Level 4: Count the Sounds

Separation of Sound

Level 4 Activities focus on the separation of sounds in a word. Children ready for this Level 4, have a good sense of focus sounds (phonemic awareness) and are ready to acoustically divide words into their individual focus sounds.

This skill is reverse of sound (phoneme) blending, where “sound units” are combined (Level 2). While separation of sounds (phoneme segmentation) appears to be a simple exercise, many children, even older ones, struggle with this skill. They may be able to identify isolated sounds (recognition), but cannot break a word into separate sound (phonemic) components.

Early Literacy Foundational Skills

• Sound (Phoneme) Counting

  • listen & detect the number of sounds (phonemes) in a word

• Sound (Phoneme) Segmentation

  • listen & detect individual sounds at the beginning of a word

  • listen & detect individual sounds at the ending of a word

  • listen & detect words that rhyme

Count the Sounds

GOALS: sound (phoneme) counting

Materials

• Counters: small objects that child(ren) may manipulate to assist with the counting of sounds (phonemes). Make sure there are more counters than needed - for example if words have three or four sounds (phonemes), have six or eight counters available.

Directions for New Players:

1. Say a one-syllable word. The word may come from a story being read, an item in the room, an object outside, or any other word the child(ren) has some knowledge of.

2. Have the child(ren) repeat the word.

3. Then have the child(ren) physically slide one counter per sound (phoneme) they hear in the word.

4. Check for accuracy and demonstrate the proper number of counters as you repeat and slide your counters.

   For example:

   • Say “cat”

   • Child(ren) repeat the word “cat” - slowly so they are able to hear each sound (phoneme)

   • The child(ren) will move one counter (either up of down, but away from the group of counters) for each sound (phoneme) they hear.

   • When the child(ren) is/are finished, check and model:

     • Say /c/ and slide one counter;

     • Say /a/ and slide second counter;

     • Say /t/ and slide third counter.

   5. Repeat with different words.

Directions for Established Players:

1. Say a one-syllable word. The word may come from a story being read, an item in the room, an object outside, or any other word the child(ren) has some knowledge of.

2. Have the child(ren) repeat the word.

3. Have the child(ren) mentally count the number of sounds (phonemes) they hear in the word.

4. On the count of three, have the child(ren) hold up the number of fingers to indicate the number of sounds they heard.

5. Check for accuracy and demonstrate the proper number of fingers as you repeat and hold up your fingers.

   For example:

   • Say “cat”

   • Child(ren) repeat the word “cat” - slowly so they are able to hear each sound (phoneme)

   • The child(ren) will hold up one finger for each sound (phoneme) they hear.

   • When the child(ren) is/are finished, check and model:

     • Say /c/ and hold up one finger;

     • Say /a/ and hold up second finger;

     • Say /t/ and hold up third finger.

   6. Repeat with different words.

CHALLENGE:

• Say two-syllable words.

HELPFUL TIPS:

• Always model first until the child is comfortable with this activity.

• Begin with words with two or three sounds (phonemes).

• First practice counting the number of sounds (phonemes) in a word. Say the word slowly as the child(ren) listen for, tap out, and count the number of sounds (phonemes) heard.