Identifying rhyme, first and last sounds in words, blending and segmentation
Building word recognition and spelling skills through phonological and visual processing. Engaging students with how words and letter combinations sound and look.
Activities to support the strategy
Allow students to create their own illustrated rhyming pairs.
Activity 2: picture sorting and word sorting
Picture sorting is a categorisation task that involves grouping pictures for words with similar sound features (e.g. bat, boy; man, moon; sun, sock). Pictures can be sorted by initial consonants sounds, consonant blends or digraphs, rhyming words or vowel sounds.
Word sorts provide opportunities to improve fluency and accuracy in identifying recurring patterns and contrasting features within the targeted groups.
Activity 3: talk to yourself chart
Provide students with a “talk to yourself chart”.
Students can use the sentence prompts to learn to spell new words.
- View and print talk to yourself chart (PDF 76.34KB)
Activity 4: constructing rhyme lists
Model the process of constructing a rhyme list using an alphabet strip to systematically tick off letters to generate rhyming words. Invite students to work individually or in pairs to add to the rhyme list. Encourage students to check with a reliable source to confirm if the words generated are “real words”. Share the words generated to compile a class data bank for display and future reference. An example using the rime ake is provided.
Further develop the rhyming list to include blends and digraphs. Time the students to see how many of the words they can write with accuracy form memory. Each time students can compare their results from previous times to track improvement.
Activity 5: letter tiles
Letter tiles or magnetic letters can be useful to provide focus on sounds, letters and words when students are working with text during modelled, guided ad independent reading and writing.
(Programming and Strategies Handbook NSW Department of Education and Communities 1999).
ACELA1457: Manipulate sounds in spoken words including phoneme deletion and substitution; recognising words that start with a given sound, end with a given sound, have a given medial sound, rhyme with a given word
EN1-5A: Uses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words.
NSW literacy continuum
WRIC7M3: Aspects of writing, Cluster 7, Marker 3: Spells words with regular spelling patterns correctly and makes plausible attempts at words with irregular spelling patterns.