SEGMENTING SOUNDS (critical skill for spelling)

Subject : 


Term :

First Term


Week 3

Class :

KG 1


Previous lesson : 

The pupils have previous knowledge of





Topic :

SEGMENTING SOUNDS (critical skill for spelling)

Behavioural objectives :

At the end of the lesson, the pupils should be able to

  • pronounce simple words


Instructional Materials :

  • Wall charts
  • Pictures
  • Related Online Video
  • Flash Cards

Methods of Teaching :

  • Class Discussion
  • Group Discussion
  • Asking Questions
  • Explanation
  • Role Modelling
  • Role Delegation


Reference Materials :

  • Scheme of Work
  • Online Information
  • Textbooks
  • Workbooks
  • 9 Year Basic Education Curriculum
  • Workbooks


Content :


SEGMENTING SOUNDS (critical skill for spelling)

Segmenting is the huge secret to great spelling skill. This skill has unlocked the door to spelling for most of our kids———- 3 ½ years to 4 years and even older children who

have struggled with their spellings.

Segmenting is the ability to hear the individual sounds in words. This simply means breaking a word into its separate sounds. Segmenting is the opposite of blending.




Phonemic awareness means that the children should be able to blend sounds and also segment sounds. Blending of sounds will help them in reading while segmenting sounds will help them in spelling.

Look at the word: sat——- it has three different sounds. /s/+/a/+/t/

So, if you want the kids to spell sat———— pronounce the words very clearly, let them

listen to you so as to know the sounds that make up the word.


Start with short words that have initial sounds that are easy to sound. Such words will be easier for the children to segment.

To make it more practical, you can use squares of paper; write each letter on a square of paper

Stick them on the board

Say a word like ‘sit’—————— as you say the first sound /s/ let a child pick the letter

that represents the /s/sound. After that, say the second sound/i/, the same child will pick the letter with the /i/sound and place it beside the first letter. Say the last sound /t/. The child will pick the last letter and place it there.

After that, let the child try pronouncing the three words to see if she/he is correct or not.

The next thing is for the children to listen to you pronounce a word, and they write out all the sounds in the Word on a paper.



Many songs and tongue twisters are built around matching initial or final sound. Example: jack and Jill—

‘Peter piper picked a peck of pickled peppers

These songs are great way to develop phonemic awareness.

Play word and sound games



Games based on recognising sounds are fun and help to develop their phonemic awareness. The game of ‘I spy’ is a very good example. ( we have discussed that a lot in this curriculum)

The children can take turns in thinking out words that begin with a particular sound. Remember, the emphasis is on sounds not letters. For instance, you can spy words that start with /c/. Let the children supply the words for you. Remember, some of the words they will mention may start with letter k. That’s fine and correct in phonemic class because the /c/ and /k/ sound the same.

(This has to be a continuous exercise until the children begin to read short sentences.)







The topic is presented step by step


Step 1:

The class teacher revises the previous topics


Step 2.

He introduces the new topic


Step 3:

The class teacher allows the pupils to give their own examples and he corrects them when the needs arise




The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.

The class teacher also goes round to make sure that the notes are well copied or well written by the pupils.

He or she does the necessary corrections when and where  the needs arise.


  1. pronounce words clearly