teaching resource

Pop Phonemes - Segmenting Short Vowel Words

Updated: 10 Apr 2023

Review phoneme segmentation by popping each phoneme using these task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 3

Curriculum

VC2E1LY03

Blend, segment and manipulate phonemes in words (phonemic awareness), including words with consonant blends at the beginning and end, and words with more than one syllable <ul> <li>making sounds in order to say a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’</li> <li>manipulating phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)</li> <li>adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes</li> <li>substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’</li> <li>substituting final sounds in spoken words; for example, substituting the ‘t’ in ‘pet’ with ‘g’ to form a new word, ‘peg’</li> </ul>
VC2E2LY03

Use knowledge of blending, segmenting and manipulating to read and write increasingly complex words (phonemic awareness) <ul> <li>blending and segmenting sounds in words, for example ‘b-r-o-th-er’ or ‘c-l-ou-d-y’</li> <li>deleting and substituting sounds (phonemes) in spoken words to form new words (for example, deleting the initial ‘scr’ in ‘scratch’ and substituting new initial sounds to form words such as ‘catch’, ‘batch’ and ‘hatch’) and substituting a medial sound to form a new word (for example, ‘stack’ becomes ‘stick’)</li> </ul>
VC2E3LY03

Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

teaching resource

Pop Phonemes - Segmenting Short Vowel Words

Updated: 10 Apr 2023

Review phoneme segmentation by popping each phoneme using these task cards.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: 1 - 3

Review phoneme segmentation by popping each phoneme using these task cards.

Short Vowel Words Phoneme Segmentation Activity

Kids love to use Pop Its™, so why not bring that multisensory object into the classroom and use these task cards to have your students practise segmenting these short vowel words into their phonemes?

To use the task cards, students first identify the featured word, then tap out the segments of the word into its phonemes; they consolidate this knowledge by then using a Pop It™ to push the phonemes of the word. The set of task cards includes a variety of short vowel words, ranging from three-letter words to four-letter words. These task cards are ideal for small-group instruction, or as part of a whole-class phonics lesson.

Tips for Differentiation + Scaffolding

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

For struggling students, work one-on-one with them or assign them a partner to help them segment the words.

➕ Challenge Fast Finishers

To challenge fast finishers, add a list of harder words on the board and have them segment those words into phonemes.

👋 Exit Ticket

Use these cards as a formative assessment after your lesson. Pick a random assortment of cards and project them on the board for the whole class to see. Students can record their answers on a sheet of paper, sticky note or notebook.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource.

Print on cardstock for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

To keep the task cards out of pockets or under desks, punch a hole in the corner of each to place them on a binder ring.

This resource was created by Samantha Rose, a Teach Starter collaborator.

Curriculum

VC2E1LY03

Blend, segment and manipulate phonemes in words (phonemic awareness), including words with consonant blends at the beginning and end, and words with more than one syllable <ul> <li>making sounds in order to say a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’</li> <li>manipulating phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness)</li> <li>adding, substituting or deleting phonemes in any position in one-syllable words with up to 4 phonemes</li> <li>substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’</li> <li>substituting final sounds in spoken words; for example, substituting the ‘t’ in ‘pet’ with ‘g’ to form a new word, ‘peg’</li> </ul>
VC2E2LY03

Use knowledge of blending, segmenting and manipulating to read and write increasingly complex words (phonemic awareness) <ul> <li>blending and segmenting sounds in words, for example ‘b-r-o-th-er’ or ‘c-l-ou-d-y’</li> <li>deleting and substituting sounds (phonemes) in spoken words to form new words (for example, deleting the initial ‘scr’ in ‘scratch’ and substituting new initial sounds to form words such as ‘catch’, ‘batch’ and ‘hatch’) and substituting a medial sound to form a new word (for example, ‘stack’ becomes ‘stick’)</li> </ul>
VC2E3LY03

Understand how to apply knowledge of phoneme–grapheme correspondences, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns <ul> <li>reading and writing more complex words with consonant digraphs and consonant blends, for example ‘shrinking’, ‘against’ and ‘rocket’</li> <li>reading and writing consonant digraphs representing different sounds, for example ‘machine’, ‘change’ and ‘school’</li> </ul>

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