Kristin Hensley

ELM-305: Foundational Literacy Skills and Phonics

Kelli Moore

3/27/22

Scripting Dialogues Table

Part 1: Scripting Dialogues Table

Single Letter and Teacher: “We just finished listening to “Birthday Soup” from
Consonant Digraphs the Book Little Bear. Little Bear makes a big pot of soup for his
friends. In our story we hear the words cat, can, and carrots.
These words begin with the same sound: the /c/ sound. Watch
my mouth as I say the sound, /c/. Now it’s your turn, you say
/c/.”
Students: “/c/”
Teacher: (writes the letter C c on the whiteboard) Touch and
point, “This is the uppercase and lowercase c, the letter c stands
for the /c/ sound that you hear in cat, can, and carrots. Say /c/.
Students: “/c/”
Teacher: “Great job, now I want you to follow along with me,
every time I touch the uppercase C (touch the C) or the
lowercase c (touch the c), say /c/.”
Touch the letter c several times.
Students: “/c/”
Students: “/c/”
Students: “/c/”
Short Vowel Teacher: “We just finished listening to “Birthday Soup” from
the Book Little Bear. Little Bear makes a big pot of soup for his
friends. As we were reading, we heard the words “cat, can, and
happy.” If we stretch out these words, we can listen to the short
vowel sounds that this letter makes.
(Teacher writes these words on the white board underlining the
a.)
“Today we will go over the short vowel sound in these words.
What letter did I underline?

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 Students: “A”
Teacher: “Correct, now let’s practice the short vowel sound of
the letter A, by stretching out each of our words to hear the /ă/
sound.
(Teacher points to each word and exaggerates the /ă/ sound)
Teacher: “CAAAAAAAAAT”
Students: “CAAAAAAAAAT”
Teacher: “CAAAAAAAAAN”
Students: “CAAAAAAAAAN”
Teacher: “HAAAAAAAAAPY”
Students: “HAAAAAAAAAPY”
Teacher: “Good, the short vowel sound for the letter a is /ă/.
Everyone, tell me the short vowel sound for the letter a.
Students: “/ă/”
Teacher: (Writes the Letter A/a on the board under the words.)
“Every time I touch the uppercase or lowercase letter A, I want
you to tell me the short vowel sound it makes.
(Teacher takes turns pointing to the uppercase and lowercase
A.)
Students: “/ă/”
Students: “/ă/”
Students: “/ă/”
Students: “/ă/”
Long Vowel Teacher: “We just finished listening to “Birthday Soup” from
the Book Little Bear. Little Bear makes a big pot of soup for his
friends to celebrate his birthday. As we were reading, we heard
the words “birthday, cake, and wait.” If we stretch out these
words, we can listen to the long vowel sounds that this letter
makes.
(Teacher writes these words on the white board underlining the
a.)
“Today we will go over the long vowel sound in these words.
What letter did I underline?
Students: “A”
Teacher: “Correct, now let’s practice the long vowel sound of
the letter A, by stretching out each of our words to hear the /ā/
sound.
(Teacher points to each word and exaggerates the /ā/ sound)
Teacher: “BIRTHDAAAAAAAAAY”
Students: “BIRTHDAAAAAAAAAY”
Teacher: “CAAAAAAAAAKE”
Students: “CAAAAAAAAAKE”
Teacher: “WAAAAAAAAAIT”
Students: “WAAAAAAAAAIT”
Teacher: “Good, the long vowel sound for the letter a is /ā/.
Everyone, tell me the long vowel sound for the letter a.

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 Students: “/ā/”
Teacher: (Writes the Letter A/a on the board under the words.)
“Every time I touch the uppercase or lowercase letter A, I want
you to tell me the long vowel sound it makes.
(Teacher takes turns pointing to the uppercase and lowercase
A.)
Students: “/ā/”
Students: “/ā /”
Students: “/ā /”
Students: “/ā /”

Word Building Teacher: “We just finished listening to “Birthday Soup” from
the Book Little Bear. Little Bear makes a big pot of soup for his
friends to celebrate his birthday. As we were reading, we
learned about the character “hen” let’s take out our letter cards
and build the word “hen.”
Students: (take our letter board and place on their desk)
Teacher: (models with whiteboard and magnetic letter cards)
“Let’s listen to the word “hen,” lets use our segmenting skills to
slow this word down and find the individual letter sounds.
Repeat after me” “hhhhhhhheeeeeeeennnnnnnn”
Students: “hhhhhhhheeeeeeeennnnnnnn”
Teacher: “hhhhhhhh eeeeeee nnnnnnn”
Students: “hhhhhhhh eeeeeee nnnnnnn”
Teacher: “/h/ /e/ /n/”
Students: “/h/ /e/ /n/”
Teacher: “now that we’ve broken the word down into it’s
sounds, let’s match those sounds with the correct letter. Pull the
letter card that makes the /h/ sound.”
(Students pull their letter card.)
“What letter makes the /h/ sound?”
Students: “h”
(Teacher pulls the h card down on the white board)
Teacher: “Correct! Next, pull the letter card that makes the /e/
sound.
(Students pull their letter card.)
“What letter makes the /e/ sound?”
Students: “e”
Teacher: “YES! Last one, pull the letter card that makes the /n/
sound.”
(Students pull their letter card.)
“What letter makes the /n/ sound?”
Students: “n”
Teacher: “Great job class, everyone should have the letters h-e-
n on their letter boards. Now let’s touch each letter and say it’s
sound to build the word “hen”.

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 Repeat after me:
/h/ /e/ /n/ “hen”.”
Students: “/h/ /e/ /n/ “hen”.”
Word Building - Teacher: “We just finished listening to “Birthday Soup” from
Spelling the Book Little Bear. Little Bear makes a big pot of soup for his
friends to celebrate his birthday. Let’s look at the word pot and
work on our spelling skills. Let’s segment the word pot to
identify the individual letters that make up the word pot.
Repeat after me.
Pppppooooottttt.”
Students: “pppppooooottttt.”
Teacher: “ppppp ooooo ttttt.”
Students: “ppppp ooooo ttttt.”
Teacher: “/p/ /o/ /t/”
Students: “/p/ /o/ /t/”
Teacher: “great job, let’s pull out our white boards and work on
spelling the word pot.
What letter makes the /p/ sound?
Students: “p”
Teacher: “What letter makes the /o/ sound?
Students: “o”
Teacher: “What letter makes the /t/ sound?
Students: “t”
Teacher: “Great! Now let’s touch each letter, say it’s sound and
then sound out the word that we spelled on our white boards,
repeat after me: /p/ /o/ /t/ - pot”
Students: “/p/ /o/ /t/ - pot”

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 Part 2: Rationale

Reading instruction can vary across the country when we take steps into our classroom.

Educators will use a variety of different methods, styles, and tools to try to teach beginning

readers crucial skills needed to become effective readers. One thing that remains the same is the

importance of building confidence in young readers, and ensuring that students understand what

they’re reading, and find a sense of enjoyment from the words on a page. To maximize this goal,

teachers try a variety of different techniques to teach new concepts to their classrooms. Modeling

effective strategies using tools such as whiteboards, letter cards, and letter boards that allow

students to use visuals are great ways to reinforce knowledge for students and work on repetition

with letter sounds and building words. When these tools are used during whole group instruction

and encouraged during independent work, students can grasp these concepts in the back of their

brains in a way where they no longer need the visuals in order to implement the strategy.

Teaching students segmenting and blending skills are a great preface to spelling and word

building concepts which in turn builds reading and decoding skills. Mastering the alphabet and

its sounds is a great indicator of how well a student will progress in their reading. When students

understand the differences in short and long vowel sounds, this allows them to distinguish and

decode words using effective decoding strategies. When a student is familiar with the differences

in a vowel’s sounds, helps with reading and comprehension skills. Educators should introduce

several different strategies to recognize letters and their sounds, as well as how to break down

words into sounds, and sounds into letters, and lastly how to identify and write those letters.

These skills help with decoding which produce efficient and strong readers, which in turn puts a

child on track to being a good writer (Chard & Osbourn).

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 References:

Graves, M. F., Juel, C. F., Graves, B. B., & Dewitz, P. F. (2010). Teaching reading in the

21st century: Motivating all learners. Boston, MA: Pearson.

Minarix. (2021). The Birthday Soup. Retrieved from

http://www.corestandards.org/assets/Appendix_B.pdf

Chard, D., & Osbourn, J. (n.d.). Phonics and Word Recognition Instruction in Early Reading

Programs: Guidelines for Children with Reading Disabilities. Reading Rockets.

https://www.readingrockets.org/article/phonics-and-word-recognition-instruction-early-

reading-programs-guidelines-children-reading

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