Phonemic Awareness Practice- Scripted Activities and Alignment with Arizona State Standards

Phonemic Awareness Table

Task	Scripting	Description and Purpose of Task	Alignment to State Standards
Phoneme Isolation	Example: Teacher: “What is the first sound in the van?” Students: “The first sound in a van is /v/.” Teacher: What is the last sound in a cat? Students: the last sound in the cat is /t/	Phoneme isolation is the ability to identify a sound in a word (Strickland & Schickedanz, 2004). The purpose of this task is to ensure that the child can identify where every sound appears in words.	1. RF.2.C. Children should be able to identify and pronounce phonemes in single words (Arizona Department of Education, n.d). This task tests whether the students can identify and pronounce phonemes correctly.
Phoneme Identity	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 bear and birthday? Students: The word bear and birthday both have the first sound as /b/	This task requires the identification of similar sounds in different words. The purpose of this activity is to help the students to identify similar sounds.	1.RF.2.C. This task also helps to achieve the task of identifying and pronouncing phonemes. For the students to determine the words with similar sounds, they must be able to identify and isolate specific phonemes.
Phoneme Categorization	Example: Teacher: “Which word does not belong? Bus, bun, rug.” Students: “Rug does not belong. It does not begin with /b/.” Teacher: which of the following words do not belong? Bear, Birthday, Cat Students: The word that does not belong is Cat. This word starts with a /k/ while the rest start with /b/	This task aims to help the students to identify words with similar phonemic characteristics. The main purpose of the task is to help improve their awareness and recognition of individual phonemes in a word.	This task achieves the goal of improving phonemic awareness by identifying and pronouncing phonemes. The correct pronunciation is necessary for the students to categorize them and determine that which does not belong.
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” Teacher: What word is /k/ /a/ /t/? Students: the word /k/ /a/ /t/ is cat Teacher: now let’s write the sounds for cat; (writes on the board) /k/, write c; /a/, write a; /t/, write t. “Now we are going to read the word big.” Students: (Reading from the board) “cat”	This task tests the student’s ability to blend different phonemes to make a word. The main purpose of this task is to help the students to be able to put sounds together.	1. RF.3.A: students should be able to know the spelling‐sound correspondences for common consonant digraphs (Arizona Department of Education, n.d). This activity helps to achieve this standard by helping them to identify individual sounds and blend them to make words. It helps them to recognize the specific spellings of words.
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 are going to read the word grab.” Students: (Reading from the board) “Grab” Teacher: “How many sounds are in hen?” Students: “/h/ /e/ /n/ Three sounds.” Teacher: “Now let’s write the sounds in hen: /h/, write h; /e/, write e; /n/, write n; Teacher: (Writes hen on the board.) “Now we are going to read the word hen.” Students: (Reading from the board) “Hen”	Phoneme segmentation is the ability to break down words into individual sounds (Strickland & Schickedanz, 2004). This task helps the students to take apart words and identify the specific sounds that make up those words.	This task also helps the students to understand spelling-sound correspondences. This understanding is what helps them to take apart the different sounds in a word.
Phoneme Deletion	Example: Teacher: “What is smile without the /s/?” Students: “Smile without the /s/ is a mile.” Teacher: What is shut without the sound /s/? Students: Shut without /s/ is a hut	Phoneme deletion tests the children’s ability to identify how a word would sound if one phoneme was unavailable.	1.RF.2.C.F. This standard requires that students be able to manipulate phonemes such as add, substitute, or delete phonemes to make new words. This task examines their ability to delete phonemes to make new words (Arizona Department of Education, n.d).
Phoneme Addition	Example: Teacher: “What word do you have if you add /s/ to the beginning of park?” Students: “Spark” Teacher: what would you have if you added/s/ to the beginning of hot? Students: “You would have shot”	Phoneme addition tests the ability to add phonemes to words to make new words (Strickland & Schickedanz, 2004). This task tests the student’s ability to add sounds to a word to make a new one.	This task also meets the standard that requires that students be able to manipulate phonemes such as add, substitute, or delete phonemes to make new words.
Phoneme Substitution	Example: Teacher: “The word is a bug. Change /g/ to /n/. What’s the new word?” Students: “Bun.” “The word is a cat. Change /k/ to /b/. What’s the new word?” Students: “Bat.”	This task tests the students’ ability to exchange particular phonemes to make new words. This ability demonstrates their understanding of the impact of different sounds on similar words.	This task also meets the standard that requires that students be able to manipulate phonemes such as add, substitute, or delete phonemes to make new words.

Resources

Arizona Department of Education (n.d). Arizona English Language Arts Standards-1^st Grade

Strickland, D. S., & Schickedanz, J. A. (2004). Learning about Print in Preschool: Working with Letters, Words, and Beginning Links with Phonemic Awareness. International Reading Association, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139.

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Question

Phonemic Awareness Skills

Phonemic awareness is crucial to both reading and spelling success. Using a question-and-answer format when teaching phonemic awareness is a common and useful strategy. Scripting the questions you will pose to your future students and their potential responses can help prepare you for implementing your future literacy lessons.

Phonemic Awareness Practice- Scripted Activities and Alignment with Arizona State Standards

Complete the “Phonemic Awareness Table” by identifying and using words from the “Birthday Soup” excerpt. Script phonemic awareness practice activities, the description and purpose of the task, and the alignment to Arizona State standards for each of the g phoneme tasks.

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Phonemic Awareness Practice- Scripted Activities and Alignment with Arizona State Standards