Emily Abplanalp ELM-305 T3 Phonemic Awareness Table PDF

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Phonemic Awareness Table...

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Phonemic Awareness Table

Task Phoneme Isolation

Scripting Example: Teacher: “What is the first sound in van?” Students: “The first sound in van is /v/.” Teacher: “What is the first sound in Fox?” Students: “The first sound is /f/.”

Phoneme Identity

Phoneme Categorizatio n

Example: Teacher: “What sound is the same in fix, fall, and fun?” Students: “The first sound, /f/, is the same.” Teacher: “What sound is the same in ball, balloon, and bear?” Students: “The first sound in all of the words is /b/.” Example: Teacher: “Which word does not belong? Bus, bun, rug.” Students: “Rug does not belong. It does not begin

Description and Purpose of Task The purpose of this task is checking the student’s ability to recognize the beginning sound of a word. This activity helps students identify that sounds can hold different positions in a word, initial, middle and final, which will later enable the student with the task of segmenting words to and sound them out (Thomas, Pennington, Kim, & Laura, 2019).

Alignment to State Standards CCSS.ELALITERACY.RF.K.2

This activity focuses on sound to sound matching. This is very helpful in developing the student’s skills in sound segmentation (Thomas, Pennington, Kim, & Laura, 2019).

CCSS.ELALITERACY.RF.K.3.A

This is an example of word-to- CCSS.ELAword matching, which is a LITERACY.RF.K.3.D compound phonemic awareness skill. This activity assesses the student’s ability to determine which two words have the same

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with /b/.” Teacher: “Which word does not belong? Van, very, run.” Students: “Run does not belong because it starts with /r/ instead of /v/.” Phoneme Blending

Example: Teacher: “What word is /b/ /i/ /g/?” Students: “/b/ /i/ /g/ is big.” Teacher: “Now let’s write the sounds in big: /b/, write b; /i/, write i; /g/, write g.” Teacher: (Writes big on the board.) “Now we are going to read the word big.” Students: (Reading from the board) “Big”

beginning sound and which is the word with a different beginning sound (Thomas, Pennington, Kim, & Laura, 2019).

This activity focuses on a student’s ability to blend sounds. The students are asked to blend a beginning sound with the remainder of a word. The teacher said a word that has been segmented into sounds and the students blend the sounds together. This is recognized as an essential skill needed for later reading ability (Thomas, Pennington, Kim, & Laura, 2019).

CCSS.ELALITERACY.RF.K.2.C

The teacher is exploring the student’s ability to segment words into phoneme. He or she

CCSS.ELALITERACY.RF.K.2.B

Teacher: “What word is /r/ /u/ /n/?” Students: “/r/ /u/ /n/ is run Teacher: “Now let’s write the sounds in run : /r/, write r; /u/, write u; /n/, write n.” Teacher: (Write run on the board.) “Now we are going to read the word, run.” Students: (Read from the board) “run” Phoneme Segmentation

Example: Teacher: “How many sounds are in grab?”

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Students: “/g/ /r/ /a/ /b/. Four sounds.” Teacher: “Now let’s write the sounds in grab: /g/, write g; /r/, write r; /a/, write a; /b/, Teacher: (Writes grab on the board.) “Now we are going to read the word grab.” Students: (Reading from the board) “Grab”

says the words and the student isolates the sounds in a word in order to identify the number of sounds in the word. This is recognized as a more difficult skill which is recommended to follow teaching the students the skill of sound position identification (Thomas, Pennington, Kim, & Laura, 2019).

Teacher: “How many sounds are in fast?”

Students: “/f/ /a/ /s/ /t/. Four sounds.” “Now let’s write the sounds in fast: /f/, write f; /a/, write a; /s/, write t; /t/, Teacher: (Writes fast on the board.) “Now we are going to read the word fast.” Students: (Reading from the board) “Fast”

Phoneme Deletion

Example: Teacher: “What is smile without the /s/?” Students: “Smile without the /s/ is mile.” Teacher: “What is farm without the /f/?” Students: “Farm without the /f/ is arm.”

This activity involves asking CCSS.ELAthe students to delete a sound in LITERACY.RF.K.2.E a word. This is recognized as a more difficult skill because it requires the students to manipulate phonemes. This type of lesson should follow the students developing the skill of segmentation (Thomas, Pennington, Kim, & Laura, 2019).

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Phoneme Addition

Example: Teacher: “What word do you have if you add /s/ to the beginning of park?” Students: “Spark” Teacher: “What word do you make if you add /l/ to the beginning of and?” Students: “land”

Phoneme Substitution

Example: Teacher: “The word is bug. Change /g/ to /n/. What’s the new word?” Students: “Bun.” Teacher: “The word is band. Change /b/ to /h/. What’s the new word?” Students: “hand”

This activity teaches students that if they add a new sound to the beginning of an existing word, they can make an entirely different word to enforce the knowledge that all words are a combination of different sounds(childrenlearningreading review.com).

CCSS.ELALITERACY.RF.K.2.E

The purpose of this activity is to allow students to manipulate phonemes in words. The are asked to replace an existing phoneme to a new one to create a different word. This is an essential skill is the development of literacy and also language (SpeechLanguage-Development.com).

CCSS.ELALITERACY.RF.K.2.E

Resources childrenlearningreadingreview.com. (n.d.). Phoneme Deletion Addition. Retrieved from https://www.children-learning-reading-review.com/phoneme-deletion-addition/ Common Core State Standards Initiative. (n.d.). English Language Arts Standards " Reading: Foundational Skills " Kindergarten. Retrieved from http://www.corestandards.org/ELALiteracy/RF/K/ Speech-Language-Development.com. (n.d.). Phoneme Substitution. Retrieved from http://www.speech-language-development.com/phoneme-substitution.html Thomas, G., Pennington, G., Kim, & Laura. (2019, July 2). How Now Brown Cow: Phoneme

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Awareness Activities. Retrieved from https://www.readingrockets.org/article/how-nowbrown-cow-phoneme-awareness-activities

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