TRAINER NOTES

Session No.: 4
Session Title: Making It Work! Segmenting
Description
This session is designed for the course participants (CPs) to understand how to use various
teaching learning materials to teach segmenting through listening and speaking, reading, writing
and language arts.
Training outcomes

The course participants will be able to:

Say words and segment the sounds heard
Say words and number the sounds heard
Read the words and segments the phonemes heard

Time

50 minutes

Resources

1. Picture cards (Unit 6 Appendix 5 page 81-82)

2. Word cards (Unit 6 Appendix 8 page 88)
3. 4 Coloured beads for all CPs

Session outline

Activity 1: Listening and Speaking (Segmenting)

Activity 2: Reading, Writing and Language Arts (Segmenting)

Activity 1

Listening and Speaking (Segmenting)

Procedure

1. Use picture cards from Unit 6 Appendix 5 page 81-82.

2. Explain to the CPs segmenting requires breaking the word into
separate sounds.
3. Tap along with phonemes
Say the words in Unit 6 Appendix 5 page 81-82
Ask CPs to listen to the words and tap their fingers according to
the number of sounds they hear in the word.
Prompt CPs to announce the number of phonemes in the word.
Trainer sounds out the phonemes separating them vocally, CPs
repeat.
4. Bead Slide activity
Trainer uses strings of beads to do segmenting. Distribute strings
of beads to CPs.
Trainer says the words in Unit 6 Appendix 5 page 81-82.
CPs move the beads according to the number of sounds they
hear.
Count the beads and announce the number of sounds in the word.

Trainer Notes Session 4

Suggested
Instructional
Language

1. Trainer shows the pictures on page 81 to 82 (Teachers Module).

2. Say the word based on the picture.
3. When you hear the word tap the number of phonemes heard. For
e.g. hat - /h/, /a/ and /t/. CPs will tap 3 times.
4. Trainer sounds out the phonemes separating them vocally, CPS
repeat as they tap their fingers.

Activity 2

Reading, Writing and Language Arts (Segmenting)

Procedure

1. Guessing game.
A pair of CP is selected to go to the front and play a guessing
game.
CP A has to randomly pick a word card from Appendix 8 (Unit 6
Appendix 8 pg 88).
CP A reads the word, CP B has to segment the word heard.
CPs practice in pairs.
2. Sound boxes with pictures.
Trainer picks up a picture card and asks CPs to identify the word.
Ask CPs to identify the number of sounds. For e.g. hat, say the
word slowly /hat/. CPs give the number of sounds.( 3 syllable)
Distribute the sound boxes and tell CPs that the boxes /represent
the 3 sounds.
Tell the CPs that they need to identify the position of the sound
stressed by the trainer and place the token in the correct box e.g.
trainer says /hat/, /h/, /h/ /h/, and ask CPs where the token should
be placed. Tell them that /h/ is the beginning sound (initial sound).
Trainer gives another example middle sound in the word
mat-/a/,/a/,/a/.
Say /fat/, /f/, /f/, /f/. Ask CPs for the position of the /f/ sound. Tell
them by changing the beginning sound they form a new word.
* Objective of these activities is to reinforce initial, middle and ending
sounds.
3. Segmentation cheer.
Put up the cheer on the board.
Do the segmentation cheer.
Change the word in the 3rd line each time trainers do the cheer.
CPs segment the words sound by sound. Begin with words that
have three phonemes.

Suggested
Instructional
Language

Trainer Notes Session 4

Guessing Game
1. Id like two volunteers to play this game.
2. CP A, you have to pick a word from the box. CP B, segment the
word you hear.
3. Now CP A please read the card you pick. For eg cat
4. CP B please sound out the phonemes you hear from the word. For
eg /c/, /a/, /t/.
2

5. Trainer: correct cat can be segmented to /c/, /a/ /t/

Reflections

Trainer Notes Session 4

Refer to the reflection grid.

APPENDIX 3 (ON PPT)

Poem

Bunny goes hop, hop, hop,

to the hut on top of the hill.

Horsey goes gallop, gallop, gallop,

to the hut on top of the hill.

Doggy goes bark, bark, bark,

to the hut on top of the hill.

They meet the fat cat and fat rat,

in the hut on top of the hill.

They eat a bag of nuts,

big hot buns and yellow jelly.
They feel very happy.

Note: Teachers may choose to use a shorter version of the poem. (Stanzas 1 4)

Trainer Notes Session 4

APPENDIX 5
Pix. of a hat

Pix. of a boy hopping

Pix. of a hut

Pix. of a hen

Pix. of a tap

Pix. of a tall girl

Pix. of a spinning top

Pix. of a boy having a nap

Pix. of a mop

Pix. of a mat

Pix. of a man

Pix. of a shopping mall

Pix. of a mug

Trainer Notes Session 4

Pix. of a bag

Pix. of a bull

Pix. of a bug

Number ten

Trainer Notes Session 4

Pix. of a bun

Pix. of a tin

PowerPoint on Segmenting Cheer

Segmenting Cheer
Listen to my cheer.
Then shout the sounds you hear.
Hat! Hat! Hat!
Lets take apart the word Hat.
Give me the beginning sound.
(Children respond with /h/)
Give me the middle sound.
(Children respond with /a/.)
Give me the ending sound.
(Children respond with /t/)
Thats right!
/h/, /a/, /t/ - hat!
Note:*Repeat with other words.
Suggestion: bat, cat, mat, rat

Trainer Notes Session 4

APPENDIX 8

hot

hut

hop

cat

fat

rat

big

bun

bag

Trainer Notes Session 4