Counting words in spoken sentences
Segment spoken sentences into individual words by clapping, tapping or moving a counter for each word heard (phonological awareness)
Lesson
Set out your lesson
“Counting words in spoken sentences means practising the idea at the table with a short text or prompt and one clear check. We will demo once, then your child tries.”
Bring to the table
- Letter cards or sticky notes
- Paper and pencil
Extra for the adult
Worked example. Adult taps /c/ /a/ /t/, then blends “cat.” The child repeats with a new word.
Optional challenge. For Counting words in spoken sentences, add one harder example after success.
What to notice. Keep one parent note: examples tried; results; support used. This session samples Counting words in spoken sentences, not mastery.
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Teaching approaches
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1 approach
Counting words in spoken sentences means practising the idea at the table with a short text or prompt and one clear check. We will demo once, then your child tries.
Materials: Letter cards or sticky notes; Paper and pencil. 1. Say the goal of Counting words in spoken sentences in plain words once. 2. Adult says a word slowly, taps each sound, then blends it back together. 3. Child blends or segments three words and writes or builds each one. 4. Fresh check: one fresh blend or segment. Record and stop. Done: three correct blends or segmentations with the letters matching the sounds. Proof: parent note of examples and results. Stop: End after the fresh check; keep optional challenge for another day.
Family records and proof options
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Practice this concept
Start practiceCounting words in spoken sentences practice
Practice key ideas from Counting words in spoken sentences.
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Learning resources
Extra practice links — they do not replace Gakuva’s teaching approach.
UF Literacy Institute · Practice link — not the full lesson
UFLI Foundations Toolbox
Before you open · source notes
UFLI Foundations Toolbox supports Counting words in spoken sentences. An adult previews and guides; this is a learning page, not a scored quiz.
Free educational page, no sign-in required for the tested path.
Before you openAsk the learner one fact they learned and one question they still have.
Opening this link does not save learning or assess mastery.
Source, access and review notes
Public UF Literacy Institute page. An anonymous GET on 2026-11-12 returned HTTP 200 with no login or payment prompt for this URL. Opening the link does not save practice or assess mastery. An adult should preview and guide the learner.
UF Literacy Institute. “UFLI Foundations Toolbox.” External page; Gakuva does not copy, host, embed, or redistribute materials.
Unknown — link only
Check understanding
- Clap once for each word in the spoken sentence 'The big dog ran' and say there are 4 words
- Push a counter forward for each word heard in 'I like red apples'
- Say which spoken sentence has more words, 'We go' or 'We go to the park'
“If you say a short sentence like 'The big dog ran', can your child clap once for each word and tell you how many words there were?”
Curriculum record
- Type
- Procedural
- Subject
- English
- Domain
- Phonics & Word Reading
- Age range
- Ages 5–6
Standards