For children who are at a lower level:
- Use the word “sound-talk” instead of “segmented”
- Work in reverse, get the soft toy to sound-talk the item back to the child and ask the child to blend it (say what it is)
- If a student is having trouble segmenting, ask for the onset phoneme (starting/initial sound)
For children who are at a higher level:
- Ask student to come up and write the word that contains the grapheme/phoneme on the board
- Ask student to segment more challenging words, such as ‘snake’
- Ask student to think of a sentence that uses the word
- These students could use mini whiteboards to write a list of the picnic items
- Students could be challenged to write a sentence containing the picnic item