Education

Phonemic Awareness Table

Part 1: Phonemic Awareness Table

Task Scripting Description and Purpose of Task Alignment Common Core or Other State Standards
Phoneme Isolation Example:

Teacher: “What is the first sound in van?”

Students: “The first sound in van is /v/.”

Teacher:

Students:

Phoneme Identity Example:

Teacher: “What sound is the same in fixfall, and fun?”

Students: “The first sound, /f/, is the same.”

Teacher:

Students:

Phoneme Categorization Example:

Teacher: “Which word doesn’t belong? Busbunrug.”

Students: “Rug does not belong. It doesn’t begin with /b/.”

Teacher:

Students:

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’re going to read the word big.”

Students: (Reading from the board) “Big

Teacher:

Students:

Phoneme Segmentation Example:

Teacher: “How many sounds are in grab?”

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’re going to read the word grab.”

Students: (Reading from the board) “Grab

Teacher:

Students:

Phoneme Deletion Example:

Teacher: “What is smile without the /s/?”

Students: “Smile without the /s/ is mile.”

Teacher:

Students:

Phoneme Addition Example:

Teacher: “What word do you have if you add /s/ to the beginning of park?”

Students: “Spark

Teacher:

Students:

Phoneme Substitution Example:

Teacher: “The word is bug. Change /g/ to /n/. What’s the new word?”

Students: “Bun.”

Teacher:

Students:

Part 2 Rationale:

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