a song today called "What Word is That?" This
song will help us blend sounds together to make words. Listen to the
song.
2 Sing the song to the group.
As you sing the song, have students
If I say sounds like
/f/ /o/ /g/, /f/ /o/ /g/, /f/ /o/ /g/
If I say sounds like /f/ /o/ /g/
What word is that?
move chips or counters each time you
sing a phoneme. Then move the chips
together as you blend the word slowly,
then fast: fffooog, fog.
Students: fog.
That's right. /f/ /o/ /g/ is fog. Say it with me.
Incorporate words with consonant
PRACTICE
blends such as trap and best: (You may
have to stretch your "London Bridge"
performance a little to make these
words fit.)
3
Now it's your turn. I will sing the song, and then call on one of you
to blend the sounds of the word.
Call on students individually to identify the blended word. Continue
through the word list.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Blending Accuracy
Goal: Given multiple sounds, the student can blend them into a word.
In a Nutshell:
Students use clues in the song "What Word is That?" to blend phonemes and identify key words.
Become familiar with the song "What Word is That?" sung to the tune of "London Bridge is
Falling Down." Make a list of these words for you to reference: coat, dice, gate, goat, jump,
lamb, lap, nine, nose, pen, sing, wave.
None.
MODEL
1 This lesson uses a song based on the tune of "London Bridge is Falling Down."
We're going to sing a song today called "What Word is That?" This
song will help us blend sounds together to make words. Listen to the
song.
2 Sing the song to the group.
As you sing the song, have students
If I say sounds like
/p/ /e/ /n/, /p/ /e/ /n/, /p/ /e/ /n/
If I say sounds like /p/ /e/ /n/
What word is that?
move chips or counters each time you
sing a phoneme. Then move the chips
together as you blend the word slowly,
then fast: peeennn, pen.
Students: pen.
That's right. /p/ /e/ /n/ is pen. Say it with me.
Incorporate words with consonant
PRACTICE
blends such as trap and best: (You may
have to stretch your "London Bridge"
performance a little to make these
words fit.)
3
Now it's your turn. I will sing the song, and then call on one of you
to blend the sounds of the word.
Call on students individually to identify the blended word. Continue
through the word list.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Silly Sentences: Partial Phoneme Segmenting
Accuracy
Goal: Given a sound, the student can say a word that begins with the sound.
In a Nutshell:
Students help create an alliterative "silly sentence" using a target sound.
Create a list of target initial sounds for you to reference.
Board to write on.
MODEL
1
Today, we are going to create silly sentences. Every word in the
sentence is going to begin with the same sound. I'll write the first
sentence.
2 Write the sentence on the board: Larry likes lemon lollipops.
3
I wrote the sentence: Larry likes lemon lollipops. What sound do all
the words begin with?
That's right. All the words in the sentence begin with /l/.
PRACTICE
Write all but one word of an
alliterative sentence on the board. Ask
the students to fill in just the missing
4
word.
Give students two target sounds so
they can create a sentence with
alternating alliteration.
Let's create a new silly sentence. I'm going to call on you, and you
will give us a word to put in our sentence. Remember, all the words
have to begin with the same sound. I'll start by giving you the sound.
Give the group a new target sound. Have students take turns raising their
hand and giving you the next word in the sentence. Be sure all students
have a chance to add a word to the sentence.
5 If a student suggests a word that does not begin with the target sound or the word
does not make sense, model a valid word, segment it into onset and rime, have the
student repeat it, and then ask him or her to suggest a new word.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce First Sound Segmenting
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students select from a set of pictures the one that begins with a sound spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: alligator, banana,
cow, door, fire, gate, jar,
mailbox, nest, pizza, socks,
umbrella.
MODEL
1 Lay out three picture cards: alligator, cow, gate.
Repeat the first sound before you say
each word, and separate out the first
2
Here's Mico. Today, he wants to play a game with us. He's going to
say a sound, and you will find the word that begins with the same
sound. My turn first. This is alligator, cow, gate. Point to each picture
card as you say their names.
3
What sound do you want to find, Mico? /a/. What's the sound, Mico?
/a/ like apple. Which word begins with /a/? I think it's alligator.
Alligator begins with /a/: aaaligator.
sound in each word. For example, /a/,
aaa-ligator. /c/, c-ow. /g/, g-ate. If
students still have difficulty, start with
just two cards instead of three.
PRACTICE
4
Write words on the board and have
students identify the first sound instead
of using picture cards. Add some words
that have initial blends such as frog
and star.
Now it's your turn.
Select three new cards with different first sounds. Remember to name
them for students first. Then call on an individual student and have
Mico say a first sound. When the student selects a picture card, have
them name it and say the sound.
5 Continue with other sets of three picture cards, calling on students individually.
6 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
First Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students identify picture cards that begin with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: apple, fish, girl,
hand, igloo, jar, monkey, nose,
ring, six, tiger, volcano.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Today, we are going to pretend we are sound detectives. We need to
find pictures to fill up our basket. I am going to say a sound, and I
want you to find which picture begins with the sound. My turn first.
The first sound is /m/ like in the word man. Now I am going to be a
detective and search for the picture that begins with the sound /m/.
Start with just two cards. As students
I found a picture of a monkey; monkey begins with /m/: mmmonkey. I
was a great sound detective, and I can place the picture I found in
our basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /f/ like in the word family.
Now you search through the pictures for one that begins with /f/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
First Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students identify picture cards that begin with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: bird, egg, horse,
jump, king, lamp, octopus,
purple, umbrella, violin, wave,
zipper.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Today, we are going to pretend we are sound detectives. We need to
find pictures to fill up our basket. I am going to say a sound, and I
want you to find which picture begins with the sound. My turn first.
The first sound is /l/ like in the word let. Now I am going to be a
detective and search for the picture that begins with the sound /l/.
Start with just two cards. As students
I found a picture of a lamp; lamp begins with /l/: lllamp. I was a
great sound detective, and I can place the picture I found in our
basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /p/ like in the word pen. Now
you search through the pictures for one that begins with /p/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Last Sound Segmenting
Goal: Given a spoken word, the student can say the last sound.
In a Nutshell:
Students select from a set of pictures the one that ends with a sound spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: ant, bag, egg,
foot, game, ink, lamb, lock,
mop, nine, up, van.
MODEL
1 Lay out three picture cards: ant, bag, game.
2
Make a line on the ground with tape.
Have a student stand at the start of the
line and sound out one of the words.
Here's Mico. Today, he wants to play a game with us. He's going to
say a sound, and you will find the word that ends with the same
sound. My turn first. This is ant, bag, game. Point to each picture card
as you say their names.
What sound do you want to find, Mico? /t/. What's the sound, Mico?
/t/ like ten. Which word ends with /t/? I think it's ant. Ant ends with
/t/: ant.
Have the student take one step on the
line as he or she hears each sound.
When the student gets to the last
sound, he or she should be at the end
of the tape. This will help students
PRACTICE
visualize the place of the sounds they
3
hear.
Now it's your turn.
Select three new cards with different last sounds. Remember to name
them for students first. Then call on an individual student and have
Mico say a last sound. When the student selects a picture card have them
name it and say the sound.
After identifying the correct last sound,
have students think of two additional
words that end with the target sound.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Last Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the last sound.
In a Nutshell:
Students identify picture cards that end with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: bed, box, door,
fox, goat, hay, kite, leg, moon,
pig, queen, star.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
Start with just two cards. As students
2
become more proficient, increase the
number of cards.
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture ends with the sound. My turn first.
The sound is /r/ like in the word carrr. Now I am going to be a
detective and search for the picture that ends with the sound /r/.
I found a picture of a star; star ends with /r/: starrr. I was a great
sound detective, and I can place the picture I found in our basket.
Have students create a "chain of
words" by thinking of connected
PRACTICE
objects. For example, begin with cat,
which ends with /t/. Have students
think of a word that begins with /t/
(since /t/ is the last sound in cat), like
top. Then find a word that begins with
/p/ (since top ends with /p/) like pan.
3
Now it's your turn. The next sound is /n/ like in the word mannn.
Now you search through the pictures for one that ends with /n/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
Build the chain student by student.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
First Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students identify picture cards that begin with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: banana, fish,
hand, igloo, lamp, monkey,
nut, ring, six, tire, up, zebra.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Today, we are going to pretend we are sound detectives. We need to
find pictures to fill up our basket. I am going to say a sound, and I
want you to find which picture begins with the sound. My turn first.
The first sound is /f/ like in the word fat. Now I am going to be a
detective and search for the picture that begins with the sound /f/.
Start with just two cards. As students
become more proficient, increase the
I found a picture of a fish; fish begins with /f/: fffish. I was a great
sound detective, and I can place the picture I found in our basket.
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /b/ like in the word bat. Now
you search through the pictures for one that begins with /b/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Last Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the last sound.
In a Nutshell:
Students identify picture cards that end with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: elephant, elk,
fire, hay, nest, off, owl, queen,
tie, under, volcano, watch.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
Start with just two cards. As students
2
become more proficient, increase the
number of cards.
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture ends with the sound. My turn first.
The sound is /l/ like in the word belll. Now I am going to be a
detective and search for the picture that ends with the sound /l/.
I found a picture of a owl; owl ends with /l/: owlll. I was a great
sound detective, and I can place the picture I found in our basket.
Have students create a "chain of
words" by thinking of connected
PRACTICE
objects. For example, begin with cat,
which ends with /t/. Have students
think of a word that begins with /t/
(since /t/ is the last sound in cat), like
top. Then find a word that begins with
/p/ (since top ends with /p/) like pan.
3
Now it's your turn. The next sound is /r/ like in the word carrr. Now
you search through the pictures for one that ends with /r/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
Build the chain student by student.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
First Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students identify picture cards that begin with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: cow, girl, hand,
ink, lamb, quiet, rat, socks,
tiger, umbrella, yellow, zipper.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Today, we are going to pretend we are sound detectives. We need to
find pictures to fill up our basket. I am going to say a sound, and I
want you to find which picture begins with the sound. My turn first.
The first sound is /z/ like in the word zoom. Now I am going to be a
detective and search for the picture that begins with the sound /z/.
Start with just two cards. As students
I found a picture of a zipper; zipper begins with /z/: zzzipper. I was a
great sound detective, and I can place the picture I found in our
basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /r/ like in the word red. Now
you search through the pictures for one that begins with /r/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Middle Sound Segmenting
Goal: Given a spoken word, the student can say its middle sound.
In a Nutshell:
Students select from a set of pictures the one that has the middle sound spoken by a puppet.
Gather appropriate picture cards.
Puppet
Picture Cards: bed, cat, cup,
dog, fish, kick, leg, mop, nut,
pen, sun, van.
MODEL
1 Lay out three picture cards: bed, cat, cup.
2
Repeat the middle sound as you say
each word, and separate out the
Here's Mico. Today, he wants to play a game with us. He's going to
say a sound, and you will find the word that has the same sound in
the middle. My turn first. This is bed, cat, cup. Point to each picture
card as you say their names.
What sound do you want to find, Mico? /u/. What's the sound,
Mico? /u/ like hut. Which word has /u/ in the middle? I think it's
cup. Cup has /u/ in the middle: cuuup.
middle sound in each word. For
example, /e/, beeed. /a/, caaat. /u/,
cuuup. If students still have difficulty,
start with just two cards instead of
three.
PRACTICE
3
Write words on the board and have
students identify the middle sound
instead of using picture cards. Add
some words that have blends such as
plan and fast.
Now it's your turn.
Select three new cards with different middle sounds. Remember to name
them for students first. Then call on an individual student and have
Mico say a middle sound. When the student selects a picture card have
them name it and say the sound.
4 Continue with other sets of three picture cards, calling on students individually.
5 Once students have mastered the three-card activity, repeat it but increase the
number of picture cards to 4, then 6, then all 12 pictures.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Middle Sound Segmenting Accuracy
Goal: Given a spoken word, the student can identify its middle sound.
In a Nutshell:
Students identify picture cards that have a given sound in the middle and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: dice, duck, fox,
kite, lamb, nose, pig, rock, six,
sun, vet, wave.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture has the sound in the middle. My turn first.
The sound is /u/ like in the word muuud. Now I am going to be a
detective and search for the picture that has the sound /u/ in the
middle.
Start with just two cards. As students
I found a picture of a duck; duck has /u/ in the middle: duuuck. I was
a great sound detective, and I can place the picture I found in our
basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /i/ like in the word liiit. Now
you search through the pictures for one that ends with /i/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Middle Sound Segmenting Accuracy
Goal: Given a spoken word, the student can identify its middle sound.
In a Nutshell:
Students identify picture cards that have a given sound in the middle and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: bag, box, coat,
cup, game, gate, goat, lock,
moon, nine, rat, run.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture has the sound in the middle. My turn first.
The sound is /long-o/ like in the word boaaat. Now I am going to be
a detective and search for the picture that has the sound /long-o/ in
the middle.
Start with just two cards. As students
I found a picture of a coat; coat has /long-o/ in the middle: coaaat. I
was a great sound detective, and I can place the picture I found in
our basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /long-i/ like in the word tiiime.
Now you search through the pictures for one that ends with /long-i/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Introduce Phoneme Segmenting
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students touch their shoulders, elbows, and then hands for each sound when segmenting phonemes for a given word.
Make a list of these words for you to reference: fit, ham, mad, pad, pit, ram, sad, Sam, sit.
None.
MODEL
1
Today, we're going to break words apart into separate sounds. So
instead of saying the word ram, we will say, rrraaammm and touch
our arms like this when we sound it out.
Touch your shoulder as you say the first phoneme, your elbow as you say
the second phoneme and your hand as you say the third. Hold each
letter sound for about a second and do not pause between sounds.
2
Let's do one together. The word is sit. Listen: sssiiit. Now we will all
say the word and then break it apart and say each sound slowly.
Remember to touch your shoulder, elbow, and hand as you say the
sounds. Ready? sit, sssiiit.
For students distracted by hand
gestures due to coordination issues,
have them clap out the individual
phonemes instead.
3 Watch for students who do not segment the word or use the hand gestures correctly.
Model for those students again, and have them try it on their own.
PRACTICE
Have students suggest their own words
and sound them out, using the arm
gestures as practiced.
4
Now it's your turn. The next word is: mad.
Call on an individual student. Then continue with the list of words,
calling on other students individually.
5 Repeat words in a different order to check for understanding of the skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students touch their shoulders, elbows, and then hands for each sound when segmenting phonemes.
Make a list of these words for you to reference: bad, fan, fit, fun, hen, him, kit, mad, run, tan,
ten, Tim.
None.
MODEL
1
Today, we're going to break words apart into separate sounds. So
instead of saying the word mad, we will say, mmmaaad and touch
our arms like this when we sound it out.
Touch your shoulder as you say the first phoneme, your elbow as you say
the second phoneme and your hand as you say the third. Hold each
letter sound for about a second and do not pause between sounds.
2
For students distracted by hand
gestures due to coordination issues,
have them clap out the individual
phonemes instead.
Now let's do it together mad, mmmaaad. Remember to touch your
shoulder, elbow, and hand as you say the sounds. Ready? mad,
mmmaaad.
3 Watch for students who do not segment the word or use the hand gestures correctly.
Model for those students again, and have them try it on their own.
PRACTICE
Introduce words with consonant
blends, such as best, plan, stretch and
panda. Touch hip, knee, and foot for
additional phonemes.
4
Now it's your turn. I'll say a new word and you will break the sounds
apart. Ready?
Call on an individual student. Then continue with the list of words,
calling on other students individually.
5 Repeat words in a different order to check for understanding of the skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students touch their shoulders, elbows, and then hands for each sound when segmenting phonemes.
Make a list of these words for you to reference: cut, fish, grape, hot, kiss, lock, mop, ship, space,
tap, ten, wash.
None.
MODEL
1
Today, we're going to break words apart into separate sounds. So
instead of saying the word hot, we will say, hooot and touch our arms
like this when we sound it out.
Touch your shoulder as you say the first phoneme, your elbow as you say
the second phoneme and your hand as you say the third. Hold each
letter sound for about a second and do not pause between sounds.
2
For students distracted by hand
gestures due to coordination issues,
have them clap out the individual
phonemes instead.
Now let's do it together hot, hooot. Remember to touch your
shoulder, elbow, and hand as you say the sounds. Ready? hot, hooot.
3 Watch for students who do not segment the word or use the hand gestures correctly.
Model for those students again, and have them try it on their own.
PRACTICE
Introduce words with consonant
blends, such as best, plan, stretch and
panda. Touch hip, knee, and foot for
additional phonemes.
4
Now it's your turn. I'll say a new word and you will break the sounds
apart. Ready?
Call on an individual student. Then continue with the list of words,
calling on other students individually.
5 Repeat words in a different order to check for understanding of the skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification with Chips
Goal: Given a spoken word, the student can say the first, middle, or last sound of the word.
In a Nutshell:
Students place chips in front of them for each phoneme they hear in a spoken word and identify which chip represents
the first, middle, and last sound they hear in the word.
Three to five chips per student.
Picture Cards: bed, cat, cup,
dog, duck, leg, mop, nut, pen,
pig, six, van.
Gather appropriate picture cards.
MODEL
1 Give each student three to five chips. Select the picture card mop.
2
We're going to place one chip in front of us for each sound we say in
a word. My turn first. My word is mop, mmmooop.
Place one chip in front of you as you say each phoneme until you have
three chips in a row.
3
Now I want you to tell me what sound each chip stands for in the
word. Point to the first chip. What sound does this chip stand for in
mop? Students: /m/. Point to the middle chip. What sound does this
chip stand for in mop? Students: /o/. Point to the last chip. What
sound does this chip stand for in mop? Students: /p/.
PRACTICE
4 Select the picture card nut.
Have three students stand in a line,
representing the first, middle, and last
5
sound. When a struggling student
points to a standing student, the
Now it's your turn. Pick up your chips. Place one chip down for each
sound in this word: nut, nnnuuut. What sound does this chip stand
for?
Point to the first chip and call on a student to identify the correct
phoneme. Repeat for the middle and last phonemes, calling on different
students.
standing student says the respective
sound. Then have the struggling
student identify each sound.
6
Give the students more chips and have
them practice using longer words with
four or five phonemes, such as best,
plan, stretch and panda.
Okay, let's try another. Pick up your chips. Now we're going to use
chips to stand for each sound in this word: duck.
Continue the activity using the remaining picture cards. Be sure to call
on students individually to check for understanding. Vary the order in
which you ask for sounds, e.g., ask for middle, last, first.
7 For students who struggle, model putting down the chips and segmenting the word.
Have the student repeat what you did and then try on his or her own for a different
word.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Walk it Out: Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students segment the phonemes in a given word and take one step for each phoneme in the word.
Make a list of these words for you to reference: can, cub, doll, fan, held, mint, nest, sum, sell,
tell, Tom, tub.
None.
MODEL
1 Line up the students in a row.
Today we are going to count sounds in words. I am going to say a
word, and you will count the number of sounds it has. Remember to
count the sounds, not the syllables. You will take one step for each
sound you hear.
Partner a struggling student with a
stronger one and have them stand sideby-side and link elbows. When you give
them a word, have them take steps in
2
unison for each phoneme so the
struggling student can "feel" each
phoneme.
PRACTICE
3
Introduce words with consonant
blends, such as stretch and panda.
Students will need to take extra steps
for the additional phonemes.
My turn first. My word is sum, sssuuummm.Take one step forward as
you say each phoneme. How many sounds are in sum? Yes, there are
three sounds in the word sum.
Now it's your turn. The next word is: fan
Call on an individual student to segment fan. Then continue with the
list of words, calling on other students individually.
4 Watch for students who do not segment the word out loud or who do not step in
time with the phonemes. Model for those students again, and have them try it on
their own.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification Accuracy
Goal: Given a spoken word, the student can identify the first, middle, or last sound of the word.
In a Nutshell:
Students place one chip in an Elkonin box that corresponds to a given sound's place in the word (first, middle, or last).
Create Elkonin boxes for each student (three connected boxes in a row, with each box
representing a letter in a CVC word). Gather appropriate picture cards and chips.
Elkonin Boxes.
One Chip Per Student.
Picture Cards: bag, box, coat,
dice, kick, kite, leg, lock, nine,
six, vet, wave.
MODEL
1 Give each student one Elkonin box and one chip.
I'm going to say a word and then a sound in the word. You will
figure out if the sound is in the start, middle, or end of the word.
Then, you'll place your chip in the either the first, middle, or last
box.
2 Show the picture card lock.
Have three students stand in a line,
My turn first. This is a picture of a lock, lllooock. Where do you hear
the /l/ in lock? I hear the /l/ sound at the start of the word lock, so I'm
going to place my chip in the first box.
representing the first, middle, and last
phoneme. When a struggling student
points to a standing student, the
standing student says the respective
Where do you hear the /o/ sound in lock? I hear the /o/ in the middle
of the word lock, so I'm going to place my chip in the middle box.
sound. Then have the struggling
student identify each phoneme. Repeat
with multiple students.
PRACTICE
3 Show the picture card wave.
Have a student lead the activity, asking
the other students to identify where a
specific phoneme occurs. Then have the
student leader segment the word and
identify the phoneme to give the
group the answer.
4
Now it's your turn. Where do you hear the /w/ sound in wave?
Remember to place your chip in the right box.
Call on individual students to identify where a specific phoneme occurs
in a word. Vary the phoneme you are asking for: first, middle, or last.
Provide support and modeling as needed.
5 Continue with the other picture cards.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification Accuracy
Goal: Given a spoken word, the student can identify the first, middle, or last sound of the word.
In a Nutshell:
Students place one chip in an Elkonin box that corresponds to a given sound's place in the word (first, middle, or last).
Create Elkonin boxes for each student (three connected boxes in a row, with each box
representing a letter in a CVC word). Gather appropriate picture cards and chips.
Elkonin Boxes.
One Chip Per Student.
Picture Cards: box, cup, duck,
game, moon, nose, pig, rat,
van, vet, wave, well.
MODEL
1 Give each student one Elkonin box and one chip.
I'm going to say a word and then a sound in the word. You will
figure out if the sound is in the start, middle, or end of the word.
Then, you'll place your chip in the either the first, middle, or last
box.
2 Show the picture card van.
Have three students stand in a line,
My turn first. This is a picture of a van, vvvaaannn. Where do you
hear the /v/ in van? I hear the /v/ sound at the start of the word van,
so I'm going to place my chip in the first box.
representing the first, middle, and last
phoneme. When a struggling student
points to a standing student, the
standing student says the respective
Where do you hear the /a/ sound in van? I hear the /a/ in the middle
of the word van, so I'm going to place my chip in the middle box.
sound. Then have the struggling
student identify each phoneme. Repeat
with multiple students.
PRACTICE
3 Show the picture card rat.
Have a student lead the activity, asking
the other students to identify where a
specific phoneme occurs. Then have the
student leader segment the word and
identify the phoneme to give the
group the answer.
4
Now it's your turn. Where do you hear the /r/ sound in rat?
Remember to place your chip in the right box.
Call on individual students to identify where a specific phoneme occurs
in a word. Vary the phoneme you are asking for: first, middle, or last.
Provide support and modeling as needed.
5 Continue with the other picture cards.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification with Chips
Goal: Given a spoken word, the student can say the first, middle, or last sound of the word.
In a Nutshell:
Students place chips in front of them for each phoneme they hear in a spoken word and identify which chip represents
the first, middle, and last sound they hear in the word.
Three to five chips per student.
Picture Cards: ant, coat, door,
gate, hat, kick, kite, queen, sun,
van, well, wood.
Gather appropriate picture cards.
MODEL
1 Give each student three to five chips. Select the picture card van.
2
We're going to place one chip in front of us for each sound we say in
a word. My turn first. My word is van, vvvaaannn.
Place one chip in front of you as you say each phoneme until you have
three chips in a row.
3
Now I want you to tell me what sound each chip stands for in the
word. Point to the first chip. What sound does this chip stand for in
van? Students: /v/. Point to the middle chip. What sound does this
chip stand for in van? Students: /a/. Point to the last chip. What sound
does this chip stand for in van? Students: /n/.
PRACTICE
4 Select the picture card sun.
Have three students stand in a line,
representing the first, middle, and last
5
sound. When a struggling student
points to a standing student, the
Now it's your turn. Pick up your chips. Place one chip down for each
sound in this word: sun, sssuuunnn. What sound does this chip stand
for?
Point to the first chip and call on a student to identify the correct
phoneme. Repeat for the middle and last phonemes, calling on different
students.
standing student says the respective
sound. Then have the struggling
student identify each sound.
6
Give the students more chips and have
them practice using longer words with
four or five phonemes, such as best,
plan, stretch and panda.
Okay, let's try another. Pick up your chips. Now we're going to use
chips to stand for each sound in this word: gate.
Continue the activity using the remaining picture cards. Be sure to call
on students individually to check for understanding. Vary the order in
which you ask for sounds, e.g., ask for middle, last, first.
7 For students who struggle, model putting down the chips and segmenting the word.
Have the student repeat what you did and then try on his or her own for a different
word.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
How Many Sounds? Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students count the number of sounds in a given word and place one chip on the table for each sound.
Five chips for each student.
Gather chips. Make a list of these words for you to reference: back, box, fill, fine, fox, hill,
nine, pack, pill, sack, socks, time.
MODEL
1 Give each student five chips.
Today, we are going to count the sounds in words. I am going to say
a word, and you will count the number of sounds in the word.
Remember, we are counting the sounds, not the letters. You will
place one chip in front of you for each sound you hear.
2
My turn first. My word is: hill, hiiilll. There are three sounds in hill,
so I am going to place three chips on the table.
When you give the target word, say the
word very slowly so the students can
PRACTICE
hear each individual sound.
3
Introduce words with consonant
blends, such as best, panda, plan, and
stretch. Touch hip, knee, and foot for
additional phonemes.
Now it's your turn. How many sounds do you hear in fox? fffooox.
Remember to place one chip in front of you for each sound you hear.
Call on an individual student. Then continue with the words in the list,
calling on students individually. Have students put down the correct
number of chips and say the phonemes in the word as they touch each
chip.
4 Be sure that every student has had an individual turn to check for understanding.
Model and support students as necessary.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Favorite Things: Phoneme Segmenting and
Blending Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds; given multiple sounds, the
student can blend them into a word.
In a Nutshell:
The teacher gives a category of "favorite things" and students say their favorite item one phoneme at a time. The
group blends the phonemes to figure out each student's favorite thing.
Generate a list of "favorite things" categories that will interest students in your group such as
animals, colors, games, etc.
None.
MODEL
1 Choose a favorite category, such as favorite color.
Let's talk about our favorite things. I am going to ask what your
favorite color is. You will answer me by saying each sound in the
word. The group will then blend the sounds together to figure out
your favorite thing.
2
Help students by whispering a simpler
item to them red, for instance, is easier
My turn first. My favorite color is bllluuu. Let's blend those sounds
together: bllluuu. What's my favorite color? Students: blue.
PRACTICE
to segment than orange.
3
Now it's your turn.
Call on an individual student to practice segmenting his or her favorite
color into phonemes, and have the group blend the sounds together.
Give each individual student a turn.
Have the students pick their own
category and segment that portion of
the sentence as well. For example: My
favorite sssporrrt is sssoookerrr.
4 For a student who has difficulty segmenting into phonemes, have him or her whisper
the word to you, model segmenting it, and then have the student repeat what you
said. Then whisper another color for the same student to segment.
5 Continue with additional favorite categories such as foods, games, sports, etc.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
a, b, c, d, f, h, j, m, r, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -at, -am, -ad. Examples include bat, fat, ram, ham, dad, had.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word rat.
The first word is rat: rrraaat, rrr-at.
Point to each letter card as you say the phoneme. You may want to
highlight /at/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /r/, I have /at/. Now I'm going to add a
different first sound to create a new word. If I add the /c/ sound at
the start of /at/, I have cat: caaat.
Substitute c for r.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change cat into that word. Remember, your word will end with /at/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing cat to cot and cot to cop.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, d, i, l, p, s, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -id, -it, -ip. Examples include did, bid, pit, lit, dip, sip.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word lid.
The first word is lid: llliiid, lll-id.
Point to each letter card as you say the phoneme. You may want to
highlight /id/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /l/, I have /id/. Now I'm going to add a
different first sound to create a new word. If I add the /b/ sound at
the start of /id/, I have bid: biiid.
Substitute b for l.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change bid into that word. Remember, your word will end with /id/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing bid to bit and bit to bat.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, d, f, g, h, l, n, o, p, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -ot, -op, -og. Examples include dot, got, pop, top, log, fog.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word not.
The first word is not: nnnooot, nnn-ot.
Point to each letter card as you say the phoneme. You may want to
highlight /ot/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /n/, I have /ot/. Now I'm going to add a
different first sound to create a new word. If I add the /h/ sound at
the start of /ot/, I have hot: hooot.
Substitute h for n.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change hot into that word. Remember, your word will end with /ot/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing hot to hut and hut to hum.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, e, g, h, j, l, m, n, p, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -eg, -en, -et. Examples include beg, Meg, hen, pen, let, jet.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word leg.
The first word is leg: llleeeg, lll-eg.
Point to each letter card as you say the phoneme. You may want to
highlight /eg/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /l/, I have /eg/. Now I'm going to add a
different first sound to create a new word. If I add the /p/ sound at
the start of /eg/, I have peg: peeeg.
Substitute p for l.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change peg into that word. Remember, your word will end with /eg/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing peg to pig and pig to pit.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, c, d, f, g, h, n, r, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -ug, -un, -ut. Examples include bug, hug, bun, fun, cut, gut.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word rug.
The first word is rug: rug, rrr-ug.
Point to each letter card as you say the phoneme. You may want to
highlight /ug/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /r/, I have /ug/. Now I'm going to add a
different first sound to create a new word. If I add the /d/ sound at
the start of /ug/, I have dug: duuug.
Substitute d for r.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change dug into that word. Remember, your word will end with /ug/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing dug to dig and dig to did.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, c, d, e, g, i,
m, n, r, s, t, u.
Gather appropriate letter cards. They will be used to form the words: bad, bag, bam, ban, bat,
big, beg, bug, cat, cut, mat, man, rat, sat, sit.
MODEL
1 Use letter cards to form the word mat.
This is the word mat. Each letter makes a sound. This is /m/ /a/ /t/,
mmmaaat, mat. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter r.
What sound do we need to change to make mat become rat? Listen:
mmmaaat, rrraaat. I think we need to change the /m/ to /r/. Let's
try. Substitute the letter cards. Does that say rat? Sound it out and
blend it with me: rrraaat, rat.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change rat to sat?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make bat become bad? Listen: baaat, baaad.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, e, f, g, h, l,
m, n, o, p, x.
Gather appropriate letter cards. They will be used to form the words: cap, cob, cog, cop, cot,
cup, dot, hat, hop, hot, not, nut, pop, pot, pup, rot.
MODEL
1 Use letter cards to form the word log.
This is the word log. Each letter makes a sound. This is /l/ /o/ /g/,
lllooog, log. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter f.
What sound do we need to change to make log become fog? Listen:
lllooog, fffooog. I think we need to change the /l/ to /f/. Let's try.
Substitute the letter cards. Does that say fog? Sound it out and blend it
with me: fffooog, fog.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change fog to bog?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make cog become cop? Listen: cooog, cooop.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, e, f, g, h, l,
m, n, o, p, x.
Gather appropriate letter cards. They will be used to form the words: bog, box, fog, fox, hen,
man, men, leg, log, pan, peg, pen, van.
MODEL
1 Use letter cards to form the word hen.
This is the word hen. Each letter makes a sound. This is /h/ /e/ /n/,
heeennn, hen. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter m.
What sound do we need to change to make hen become men? Listen:
heeennn, mmmeeennn. I think we need to change the /h/ to /m/. Let's
try. Substitute the letter cards. Does that say men? Sound it out and
blend it with me: mmmeeennn, men.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change men to pen?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make pen become peg? Listen: peeennn, peeeg.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, f, g, i, n, r, s,
t, u.
Gather appropriate letter cards. They will be used to form the words: ban, bin, bun, fan, fin,
fun, rag, ran, rat, sag, sun, tag, tan, tin.
MODEL
1 Use letter cards to form the word fan.
This is the word fan. Each letter makes a sound. This is /f/ /a/ /n/,
fffaaannn, fan. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter r.
What sound do we need to change to make fan become ran? Listen:
fffaaannn, rrraaannn. I think we need to change the /f/ to /r/. Let's
try. Substitute the letter cards. Does that say ran? Sound it out and
blend it with me: rrraaannn, ran.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change ran to ban?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make tan become tag? Listen: taaannn, taaag.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, d, e, g, i, l, p,
r, t.
Gather appropriate letter cards. They will be used to form the words: dig, lag, lap, leg, lip, peg,
pig, rag, rap, rig, rip, tag, tap, tip.
MODEL
1 Use letter cards to form the word rag.
This is the word rag. Each letter makes a sound. This is /r/ /a/ /g/,
rrraaag, rag. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter t.
What sound do we need to change to make rag become tag? Listen:
rrraaag, taaag. I think we need to change the /r/ to /t/. Let's try.
Substitute the letter cards. Does that say tag? Sound it out and blend it
with me: taaag, tag.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change tag to lag?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make lag become lap? Listen: laaag, laaap.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
First Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the first sound.
In a Nutshell:
Students identify picture cards that begin with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: apple, fish, girl,
hand, igloo, jar, monkey, nose,
ring, six, tiger, volcano.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Today, we are going to pretend we are sound detectives. We need to
find pictures to fill up our basket. I am going to say a sound, and I
want you to find which picture begins with the sound. My turn first.
The first sound is /m/ like in the word man. Now I am going to be a
detective and search for the picture that begins with the sound /m/.
Start with just two cards. As students
I found a picture of a monkey; monkey begins with /m/: mmmonkey. I
was a great sound detective, and I can place the picture I found in
our basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /f/ like in the word family.
Now you search through the pictures for one that begins with /f/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Last Sound Segmenting Accuracy
Goal: Given a spoken word, the student can say the last sound.
In a Nutshell:
Students identify picture cards that end with a given sound and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: bed, box, door,
fox, goat, hay, kite, leg, moon,
pig, queen, star.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
Start with just two cards. As students
2
become more proficient, increase the
number of cards.
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture ends with the sound. My turn first.
The sound is /r/ like in the word carrr. Now I am going to be a
detective and search for the picture that ends with the sound /r/.
I found a picture of a star; star ends with /r/: starrr. I was a great
sound detective, and I can place the picture I found in our basket.
Have students create a "chain of
words" by thinking of connected
PRACTICE
objects. For example, begin with cat,
which ends with /t/. Have students
think of a word that begins with /t/
(since /t/ is the last sound in cat), like
top. Then find a word that begins with
/p/ (since top ends with /p/) like pan.
3
Now it's your turn. The next sound is /n/ like in the word mannn.
Now you search through the pictures for one that ends with /n/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
Build the chain student by student.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Middle Sound Segmenting Accuracy
Goal: Given a spoken word, the student can identify its middle sound.
In a Nutshell:
Students identify picture cards that have a given sound in the middle and place them into a basket.
Gather appropriate picture cards.
Basket
Picture Cards: cat, dog, duck,
fish, fox, lock, mop, nail, nose,
rat, six, van.
MODEL
1 Place the empty basket in the center of the circle. Place all of the picture cards in
front of the students.
2
Let's pretend we are sound detectives. We need to find pictures to fill
up our basket. I am going to say a sound, and I want you to find
which picture has the sound in the middle. My turn first.
The sound is /a/ like in the word laaap. Now I am going to be a
detective and search for the picture that has the sound /a/ in the
middle.
Start with just two cards. As students
I found a picture of a cat; cat has /a/ in the middle: caaat. I was a
great sound detective, and I can place the picture I found in our
basket.
become more proficient, increase the
number of cards.
PRACTICE
Tell students that some of the sounds
you will say do not have a
corresponding picture card.
3
Now it's your turn. The next sound is /i/ like in the word piiilll. Now
you search through the pictures for one that ends with /i/.
Call on students individually to be the detective. Continue until all the
cards are in the basket.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students touch their shoulders, elbows, and then hands for each sound when segmenting phonemes.
Make a list of these words for you to reference: bad, fan, fit, fun, hen, him, kit, mad, run, tan,
ten, Tim.
None.
MODEL
1
Today, we're going to break words apart into separate sounds. So
instead of saying the word mad, we will say, mmmaaad and touch
our arms like this when we sound it out.
Touch your shoulder as you say the first phoneme, your elbow as you say
the second phoneme and your hand as you say the third. Hold each
letter sound for about a second and do not pause between sounds.
2
For students distracted by hand
gestures due to coordination issues,
have them clap out the individual
phonemes instead.
Now let's do it together mad, mmmaaad. Remember to touch your
shoulder, elbow, and hand as you say the sounds. Ready? mad,
mmmaaad.
3 Watch for students who do not segment the word or use the hand gestures correctly.
Model for those students again, and have them try it on their own.
PRACTICE
Introduce words with consonant
blends, such as best, plan, stretch and
panda. Touch hip, knee, and foot for
additional phonemes.
4
Now it's your turn. I'll say a new word and you will break the sounds
apart. Ready?
Call on an individual student. Then continue with the list of words,
calling on other students individually.
5 Repeat words in a different order to check for understanding of the skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students touch their shoulders, elbows, and then hands for each sound when segmenting phonemes.
Make a list of these words for you to reference: cut, fish, grape, hot, kiss, lock, mop, ship, space,
tap, ten, wash.
None.
MODEL
1
Today, we're going to break words apart into separate sounds. So
instead of saying the word hot, we will say, hooot and touch our arms
like this when we sound it out.
Touch your shoulder as you say the first phoneme, your elbow as you say
the second phoneme and your hand as you say the third. Hold each
letter sound for about a second and do not pause between sounds.
2
For students distracted by hand
gestures due to coordination issues,
have them clap out the individual
phonemes instead.
Now let's do it together hot, hooot. Remember to touch your
shoulder, elbow, and hand as you say the sounds. Ready? hot, hooot.
3 Watch for students who do not segment the word or use the hand gestures correctly.
Model for those students again, and have them try it on their own.
PRACTICE
Introduce words with consonant
blends, such as best, plan, stretch and
panda. Touch hip, knee, and foot for
additional phonemes.
4
Now it's your turn. I'll say a new word and you will break the sounds
apart. Ready?
Call on an individual student. Then continue with the list of words,
calling on other students individually.
5 Repeat words in a different order to check for understanding of the skill.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification with Chips
Goal: Given a spoken word, the student can say the first, middle, or last sound of the word.
In a Nutshell:
Students place chips in front of them for each phoneme they hear in a spoken word and identify which chip represents
the first, middle, and last sound they hear in the word.
Three to five chips per student.
Picture Cards: bed, cat, cup,
dog, duck, leg, mop, nut, pen,
pig, six, van.
Gather appropriate picture cards.
MODEL
1 Give each student three to five chips. Select the picture card mop.
2
We're going to place one chip in front of us for each sound we say in
a word. My turn first. My word is mop, mmmooop.
Place one chip in front of you as you say each phoneme until you have
three chips in a row.
3
Now I want you to tell me what sound each chip stands for in the
word. Point to the first chip. What sound does this chip stand for in
mop? Students: /m/. Point to the middle chip. What sound does this
chip stand for in mop? Students: /o/. Point to the last chip. What
sound does this chip stand for in mop? Students: /p/.
PRACTICE
4 Select the picture card nut.
Have three students stand in a line,
representing the first, middle, and last
5
sound. When a struggling student
points to a standing student, the
Now it's your turn. Pick up your chips. Place one chip down for each
sound in this word: nut, nnnuuut. What sound does this chip stand
for?
Point to the first chip and call on a student to identify the correct
phoneme. Repeat for the middle and last phonemes, calling on different
students.
standing student says the respective
sound. Then have the struggling
student identify each sound.
6
Give the students more chips and have
them practice using longer words with
four or five phonemes, such as best,
plan, stretch and panda.
Okay, let's try another. Pick up your chips. Now we're going to use
chips to stand for each sound in this word: duck.
Continue the activity using the remaining picture cards. Be sure to call
on students individually to check for understanding. Vary the order in
which you ask for sounds, e.g., ask for middle, last, first.
7 For students who struggle, model putting down the chips and segmenting the word.
Have the student repeat what you did and then try on his or her own for a different
word.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Walk it Out: Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students segment the phonemes in a given word and take one step for each phoneme in the word.
Make a list of these words for you to reference: can, cub, doll, fan, held, mint, nest, sum, sell,
tell, Tom, tub.
None.
MODEL
1 Line up the students in a row.
Today we are going to count sounds in words. I am going to say a
word, and you will count the number of sounds it has. Remember to
count the sounds, not the syllables. You will take one step for each
sound you hear.
Partner a struggling student with a
stronger one and have them stand sideby-side and link elbows. When you give
them a word, have them take steps in
2
unison for each phoneme so the
struggling student can "feel" each
phoneme.
PRACTICE
3
Introduce words with consonant
blends, such as stretch and panda.
Students will need to take extra steps
for the additional phonemes.
My turn first. My word is sum, sssuuummm.Take one step forward as
you say each phoneme. How many sounds are in sum? Yes, there are
three sounds in the word sum.
Now it's your turn. The next word is: fan
Call on an individual student to segment fan. Then continue with the
list of words, calling on other students individually.
4 Watch for students who do not segment the word out loud or who do not step in
time with the phonemes. Model for those students again, and have them try it on
their own.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Phoneme Identification Accuracy
Goal: Given a spoken word, the student can identify the first, middle, or last sound of the word.
In a Nutshell:
Students place one chip in an Elkonin box that corresponds to a given sound's place in the word (first, middle, or last).
Create Elkonin boxes for each student (three connected boxes in a row, with each box
representing a letter in a CVC word). Gather appropriate picture cards and chips.
Elkonin Boxes.
One Chip Per Student.
Picture Cards: bag, box, coat,
dice, kick, kite, leg, lock, nine,
six, vet, wave.
MODEL
1 Give each student one Elkonin box and one chip.
I'm going to say a word and then a sound in the word. You will
figure out if the sound is in the start, middle, or end of the word.
Then, you'll place your chip in the either the first, middle, or last
box.
2 Show the picture card lock.
Have three students stand in a line,
My turn first. This is a picture of a lock, lllooock. Where do you hear
the /l/ in lock? I hear the /l/ sound at the start of the word lock, so I'm
going to place my chip in the first box.
representing the first, middle, and last
phoneme. When a struggling student
points to a standing student, the
standing student says the respective
Where do you hear the /o/ sound in lock? I hear the /o/ in the middle
of the word lock, so I'm going to place my chip in the middle box.
sound. Then have the struggling
student identify each phoneme. Repeat
with multiple students.
PRACTICE
3 Show the picture card wave.
Have a student lead the activity, asking
the other students to identify where a
specific phoneme occurs. Then have the
student leader segment the word and
identify the phoneme to give the
group the answer.
4
Now it's your turn. Where do you hear the /w/ sound in wave?
Remember to place your chip in the right box.
Call on individual students to identify where a specific phoneme occurs
in a word. Vary the phoneme you are asking for: first, middle, or last.
Provide support and modeling as needed.
5 Continue with the other picture cards.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
How Many Sounds? Phoneme Segmenting Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds.
In a Nutshell:
Students count the number of sounds in a given word and place one chip on the table for each sound.
Five chips for each student.
Gather chips. Make a list of these words for you to reference: back, box, fill, fine, fox, hill,
nine, pack, pill, sack, socks, time.
MODEL
1 Give each student five chips.
Today, we are going to count the sounds in words. I am going to say
a word, and you will count the number of sounds in the word.
Remember, we are counting the sounds, not the letters. You will
place one chip in front of you for each sound you hear.
2
My turn first. My word is: hill, hiiilll. There are three sounds in hill,
so I am going to place three chips on the table.
When you give the target word, say the
word very slowly so the students can
PRACTICE
hear each individual sound.
3
Introduce words with consonant
blends, such as best, panda, plan, and
stretch. Touch hip, knee, and foot for
additional phonemes.
Now it's your turn. How many sounds do you hear in fox? fffooox.
Remember to place one chip in front of you for each sound you hear.
Call on an individual student. Then continue with the words in the list,
calling on students individually. Have students put down the correct
number of chips and say the phonemes in the word as they touch each
chip.
4 Be sure that every student has had an individual turn to check for understanding.
Model and support students as necessary.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Favorite Things: Phoneme Segmenting and
Blending Accuracy
Goal: Given a spoken word, the student can segment it into separate sounds; given multiple sounds, the
student can blend them into a word.
In a Nutshell:
The teacher gives a category of "favorite things" and students say their favorite item one phoneme at a time. The
group blends the phonemes to figure out each student's favorite thing.
Generate a list of "favorite things" categories that will interest students in your group such as
animals, colors, games, etc.
None.
MODEL
1 Choose a favorite category, such as favorite color.
Let's talk about our favorite things. I am going to ask what your
favorite color is. You will answer me by saying each sound in the
word. The group will then blend the sounds together to figure out
your favorite thing.
2
Help students by whispering a simpler
item to them red, for instance, is easier
My turn first. My favorite color is bllluuu. Let's blend those sounds
together: bllluuu. What's my favorite color? Students: blue.
PRACTICE
to segment than orange.
3
Now it's your turn.
Call on an individual student to practice segmenting his or her favorite
color into phonemes, and have the group blend the sounds together.
Give each individual student a turn.
Have the students pick their own
category and segment that portion of
the sentence as well. For example: My
favorite sssporrrt is sssoookerrr.
4 For a student who has difficulty segmenting into phonemes, have him or her whisper
the word to you, model segmenting it, and then have the student repeat what you
said. Then whisper another color for the same student to segment.
5 Continue with additional favorite categories such as foods, games, sports, etc.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
a, b, c, d, f, h, j, m, r, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -at, -am, -ad. Examples include bat, fat, ram, ham, dad, had.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word rat.
The first word is rat: rrraaat, rrr-at.
Point to each letter card as you say the phoneme. You may want to
highlight /at/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /r/, I have /at/. Now I'm going to add a
different first sound to create a new word. If I add the /c/ sound at
the start of /at/, I have cat: caaat.
Substitute c for r.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change cat into that word. Remember, your word will end with /at/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing cat to cot and cot to cop.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, d, i, l, p, s, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -id, -it, -ip. Examples include did, bid, pit, lit, dip, sip.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word lid.
The first word is lid: llliiid, lll-id.
Point to each letter card as you say the phoneme. You may want to
highlight /id/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /l/, I have /id/. Now I'm going to add a
different first sound to create a new word. If I add the /b/ sound at
the start of /id/, I have bid: biiid.
Substitute b for l.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change bid into that word. Remember, your word will end with /id/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing bid to bit and bit to bat.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, d, f, g, h, l, n, o, p, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -ot, -op, -og. Examples include dot, got, pop, top, log, fog.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word not.
The first word is not: nnnooot, nnn-ot.
Point to each letter card as you say the phoneme. You may want to
highlight /ot/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /n/, I have /ot/. Now I'm going to add a
different first sound to create a new word. If I add the /h/ sound at
the start of /ot/, I have hot: hooot.
Substitute h for n.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change hot into that word. Remember, your word will end with /ot/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing hot to hut and hut to hum.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Sound Change: Introduce Phoneme Substitution
Goal: Given a written and spoken word, the student can substitute a sound to form another word.
In a Nutshell:
The teacher builds a CVC word using letter cards and then students change the first sound and letter card to create a
different word.
Letter Cards, including at least:
b, c, d, f, g, h, n, r, t.
Gather appropriate letter cards. Prepare a list of words containing the following rime patterns
for you to reference: -ug, -un, -ut. Examples include bug, hug, bun, fun, cut, gut.
MODEL
1
Today, we are going to do an activity called Sound Change. I'm
going to build a word and read it. Then you will make a new word by
changing the first sound. My turn first.
2 Use the letter cards to build the word rug.
The first word is rug: rug, rrr-ug.
Point to each letter card as you say the phoneme. You may want to
highlight /ug/ as a unit, so it is easier for students to separate and change
the onset.
3
If I take off the first sound /r/, I have /ug/. Now I'm going to add a
different first sound to create a new word. If I add the /d/ sound at
the start of /ug/, I have dug: duuug.
Substitute d for r.
Use different colored chips or tokens
PRACTICE
instead of letter cards to show that one
sound is being removed and a different
sound is being added.
4
Now it's your turn. I'm going to tell you a new word and you will
change dug into that word. Remember, your word will end with /ug/.
Call on students individually to build new words by substituting the first
sound and letter card.
5 Repeat with the other rime stems.
Ask students to make a new word by
adding a phonemefor example,
changing ban to bang or bet to best
or deleting onefor example,
changing brat to rat or sang to sag.
6 Students may form nonsense words. If they do, ask them to say their word and
identify whether it is a real word or a nonsense word. Then have them build the real
word.
7 When students are comfortable with this skill, have them change the last or middle
sound of the word. For instance, changing dug to dig and dig to did.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, c, d, e, g, i,
m, n, r, s, t, u.
Gather appropriate letter cards. They will be used to form the words: bad, bag, bam, ban, bat,
big, beg, bug, cat, cut, mat, man, rat, sat, sit.
MODEL
1 Use letter cards to form the word mat.
This is the word mat. Each letter makes a sound. This is /m/ /a/ /t/,
mmmaaat, mat. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter r.
What sound do we need to change to make mat become rat? Listen:
mmmaaat, rrraaat. I think we need to change the /m/ to /r/. Let's
try. Substitute the letter cards. Does that say rat? Sound it out and
blend it with me: rrraaat, rat.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change rat to sat?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make bat become bad? Listen: baaat, baaad.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, e, f, g, h, l,
m, n, o, p, x.
Gather appropriate letter cards. They will be used to form the words: cap, cob, cog, cop, cot,
cup, dot, hat, hop, hot, not, nut, pop, pot, pup, rot.
MODEL
1 Use letter cards to form the word log.
This is the word log. Each letter makes a sound. This is /l/ /o/ /g/,
lllooog, log. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter f.
What sound do we need to change to make log become fog? Listen:
lllooog, fffooog. I think we need to change the /l/ to /f/. Let's try.
Substitute the letter cards. Does that say fog? Sound it out and blend it
with me: fffooog, fog.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change fog to bog?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make cog become cop? Listen: cooog, cooop.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, b, e, f, g, h, l,
m, n, o, p, x.
Gather appropriate letter cards. They will be used to form the words: bog, box, fog, fox, hen,
man, men, leg, log, pan, peg, pen, van.
MODEL
1 Use letter cards to form the word hen.
This is the word hen. Each letter makes a sound. This is /h/ /e/ /n/,
heeennn, hen. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter m.
What sound do we need to change to make hen become men? Listen:
heeennn, mmmeeennn. I think we need to change the /h/ to /m/. Let's
try. Substitute the letter cards. Does that say men? Sound it out and
blend it with me: mmmeeennn, men.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change men to pen?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make pen become peg? Listen: peeennn, peeeg.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Building: Phoneme Substitution Accuracy
Goal: Given a written and spoken word, the student can say the substitution needed to form a given
new word.
In a Nutshell:
The teacher forms a CVC word using letter cards. Students say the sound substitution needed to form a new given CVC
word and then build the new word by identifying the appropriate letter card.
Letter Cards: a, d, e, g, i, l, p,
r, t.
Gather appropriate letter cards. They will be used to form the words: dig, lag, lap, leg, lip, peg,
pig, rag, rap, rig, rip, tag, tap, tip.
MODEL
1 Use letter cards to form the word rag.
This is the word rag. Each letter makes a sound. This is /r/ /a/ /g/,
rrraaag, rag. Sound it out with me, and then blend the sounds.
2 Place a selection of letter cards in front of the students, including the letter t.
What sound do we need to change to make rag become tag? Listen:
rrraaag, taaag. I think we need to change the /r/ to /t/. Let's try.
Substitute the letter cards. Does that say tag? Sound it out and blend it
with me: taaag, tag.
Focus on changing only first sounds,
using several examples with the same -
PRACTICE
VC pattern, such as -at to create bat,
cat, hat, rat, etc., so that students can
isolate changes in the first sound.
3
Now it's your turn. Can you change tag to lag?
Call on an individual student to select the correct letter card and
substitute it. Then have the student sound out and blend the new word.
Provide support and additional modeling as necessary. Continue until
each student has had a turn.
Have students lead the activity by
suggesting new words and substituting
phonemes. Ask students to make a new
word by adding a phonemefor
example, changing ban to bang or bet
to bestor deleting onefor example,
changing brat to rat or sang to sag.
4
Now, let's do something different. What do we need to change to
make lag become lap? Listen: laaag, laaap.
Give each student an individual turn at making a new word by changing
the last sound.
5 Repeat the activity, substituting middle sounds.
6 Be sure each student can substitute first, middle, and last letters.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Say It, Rhyme It: Phonological Awareness Game
Goal: Given a spoken word, the student can say another word that rhymes.
In a Nutshell:
The students work in teams to think of rhyming words when given a spoken word.
None.
Make a list of recently learned CVC, CVCC, or CCVCC words for you to refer to.
MODEL
1 Divide students into two teams and ask the teams to sit facing each other.
We are going to play a game called Say It, Rhyme It. I will give the
Blue Team a word and finger-clap twice. The Blue Team will have to
say another word that rhymes with the word I said and finger-clap
twice. Then, the Red Team will give another word that rhymes with
the Blue Team's word and finger-clap twice. Each team will take
turns until one team cannot think of a word that rhymes within 15
seconds.
My turn first. Our first word is cat.
2 Say the word cat and finger-clap twice.
The Blue Team may say bat and then finger-clap twice. What
rhyming word could the Red Team say? That's right. They could say
pat and finger-clap twice. Each team will continue the activity until
one team can't think of a word or gives a non-word.
PRACTICE
3
Not it's your turn.
Play the rhyming game for each word for one minute, and give the teams a new
word after one minute is up.
4 Play several rounds of the game.
5 You can increase the difficulty of the game by giving words that are harder to rhyme.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Guess My Word: Phonological Awareness Game
Goal: Given a spoken onset and rime, the student can say the word.
In a Nutshell:
The students blend a spoken onset-rime to figure out a spoken word to collect as many picture cards as they can.
Make a list of recently learned CVC, CVCC, or CCVCC words for you to refer to.
Picture cards.
MODEL
1 Have the students sit in a circle facing you.
We are going to play a game called Guess My Word. I have a picture
card and I will say the sounds that make up the word for the picture.
You will figure out the word I am saying. If you are correct, you get
to keep the picture card. If you don't figure out the word correctly
after two tries, the next person will get a chance. The goal of the
game is to collect as many picture cards as possible.
2 Place a picture card facing downward in the middle of the circle.
Listen carefully: lll-eg. Who can guess my word?
3 If the student gets the word leg correct, tell him or her to keep the picture card.
4 Each student has two chances to guess the word, if he or she does not get the word
correct, the next student in the circle gets to guess the word.
PRACTICE
5 Go through all the picture cards with students.
6 When students are done with the stack of picture cards, you can play the game
again. This time, students are able to keep the picture card only after they are able to
identify the word and use the word accurately in sentence.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Initial Sound Memory: Phonological Awareness
Game
Goal: Given two pictures, the student can determine whether or not they have the same initial sound.
In a Nutshell:
The students will look at two pictures, decide if they have matching initial sounds and keep the matches to win.
Picture cards beginning with
initial sounds learned thus far.
Select picture card pairs with matching initial sounds like mouse and mat, or cat and cake.
There should be an even number of cards for each initial sound (ideally, one pair per sound).
MODEL
1 This game is played like the classic Memory game. Place cards face down in an even
number of rows and columns. Players take turns trying to match the cards that are
alike based on initial sounds.
2 Shuffle the cards and lay them out face down.
We are going to play the Initial Sound Memory Game today. You are
going to match cards that start with the same sound. The goal of the
game is to find as many pairs of cards that start with the same sound
as you can.
The first player is going to flip over two cards. If the two cards start
with the same sound, you will keep them. If they start with different
sounds, you will turn them back over. The next person will then try
to find two cards that have the same sound at the start. We will
continue playing until all of the matches are found.
3 If this is the first time students have played this game, model for the group how to
play. Model this process for students as you explain the rules.
4 If there is an odd number of students, pick the strongest student to be the referee of
the game.
PRACTICE
5 Play the game until all pairs are found.
6 Shuffle the cards, lay them out again, and play several rounds of the game.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Say It, Move It: Phonological Awareness Game
Goal: Given a spoken word, the student can segment each phoneme in the word.
In a Nutshell:
The students blend sounds together to make words, earning one point for choosing the appropriate number of chips
and another for sounding out the word.
Six chips.
Make a list of most recently learned regular words for you to refer to.
• Say It, Move It gameboard.
MODEL
1 Place the chips in the circle on the gameboard.
We are going to play an activity called Say It, Move It. Our
gameboard has a circle at the top. This is where we will keep our
chips when we are not using them. The gameboard also has an arrow
which goes from left to right. This will help us when we start moving
sounds to make words.
My turn first. Our first word is mom.
2 Move one chip from the circle to the left-end of the arrow.
The first sound in mom is /m/. Watch how I slide my chip from left
to right when I say /m/. The second sound in mom is /o/. Now I will
take a second chip from the circle and move it along the arrow from
left to right again as I say /o/. The last sound in mom is /m/. I will
take a third chip from the circle and move it along the arrow from
left to right again as I say the sound /m/. What is the word?
3 As you repeat the word, slide your finger beneath the arrow.
How many chips did I use? How many sounds are there in the word?
Now that I am done, I will put my chips back in the circle. I will get
one point because I did the activity correctly. The person with the
most points at the end of the game is the winner!
4 Each student should get an equal number of turns. The game ends when there are
not enough words to play another full round.
PRACTICE
5
Now it's your turn.
Have each student play several rounds of the game.
6 Explain to students that they will receive one point for placing the correct number of
chips on the arrow and for saying each sound for the given word.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3
Word Race: Phonological Awareness Game
Goal: Given a picture, the student can segment the word into individual phonemes.
In a Nutshell:
The students race to be the first one to say how many sounds are in a word, then students say the sounds in the word
to earn a point.
10 to 15 picture cards that
have two to four phonemes
each.
Gather appropriate picture cards.
MODEL
1 Have students sit in a semi-circle in front of you.
We are going to have a word race today. I am going to show you a
picture. To earn a point, you have to be the first one to tell me how
many sounds are in the name of the picture and what the sounds are.
When you know the answer, please give a thumbs up. I will call on
the fastest person to give us his or her answer. If you call out the
answer before I call on you, you will lose one point.
2 Show a picture of a clock. Ask students to figure out how many phonemes are in the
word and to identify the sounds.
My turn first. What is this object in the picture? How many sounds
make up the word? Clock has four sounds: /k/ /l/ /o/ /k/.
The first person to get three points will be the winner of this round
of Word Race. Raise your hand only when you are ready with your
answer. Do not raise your hand before you are ready.
3 The game ends when all the picture cards are used.
PRACTICE
4
Now it's your turn.
Play as many rounds of the game as time allows and tally the points scored by
students.
5 If there is time, after students have identified the number of sounds in the word, ask
them to think of another word that has the same number of sounds. If they can
think of another word with the same number of sounds, they score an additional
point.
2008 Wireless Generation, Inc. All rights reserved.
This Burst created for My First Group, Burst #3