Phonemic Awareness Development

Phoneme
Cards
Teaching Resource
The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

Introduction

Introduction
{To prepare for literacy] spoken words had to be treated as
consisting of component parts, which could then be represented
by a much smaller number of graphical symbols. The would-be
architects of writing systems had to develop something that we
now consider an ordinary, teachable aspect of learning to read:
phonological awareness. (Seidenberg, 2017, p. 63)
We take it as obvious that speech consists of units such as

words, syllables, and phonemes, but these units are
phonological abstractions that had to be discovered. Writing in
the phonological way of thinking coevolved over a long period.
(Seidenberg, 2017, p. 49)
Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can
be done about it. New York: Basic Books.
Language
Phonemic
Awareness
Phonemic
Knowledge /s/ /p/ /oo/ /n/
Alphabetics
/ Phonics s p oo n
Word Automatic Word

Construction
spoon Recognition

The Crux of Phonemic Awarenes
To be able to detect the sounds within words, and hold this in working memory long enough as to begin matching sounds to graphemes.
CAT /K/ /A/ /T/

The Seven Steps to Phonemic Awareness Are
Isolating Introducing
Detecting Isolating words Awareness of Detecting initial
Listening individual letters and
rhyme in sentences syllables and final sounds
phonemes spelling
Please note: phonemic knowledge is the exact knowledge of the 45 possible phonemes (give or take one to two). In addition, the
development of oral language skills, including vocabulary skills is an inherent precursor.
PA MILESTONES (Ages when 80–90 % of typical students achieved a phonological skill. http://www.readingrockets.org/article/development-phonological-skills)
Awareness of rhyme emerges = 24 - 30 mths Noticing & remembering separate phonemes in a series = 5.5 yrs old Segment words w/2 –3 phonemes (no blends) = 6 yrs old
Ability to produce rhyme emerges = 30 - 36 mths Blending onset and rime = 5.5 yrs old Segment words w/ 3–4 phonemes (w/ blends) = 6.5 yrs old
Rote imitation and enjoyment of rhyme and alliteration = 4 yrs old Producing a rhyme = 5.5 yrs old Substitute phoneme in words (no blends) = 6.5 yrs old

Rhyme recognition, odd word out = 5 yrs old Matching initial sounds; isolating an initial sound = 5.5 yrs old Sound deletion (initial and final positions) = 7 yrs old
Recognition of phonemic changes in words = 5 yrs old Compound word deletion = 6 yrs old Sound deletion (initial position, include blends) = 8 yrs old
Clapping, counting syllables = 5 yrs old Syllable deletion = 6 yrs old Sound deletion (medial & final blend positions) = 9 yrs old
Ability to segment words into phonemes begins = 5 - 7 yrs old Blending of two and three phonemes = 6 yrs old
Refer to Vocabulary/Language Development for a child’s development of familiar words which will be available for analysis.
Phonemic Awareness Development
/b/ /ch/ /d/ /f/
(78% of time spelled w “f”)
/g/ /h/ /j/
(88% of time spelled w/ “g”)
/k/
(73% of time spelled w/ “c”)
/l/ /m/
(55% of time spelled w/ “ch”) (88% of time spelled w/ “g”) (98% of time spelled w/ “h”) (91% of time spelled w/ “l”) (94% of time spelled w/ “m”)
(97% of time spelled w/ “b”) (98% of time spelled w “d”)
cake, kite, back, cat
food, stuff jar
chair, catch, future game hot chord, cheque lion man
bed dog phone, calf giraffe
-tch is used only after a single giggle whole fall summer
bubbly daddy laugh cage
vowel that does not say its ghost C softens to /s/ when followed little autumn
Bhutan moved fudge
name guide the letter “h” is often silent in by E, I or Y. Otherwise, C comb
-gh is often silent in vowel
such a phonogram as “gh” or is says /k/ except
except except constructs like eigh, augh, G softens to /j/ when followed
except G softens to /j/ when followed part of another phonogram like -ck is used only after a single lf in calf is /f/
bt in doubt is /t/ -ed in jumped is /t/ ough, except for occasions like by E, I or Y. Otherwise, G
ch in chef is /sh/ by E, I or Y. Otherwise, G “th” or when “wh” makes the vowel that says its
mb in numb is /m/ laugh or tough says /g/
ch in chord is /k/ says /g/ /hw/ sound. short sound
/n/ /ng/ /p/ /kw/

(97% of time spelled w/ “n”)
(41% of time spelled w/ “n”) (96% of time spelled w/ “p”) (100% of time spelled w/ “qu”)
/r/
(97% of time spelled w/ “r”)
/s/
(73% of time spelled w/ “s”)
/sh/ /zh/
(26% of time spelled w/ “sh”) (49% of time spelled w/ “si”)
/t/
(97% of time spelled w/ “t”)
/th/
(100% of time spelled w/ “th”)
sun, messy tree the
no
pie run house, science little this
funny
sing happy quick hurry psychiatry, ceiling shoe, chef jumped that
knot
singing rhyme nice sugar, conscience, pension, confusion, casual, equation, pterodactyl thumb
gnat
write fashion, pressure, mission, seizure, , beige, regime, doubt
pneumonia
think “p” appear as a silent letter in the C softens to /s/ when followed nation, physician, appreciate, deja - vu except
mnemonic
relatively rare phonograms “ps”, except by E, I or Y. Otherwise, C initiate, schnitzel, fascism except th in thyme is /t/
“pt” and “pn” -que in cheque is /k/ says /k/ -ed in moved is /d/
/ks/
(100% of time spelled w/ “x”)
/v/ /w/ /hw/ /w /
e
fox
except -x in xylophone is /z/
/y/
(42% of time spelled w/ “y”)
/z/
(23% of time spelled w/ “z”)
a a
(45% of time spelled w/ “a”)
e
(99.5% spelled w/ “v” or “ve”) (92% of time spelled w/ “w”) (100% of time spelled w/ “wh”) (96% of time spelled w/ “a”) (91% of time spelled w/ “e”)
one paper, ape
yellow cat
once zoo rain, straight
van water while onion laugh bed
won fuzzy day, steak, eight
have whale aesthetic (rare) bread
wonderful snooze vein, they
plaid (rare) friend
/ks/+/sh/ is
of - (irregular) except “y” often serves a vowel and said (irregular)
In “one” the /w/ sound is not choose a vowel says its name (long
“w” is a silent in the word “write” wh in whole is /h/ makes the short i, long i, long e except
represented by a letter, making anxious xylophone form) at the end of a syllable as
wh in whale is /w/ and long a sounds. ai is normally /long a/ as in paid
hits an irregular phoneme luxury in paper.
e
(70% of time spelled w/ “e”)
i i
(37% of time spelled w/ “i_e”)
o o
(73% of time spelled w/ “o”)
u u
(69% of time spelled w/ “u”)
oo oo /ow/
(38% of time spelled w/ “oo”) (56% of time spelled w/ “ou”)
(86% of time spelled w/ “u”) (31% of time spelled w/ “oo”)
Phoneme Map
(66% of time spelled w/ “i”)

pupil, tune, few, beauty
tree, she bite, bicycle veto, most soon, do
dog
meat, eve, receive, key pie, high bone, boat blue, soup
a vowel says its name (long cook
variation, petite feisty, height toe, soul through, super cow
bug form) at the end of a syllable as put
chief, funny sit buy, my grow, though, bureau flute, suit, new out
the short o sound is quite similar touch in pupil. would
myth drought
to the /aw/ sound in law or woman
a vowel says its name (long a vowel says its name (long a vowel says its name (long the /long oo/ sound is quite
father the /long u/ sound is quite
form) at the end of a syllable as form) at the end of a syllable as form) at the end of a syllable as similar to the /long u/ sound in
similar to the /long oo / sound in
in she. in she. in veto. few or tune
soon or do
schwa - -
e
schwa - - schwa - -

e e
(89% of time spelled w/ “ar”)
/air/ /ear/ (a, o, u) (e) (i)
father
/oy/ /aw/ /er/ /or/ /ar/
(62% of time spelled w/ “oi”)
car, heart
law (40% of time spelled w/ “er”) (24% of time spelled w/ “a”)
walk chair
fare fear not really a single sound. It is not really a single sound. It is
fraud father for not really a single sound. It is
heir peer more like an /uh/ or /eh/ more like an /uh/ or /eh/
boy fraught learn more more like an /uh/ or /eh/
aerial tier breathy sound. breathy sound.
soil on dollar soar breathy sound.
fought tear
girl four error jacket pencil
work alone
the /aw/ sound is quite similar gallop
to the /short o/ sound in dog
turn
syrup
/yur/ cure, sure, pure, circus
your, you’re, Uranus
Phoneme Most likely grapheme %
Consonant Patterns “m” (must discriminate from
/m/ /n/ and /ng/)
94%
“w” (must discriminate from
Phoneme Most likely grapheme % /w/ /hw/)
92%
“th” (nb: voiced & unvoiced
/th/ 100% /l/ “l” (but also spelled will “ll”) 91%
forms)
“wh” as in while (must “g” (but also spelled will “gh”
/hw/ discriminate from /w/)
100% /g/ and “g” also make /j/ sound)
88%
“x” (but “x” can also make “f” (but also spelled will “gh”
/ks/ the /z/ sound)
100% /f/ and “ph”)
78%
“q” (but “qu” make the /k/ “c” (but the “c” also makes
/kw/ sound rarely)
100% /k/ the /s/ sound)
73%
“v” (except in “of” when the “s” (but /s/ is made by “c”
/v/ “f” makes the /v/ sound)
99.5% /s/ 17% of the time)
73%
“d” (must discriminate from “g” (even though the letter “j”
/d/ /b/)
98% /j/ is /j/ 100% of the time)
66%
“h” (but the letter appears in “s” (even though the /z/
/h/ many phonics patterns)
98% /z/ sound is associated with “z”)
64%
“b” (must discriminate from / “ng” (even though “n” is /ng/
/b/ d/ and /p/)
97% /ng/ in “think”)
59%
“n” (must discriminate from “i” (which is probably the
/n/ /m/ and /ng/)
97% /y/ biggest surprise on the list)
55%
“r” (common words make “ch” (even though “t” can
/r/ the /r/ with “wr” or “rh”)
97% /ch/ also make the /ch/ sound)
55%
“t” (even though the “t” can “ti” (is most common, though

/t/ make the “ch” sound)
97% /sh/ “sh” is quickest association)
53%
“p” (must discriminate from “si” (even though represented
/p/ /d/ and /b/)
96% /zh/ in other ways)
49%
Phoneme-Letter Probabilities (1 of 2)
Phoneme Most likely grapheme %
Vowel Patterns /long a/ “a” (and a_e at 35% as in
45%
“cake”)
“oo” as in boot, represented
Phoneme Most likely grapheme % /long oo/ by u, o, ou, u_e, ew, ue 38%
“a” (as in cat … with regular “i_e” as in fire and “i” as in
/short a/ 96% /long i/ find, also by ie, y, igh 37%
CVC pattern predictability)
“e” (as in pen … with regular equally represented by the
/short e/ 91% schwa vowels a, e, i, o, u —%
CVC pattern predictability)
“a” (as in father … with more /er/ not stated in research study —%
/aw/ diversity than short vowels) 89%
“u” (as in dug … with regular /ar/ not stated in research study —%
/short u/ CVC pattern predictability) 86%
“o” (as in dog … with regular /air/ not stated in research study —%
/short o/ CVC pattern predictability) 79%
“o” (long vowels could be /ear/ not stated in research study —%
/long o/ spelled with more diversity) 73%
“e” (long vowels could be /yur/ not stated in research study —%
/long e/ spelled with more diversity) 70%
“u” (long vowels could be
/long u/ spelled with more diversity) 69% The percentages provided are based on the number of times
“i” (the /short i/ can also be each sound-spelling appeared in the 17,000 most frequently
/short i/ spelled with “y” as in “myth”) 66% used words (Hanna et al., 1966). These included
“oi” as in “boil” with “oy” as multisyllabic words.
/oi/ in “boy” making another 32% 62%
“ou” as in “loud” with “ow” Hanna, P. R., R. E. Hodges, J. L. Hanna, and E. H. Rudolph.
/ow/ as in “cow” making 29% 56%

1966. Phoneme-Grapheme Correspondences as Cues to
“u” as in “put” as well as “oo” Spelling Improvement. Washington, DC: U.S. Office of
/short oo/ in look at 31% 54%
Education.
Phoneme-Letter Probabilities (2 of 2)
/b/ /ch/ /d/ /f/ /g/ /h/ /j/ /k/ /l/ /m/ /n/ /ng/ /p/ /kw/ /r/ /s/ /sh/ /t/ /th/ /v/ /w/ /hw/ /ks/ /y/ /z/ a a e e i i o o u u oo oo /aw/ /ow/ /oy/ /er/ /or/ /ar/ /air/ /ear/ /yur/ schwa
(97% of time (55% of time (98% of time (78% of time (88% of time (98% of time (88% of time (73% of time (91% of time (94% of time (97% of time (41% of time (96% of time (100% of time (97% of time (73% of time (26% of time (97% of time (100% of time (99.5% spelled (92% of time (100% of time (100% of time (42% of time (23% of time (96% of time (45% of time (91% of time (70% of time (66% of time (37% of time (73% of time (86% of time (69% of time (31% of time (38% of time (56% of time (62% of time (40% of time (89% of time (24% of time
spelled w/ “b”) spelled w/ “ch”) spelled w “d”) spelled w “f”) spelled w/ “g”) spelled w/ “h”) spelled w/ “g”) spelled w/ “c”) spelled w/ “l”) spelled w/ “m”) spelled w/ “n”) spelled w/ “n”) spelled w/ “p”) spelled w/ “qu”) spelled w/ “r”) spelled w/ “s”) spelled w/ “sh”) spelled w/ “t”) spelled w/ “th”) w/ “v” or “ve”) spelled w/ “w”) spelled w/ “wh”) spelled w/ “x”) spelled w “y”) spelled w/ “z”) spelled w/ “a”) spelled w/ “a”) spelled w/ “e”) spelled w/ “e”) spelled w/ “i”) spelled w/ “i_e”) spelled w/ “o”) spelled w/ “u”) spelled w/ “u”) spelled w/ “oo”) spelled w/ “oo”) spelled w/ “ou”) spelled w/ “oi”) spelled w/ “er”) spelled w/ “ar”) spelled w/ “a”)
chair fear cure alone

bed cheese dog food game hot jar cake lion man no sing pie quick run sun shoe tree the van water while fox yellow zoo cat ape bed tree sit bite dog bone bug tune cook soon father cow boy father for / four car
b ch- d f g h j k l m n -ng p qu- r s sh t th v w wh x y z a a e e i i o o u u u oo a ow oy er or ar air ear ure a

bed cheese dog food game hot jar kite lion man no sing pie quick run sun shoe tree the van water while fox yellow zoo cat paper bed she sit bicycle dog most bug pupil put soon father cow boy father for car chair fear cure alone
bb -tch dd ff gg wh- g- ck ll mm nn n pp rr ss ch tt -ve wh i zz au a_e ea ee y i_e o_e ou u_e oo o aw ou oi ear ore ear are / eer your e
ar
bubble catch daddy stuff giggle whole giraffe back fall summer funny think happy hurry messy chef little have whale onion fuzzy laugh ape bread tree myth bite bone touch tune cook do law out soil learn more heart peer your, you’re jacket
fare / area
bh t -ed ph- gh- -ge c -le -mn kn- rh -se s -ed /zh/
* f /w / /ks/+
** -ze ae ai ie ea ie oa ew oul ue al ough ar oar eir / ier ur i
(rare)
e
(49% of time one
once
spelled w/ “si”) won
/sh/ aer
wonderful
Bhutan future moved phone ghost cage cat little autumn knot rhyme house sugar jumped of In “one” the /w/ sound is not
. snooze aesthetic rain friend meat pie boat few would blue walk drought dollar soar tier Uranus pencil
collision represented by a letter, making
heir / aerial
hits an irregular phoneme
-lf gu- -dge ch -mb gn- Word recognition wr sc- sci pt- si s ai aigh ai e_e igh oe eau o ou au ir our ear o
o x (rare)
is key, involving
Facts calf guide fudge chord comb gnat write science conscience pterodactyl confusion one is plaid straight said eve high toe beauty woman soup fraud girl four tear gallop
once luxury
26 letters - phonological;
21 consonants Oral
-gh -que pn- - orthographic; ps- ss -bt s -se ay ei ei ou ough augh or oor err u
nouns wo xi language
5 (or 6) vowels - morphological;
verbs NB: A is the
laugh cheque pneumonia - etymological psychiatry pressure doubt casual choose day receive feisty soul through fraught work door error circus
45 phonemes adverbs won anxious
learner is foundation
knowledge …
adjectives of literacy.
73 basic phonograms mn- c ssi ti- x ea ey eigh ow
able to spell u o ur
prepositions And
…. along with one’s topical
23 other common phonograms articles literacy is Chall’s Stages
mnemonic
memorised words ceiling mission equation xylophone steak key height grow vocabulary super on turn
6 common syllable types conjunctions Sumerians would ask a vehicle
(or lexical store)
gerunds pupils to organise even if these to extend End Stage 0: understands 1000s
and more -ce ti- z words semantically & eigh i uy ough words lie u_e ough language. yr words (heard); reads few, if any.
Six Most Common Syllable Patterns End Stage 1: understands up to 4000
nice nation seizure
phonetically eight variation buy though
outside flute fought syrup
words (heard); can read about 600.
This syllable ends with a consonant and mat or pic-nic or decoding End Stage 2: understands up to 9000
Closed contains a single following, often in its short fresh (e.g CVC or ci- -ge ei i_e y/-ye eau ability. (Why ui words (heard); can read about 3000
form CCVC) 7 Levels of Phonemic Awareness would this is
(rare) 1) Listening
physician beige vein petite my or bye bureau suit
the case?)
This syllable type ends with a vowel and the 2) Attending to rhyme Morphology & Inflectional Endings
Open me or ve-to
vowel is often long si- j- g 3) ________ to words & sentences ey ie Sample Activities ew Over time, learners identify meaningful patterns within words. These
(rare) 4) ________ to syllables in words are referred to as morphemes, which are linguistic units like the
/zh/ (rare) Many activities help learners grasp a
pension deja-vu regime they chief new
Silent e or vowel This syllable has a silent e at the end which cape or stripe or 5) ________ to onsets & rime growing mastery of the code. That said, plural suffix “s” or “es”, prefixes like “re” or “pre”, Latin roots such
consonant e (ice) often signals that the vowel will be long cue 6) ________ to individual phonemes all code-based activities must be enacted as “spec” meaning “see”, and grammatical suffixes like “-ment”.
sc- 7) Introducing letters & spellings. y
within meaning-based practices, such as They also learn the rules that govern how to add suffixes to base
fascism funny words: “when do I drop the “e”? or “when does the y turn to i?” or
Vowel team or This syllable type contains two vowels that pain or head or dialogic reading, interactive writing,
vowel pair make one sound. toy Stages of Spelling Development (Version #1) dramatic play and thematic explorations. “when do I double the final consonant?”
c- 1) Pre-speller - birth to 4 scribbles
appreciate
2) Spell it like it sounds - 4 - 7 years old ETR Code-based activities can involve the use of soundsticks, Final Word
R-controlled This syllable contains a vowel with the letter far or ferment or
3) Spell it by pattern - 7 - 9 years old clapping syllables, picture blending/segmenting, Elkonin We must remember that the code is a means to an ends, and
vowel r, and the vowel is neither short nor long. torment eater
t- 4) Spell it by rule - 9 - 11 years old squares/boxes, ABC books, phoneme walls, letter tiles, not an ends in and of itself. And whilst it is true that a skilled
shi-
This syllable always appears at the end of 5) Coordinating multiple strategies - 10 - 13 years old word scrambles, word sorts, concept sorts, word walls, reader can use the features of a word (e.g. its Latin root or
/sh/ initiate
apple or simple or fashion
6) Spell it from knowledge - 13 years and older interactive writing, dictated writing, dictagloss procedures, grammatical suffix) to decipher the meaning/use of that word,
Consonant + le words and the consonant always goes with
fickle the Language Experience Approach, cut-up sentences and this occurs much later in the learner’s development.
the -le
sch- Skills of early language, alphabetic knowledge & reading more. What do each of the above strategies have in
NB: English has no consistent rule to predict which syllable is stressed in multi-syllabic words So the code is what we use to make ourselves understood in
/sh/ 1) Child develops knowledge of letter names and sounds; common? They all provide ample opportunities for learners
… unlike Pitjantjatjara where the first syllable is always the stressed syllable. schnitzel
2) Child identifies of beginning consonants in common words; to manipulate sounds, letters and spelling patterns. print as long as the reader recognises words and language and
3) Child develops an accurate concept of words in text; conversations and a/the world in what is seen. The code is the
Alphabet (uppercase & lowercase) 4) Child develops full phoneme segmentation ability; and interface between what I want to say and what I write, and
Sequence of Phonics/Spelling Instruction
5) Child develops full word recognition skills (including the ability what I am to know and what I read. We must remember that a
to match sounds to letters). child’s written skills may be up to three years behind their oral
Emergent (Print Concept): focus is on phonemic awareness
A B C D E F G H I J K L M Ch Sh skills, as the child learns to coordinate the demands of the
and on alphabet (letter name) knowledge
a b c d e f g h i j k l m ch sh Stages of Spelling Development (Ehri, 2005) written code as a vehicle for spoken thoughts. (Chall 1996)
Letter Name Alphabetic: [shrt] a, m, t, s, [shrt] i, f, d, r, [shrt]
Pre-alphabet phase (by visual/contextual cues) = 3 - 5 yrs old o, g, l, h, [shrt] u, c, b, n, k, v, [shrt] e, w, j, p, y, x, qu, z, sh,
Partial alphabetic phase ( by visual & salient parts) = 4 - 6 yrs old We line up letters, words, spaces and punctuation on a page,
ch, th, wh, ck, consonant blends (e.g. st, pl, bl, gl, sl)
Decoding (alphabet) phase (by grapheme/phoneme) = 6 - 7 yrs old Within Word Stage: a-e, ai, ay, ei, ey, ee, ea, ie, e-e, i-e, igh, and, collectively, something is said and we hope - at times
N O P Qu R S T U V W X Y Z Th Wh Consolidated (orthographic) phase = 7 - 9 yrs old vainly - that we will be understood. “And the words slide into
y, o-e, oa, ow, u-e, oo, ew, vowel+r, oi, oy, ou, au, ow, kn, wr,
n o p qu r s t u v w x y z th wh Morphological (by meaningful units) = 9 yrs old+ the slots ordained by syntax, and glitter as with atmospheric
gn, shr, thr, squ, spl, tch, dge, ge, homophones
dust with those impurities which we call meaning.” (Burgess,
Stages of Spelling Development (Bear, et al, 2014) Syllables & Affixes Stage: adding inflectional endings,
1968, Enderby Outside). And with each scaffolded utterance,
Emergent (Print Concept) Spellers = 3 - 5 yrs old multisyllabic words, homographs & homophones
we learn something more about language, the world and how/
Sample Prefixes Sample Bases Sample Suffixes Letter Name-Alphabetic (Semi-Phonetic) Spelling = 4 - 7 yrs old
why we say what we say (e.g. the natural history of our
Phoneme-Grapheme Map
Within-Word Pattern (Transitional) Spelling = 7 - 9 yrs old Examples Words - Sequence of Phonics conversations). And, at times, we need a bit of help to see it,
re con in anti bene anthro circ cred fid -ing -s -es -ly Syllables and Affixes (Independent) Spelling = 9 - 11 yrs old
(again) (with) (not) (again) (good) (humankind) (again) (belief, trust) (faith) (ongoing) (pural) (plural) (adverb) whether that is help to literally decode/decipher/recognise our

Derivational Relations (Advanced) Spelling = 11 - 14 yrs old Emergent (Print Concept): sorting pictures of words into letter
connect, inactive, antiwar, beneficial, anthropology, incredible, confidence, running, slowly, words or help to extract their meaning.
repair, repeat conjoin inadequate antivirus benefit philanthropy circle, circuit credibility fidelity singing toys, dogs fishes, dishes carefully
Example Spelling Rules sound, rhyme categories

C softens to /s/ when followed by E, I or Y; Letter Name Alphabetic: hat, bug, fresh, much, pass, class, Often, when I have had a picture well framed or have hung it in
dis mono un inter tele viv seq soph phon -tion -cian -ness -ive G softens to /j/ when followed by E, I or Y; sad, job, blob, grab, sick, trick, rang, swing. the right surroundings, I have caught myself feeling as proud as
(not) (same) (not) (between) (far away) (lfie) (next, follow) (knowledge) (sound) (act of) (skilled at) (quality of) (relating to)
When a one-syllable word ends in a single vowel Y, it says Within Word Stage: next, road, knock, frozen, coal, whose, if I had painted the picture myself. (Wittgenstein, Culture &
dislike, monolingual, interstate, telescope, sequel, philosophy, phonology, creation, physician, happiness, festive,
disagree monotonous unsafe, unfair international television vivid, vivacious consequence sophisticated symphony repetition musician foregiveness massive throw, roast, cause, pause, paws, taught, shawl.
the /long i/ sound; Value)
Y says the /long e/ sound only at the end of a multi-syllabic Syllables & Affixes Stage: chief, whine, theme, athlete, pilgrim,
NB: While prefixes and bases often reveal something about the meaning of a word, suffixes often mushroom, nervous, service, receive, reign.
base words. Words only make sense within the context of
reveal something about the word’s grammatical form (e.g. “-ly” signifies adverb or verb tense)
Source: Uncovering the Logic of English by Denise Eide (2011) Derivational Stage: uneasy, insincere, unfasten, manipulate sentences (onward to grammar and grammatical facts
Related Presentations
The Alphabetic Code https://youtu.be/dA4nt3rxTYM

the interface between oral and print language
http://bit.ly/2-Sounds-Letters
Sound-Letter Correspondences
Exploring phoneme-to-grapheme relationships
Page 1
https://youtu.be/8DVPbK0HSyY

Useful Links
The Key Sounds of English

44 phonemes and 4 blends
https://youtu.be/xiqUVnXExTQ
The Standard Sounds of English

Including pronunciation guides
https://youtu.be/JZ5W17SWo64
Phonemes are sounds AND

articulatory gestures
https://www.spelfabet.com.au/2018/05/phonemes-are-
sounds-and-articulatory-gestures/
Becoming a Sound Scientist

Exploring how sounds are produced
https://youtu.be/p8d1eEhH8NI
Phonemic Awareness in the ELLI Classroom

Using Elkonin Boxes as a Scaffold
https://youtu.be/PpHiXXyPzm4

Consonant
Phonemes

Phonemes Tiles: Consonants
3 3 3 5 4 2
/b/ /ch/ /d/ /f/ /g/ /h/
4 5 3 4 6 2
/j/ /k/ /l/ /m/ /n/ /ng/
2 1 4 7 14 7
/p/ /kw/ /r/ /s/ /sh/ /zh/
6 1 3 2 1 2
/t/ /th/ /v/ /w/ /hw/ /wǝ/
1 2 6
/ks/ /y/ /z/

/ch/
3 3 3
/b/ /d/
(97% of time spelled w/ “b”)
(55% of time spelled w/ “ch”)
(98% of time spelled w “d”)
chair, catch
bed future dog
bubbly -tch is used only after a single daddy
Bhutan vowel that does not say its moved
name
except except
bt in doubt is /t/ except -ed in jumped is /t/
mb in numb is /m/ ch in chef is /sh/
ch in chord is /k/
/f/
5
/g/
4
/h/
2
(78% of time spelled w “f”)

(88% of time spelled w/ “g”) (98% of time spelled w/ “h”)
food, stuff
game hot
phone, calf
giggle whole
laugh
ghost
guide the letter “h” is often silent in
-gh is often silent in vowel
such a phonogram as “gh” or
constructs like eigh, augh,
G softens to /j/ when followed is part of another phonogram
ough, except for occasions
by E, I or Y. Otherwise, G like “th” or when “wh” makes
like laugh or tough
says /g/ the /hw/ sound.
/k/
4 5 3
/j/
(88% of time spelled w/ “g”)
(73% of time spelled w/ “c”)
/l/
(91% of time spelled w/ “l”)
cake, kite, back, cat
jar
chord, cheque lion
giraffe
fall
cage
C softens to /s/ when little
fudge
followed by E, I or Y.
Otherwise, C says /k/ except
G softens to /j/ when followed
-ck is used only after a single lf in calf is /f/
by E, I or Y. Otherwise, G
vowel that says its
says /g/
short sound
4 6 2
/m/ /n/ /ng/

(94% of time spelled w/ “m”) (97% of time spelled w/ “n”)
(41% of time spelled w/ “n”)
man no
summer funny
sing
autumn knot
singing
comb gnat
pneumonia
think
mnemonic
/p/ /kw/ /r/

2 1 4
(96% of time spelled w/ “p”) (100% of time spelled w/ “qu”) (97% of time spelled w/ “r”)
pie run
happy quick hurry
rhyme
write
“p” appear as a silent letter in
the relatively rare phonograms except
“ps”, “pt” and “pn” -que in cheque is /k/
7 14 7
/s/
(73% of time spelled w/ “s”)
/sh/ /zh/
(26% of time spelled w/ “sh”) (49% of time spelled w/ “si”)
sun, messy
house, science
psychiatry, ceiling shoe, chef
sugar, conscience, pension, confusion, fusion, casual
nice
fashion, pressure, mission, visual, beige
nation, physician, appreciate, regime, deja - vu
C softens to /s/ when
initiate, schnitzel, fascism equation, seizure
followed by E, I or Y.
Otherwise, C says /k/
1
/t/
6 3
(97% of time spelled w/ “t”)

/th/ /v/
(100% of time spelled w/ “th”) (99.5% spelled w/ “v” or “ve”)
tree
the
little
this van
jumped
that have
pterodactyl
thumb
doubt
of - (irregular)
thyme
except
except
th in thyme is /t/
-ed in moved is /d/
/w/ /hw/ /w /
2 1 2
e
(92% of time spelled w/ “w”)
(100% of time spelled w/ “wh”) one
once
won
water
while wonderful
whale
In “one” the /w/ sound is not
except represented by a letter,
“w” is a silent in the word
wh in whole is /h/ making hits an irregular
“write”
wh in whale is /w/ phoneme
/ks/+
1 2 2
/ks/ /y/
(100% of time spelled w/ “x”)
fox
/sh/ (42% of time spelled w/ “y”)
yellow
(rare) onion
except anxious “y” often serves a vowel and

x in xylophone is /z/ luxury makes the short i, long i, long e
and long a sounds.
/z/
6
(23% of time spelled w/ “z”)
zoo
fuzzy
snooze
is
choose
xylophone
Vowel
Phonemes

Phonemes Tiles: Vowels
4 9 4 10 2 8
/a/ /a/ /e/ /e/ /i/ /i/
1 7 2 3 4 9
/o/ /o/ /u/ /u/ /oo/ /oo/
3 2 7 7 4 2
/ow/ /oy/ /aw/ /er/ /or/ /ar/
3 5 3 5
/yur/ /air/ /ear/ /ǝ/

4**
a a
9 4
(96% of time spelled w/ “a”) (45% of time spelled w/ “a”)

e
cat paper, ape
laugh rain, straight
bed
aesthetic (rare) day, steak, eight
bread
plaid (rare) vein, they
friend
said (irregular)
except a vowel says its name (long
ai is normally /long a/ as in form) at the end of a syllable
paid as in paper.
10 2 8
e
i i
(37% of time spelled w/ “i_e”)
(66% of time spelled w/ “i”)
tree, she bite, bicycle
meat, eve, receive, key pie, high
variation, petite feisty, height
chief, funny sit buy, my
myth
a vowel says its name (long a vowel says its name (long
form) at the end of a syllable form) at the end of a syllable
as in she. as in she.
o
1 7 2
o (73% of time spelled w/ “o”)

u
veto, most
dog
bone, boat
toe, soul
bug
grow, though, bureau
the short o sound is quite touch
similar to the /aw/ sound in
a vowel says its name (long
law or father
form) at the end of a syllable
as in veto.
u
3 4 9
oo oo
/aw/

(38% of time spelled w/ “oo”)
(31% of time spelled w/ “oo”)
pupil, tune, few, beauty
soon, do
blue, soup
a vowel says its name (long cook
through, super
form) at the end of a syllable put
flute, suit, new
as in pupil. would
woman
the /long oo/ sound is quite
the /long u/ sound is quite
similar to the /long u/ sound in
similar to the /long oo / sound
few or tune
in soon or do
3 2 7
/ow/ /oy/ /er/

(56% of time spelled w/ “ou”) (62% of time spelled w/ “oi”)
(40% of time spelled w/ “er”)
father
learn
cow boy
dollar
out soil
girl
drought
work
turn
syrup
4 2 5
/or/ /ar/ /air/ (89% of time spelled w/ “ar”)

chair
fare
for
heir
more car
aerial
soar heart
tear
four
error
3 3 7
/ear/ schwa
/aw/
e
(a, o, u)
father
(24% of time spelled w/ “a”) law
walk
fear not really a single sound. It is fraud
peer more like an /uh/ or /eh/ fraught
tier breathy sound. on
fought
alone
gallop the /aw/ sound is quite similar
circus to the /short o/ sound in dog
1 1 3
schwa schwa
/yur/
e e
(e) (i)
cure
not really a single sound. It is not really a single sound. It is your
more like an /uh/ or /eh/ more like an /uh/ or /eh/ (you’re)
breathy sound. breathy sound. Uranus
jacket pencil The phoneme could be /long

u/ + /r/, but there seems to
be a unique /y/ and
controlled-r blend.
Record
Keeping

Record Keeping
Teacher(s): Learner(s): Ages:
Date Phonemes Explored Words Explored How/Where Explored? Comment on Learning
At the end of the cycle, the following sounds (phonemes) have been explored and mastered:
/b/ /ch/ /d/ /f/ /g/ /h/ /j/ /k /l/ /m/ /n/ /p/ /kw/ /r/ /s/ /sh/ /zh/ /t/ /th/ /v/ /w/ /hw/
/wę/ /ks/ /y/ /z/ /a/ /a/ /e/ /e/ /i/ /i/ /o/ /o/ /u/ /u/ /oo/ /oo/ /ow/ /oy/ /aw/ /ar/ /er/ /or/
/air/ /ear/ /yur/

/e/
Further Comments:

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Phoneme

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

We take it as obvious that speech consists of units such as

Word Automatic Word

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

CAT /K/ /A/ /T/

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

/n/ /ng/ /p/ /kw/

(66% of time spelled w/ “i”)

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

chair fear cure alone

b ch- d f g h j k l m n -ng p qu- r s sh t th v w wh x y z a a e e i i o o u u u oo a ow oy er or ar air ear ure a

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

Example Spelling Rules sound, rhyme categories

The Alphabetic Code https://youtu.be/dA4nt3rxTYM

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Key Sounds of English

The Standard Sounds of English

Phonemes are sounds AND

Becoming a Sound Scientist

Phonemic Awareness in the ELLI Classroom

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

/b/ /ch/ /d/ /f/ /g/ /h/

/j/ /k/ /l/ /m/ /n/ /ng/

/p/ /kw/ /r/ /s/ /sh/ /zh/

/t/ /th/ /v/ /w/ /hw/ /wǝ/

/ks/ /y/ /z/

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

(78% of time spelled w “f”)

/m/ /n/ /ng/

/p/ /kw/ /r/

(97% of time spelled w/ “t”)

except anxious “y” often serves a vowel and

(23% of time spelled w/ “z”)

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

/a/ /a/ /e/ /e/ /i/ /i/

/o/ /o/ /u/ /u/ /oo/ /oo/

/ow/ /oy/ /aw/ /er/ /or/ /ar/

/yur/ /air/ /ear/ /ǝ/

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

(96% of time spelled w/ “a”) (45% of time spelled w/ “a”)

o (73% of time spelled w/ “o”)

(69% of time spelled w/ “u”)

/ow/ /oy/ /er/

/or/ /ar/ /air/ (89% of time spelled w/ “ar”)

jacket pencil The phoneme could be /long

The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

Date Phonemes Explored Words Explored How/Where Explored? Comment on Learning

/air/ /ear/ /yur/

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The Literacy Bug | info@theliteracybug.com | www.theliteracybug.com

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