The phonemic awareness ability to segment, or separate, each sound (phoneme) in a word.
Segmenting develops over time with instruction; therefore, a child may be able to segment 3-sound words but not yet 4-sound words.
How do I know if it is the child's most pressing need?
- Child may not be able to decode easily decodable 3- and/or 4-sound words.
- Child cannot segment (or separate) at least one of the following: the first, middle, or last sound in a word.
Which TRI strategy most efficiently targets a student's need to segment 3-sound words?
Which TRI strategy most efficiently targets a student's need to segment 4-sound words?
All other TRI Word Work strategies reinforce the phonemic skill of segmenting, but Segmenting Words is most appropriate when the child particularly struggles to segment all or most sounds in a given word. After he/she has some skill with segmenting, fade out this activity and focus more Word Work time on other activities, especially Change One Sound, as it offers more challenge.