Kristin Hensley

ELM-305: Foundational Literacy Skills and Phonics

Kelli Moore

3/20/22

Phonemic Awareness Table

Description and Purpose Alignment to State

Task Scripting
of Task Standards
Phoneme Example: While reading the excerpt CCSS.ELA-
Isolation Teacher: “What is the Birthday Soup the teacher Literacy.RF.K.2d
first sound in van?” will stop after reading the
Students: “The first sentence with the word
sound in van is /v/.” call, look at the students
and ask the question about Isolate and pronounce
Teacher: its ending sound. Students the initial, medial
“What is the first sound will then give the correct vowel, and final sounds
that you hear in the word ending sound for the word (phonemes) in three-
call? call. phoneme (consonant-
vowel-consonant, or
Students: The purpose of this task is CVC) words.1 (This
“The first sound in the to help students with does not include CVCs
word call is /c/.” Phoneme Isolation. ending with /l/, /r/, or
Phoneme Isolation helps /x/.)
with the development of
phonemic awareness by
identifying the individual
letter sounds in a word.
These tasks are done with
spoken word without the
use of the written word
being present (Lynch, (Common Core
2021). Standards Initiative)
Phoneme Example: While reading the excerpt CCSS.ELA-
Identity Teacher: “What sound is Birthday Soup, the teacher LITERACY.RF.K.3.A
the same in fix, fall, and will stop once she gets to
the part that includes the
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 fun?” words pot, peas, and Demonstrate basic
Students: “The first potatoes and will ask the knowledge of one-to-
sound, /f/, is the same.” students the questions one letter-sound
about what sound those correspondences by
Teacher: words have in common. producing the primary
“Listen to these words The students will answer sound or many of the
and tell me what sound is to build their Phoneme most frequent sounds
the same in pot, Identity. for each consonant.
potatoes, and peas?”
Phoneme identity is the
Students: ability to recognize the
“The first sound, /p/ is same sound when given
the same.” different words. This
allows students to
understand that words are
made up of different
sounds and connecting
these sounds helps with
decoding which assists in
reading (Common Core
(Readingbyphonics.com). Standards Initiative)
Phoneme Example: While reading the excerpt
Categorization Teacher: “Which word Birthday Soup, the teacher
does not belong? Bus, will pause when she gets
bun, rug.” to the part about the big,
Students: “Rug does not black pot and ask the
belong. It does not begin students which words does
with /b/.” not belong. Students will
recognize that pot does not
Teacher: have the same beginning
“Listen to these words sound, building their
and tell me which word phoneme categorization
does not belong? Big, skills.
black, pot.”
Students: Phoneme Categorization is
“Pot does not belong; it the ability to recognize
does not begin with /b/. individual phonemes
within a group of given
words. This is done with
spoken speech and not
written words (Phoneme (Common Core
Categorization) Standards Initiative)
Phoneme Example: While reading the excerpt CCSS.ELA-
Blending Teacher: “What word Birthday Soup, the teacher LITERACY.RF.K.2.C
is /b/ /i/ /g/?” will stop right before the
Students: “/b/ /i/ /g/ is word cat. The teacher will

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 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 /c/ /a/ /t/?”
Students:
“/c/ /a/ /t/ is cat
Teacher:
“Now we are going to
read the word cat.”
Teacher brings out white
board to model the
written word cat.
Students:
(Reading from the board)
“/c/ /a/ /t/ is cat.”
Phoneme Example:
Segmentation 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:
“Can you tell me how
many sounds are in the
word, hen?
Students:
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look at her students and Blend and segment
ask them to help her sound onsets and rimes of
out the next work using single syllable spoken
their blending strategy. words.
Students will blend the
letters /c/ /a/ /t/ to build the
word cat, building their
Phoneme blending skills.
Phoneme blending skills
allows students to blend
the individual sounds of a
letter to form a word. This
strategy helps with
decoding skills in reading
and pre-writing skills
(Reading Rockets, 2004).
(Common Core
Standards Initiative)
While reading the excerpt CCSS.ELA-
Birthday soup, the teacher LITERACY.RF.K.2.C
will pause after reading
the sentence involving the
word hen. The teacher will Blend and segment
ask the students to use onsets and rimes of
their segmentation skills to single syllable spoken
break down the word into words.
their individual sounds to
build that strategy.
Phoneme segmentation is
a student’s ability to listen
to a word and break it
down to where they can
identify the individual
letter sounds within the
word. These skills are
important for reading and (Common Core
spelling skills so that Standards Initiative)
students can decode words
 “/h/ /e/ /n/, hen has three
sounds.”
Teacher:
“Now let’s practice
writing the word hen: /h/
write h; /e/, write e; /n/,
write n.
Students will work as the
teacher is instructing)
Now let’s read the word
we’ve written together,
hen.
Phoneme Example:
Deletion Teacher: “What is smile
without the /s/?”
Students: “Smile without
the /s/ is mile.”
Teacher:
“Can you tell me what is
shut without the /s/?
Students:
“Shut without the /s/ is
hut.”
Phoneme Example:
Addition Teacher: “What word do
you have if you add /s/ to
the beginning of park?”
Students: “Spark”
Teacher:
“Can you tell me what
word you have if you /b/
to the beginning of all?”
Students:
“Ball!”
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and learn what letters are
used (Penn State
University, 2019).
While reading the excerpt CCSS.ELA-
Birthday Soup, the teacher LITERACY.RF.K.2.E
will pause after reading
the sentence involving the
word shut and ask the Add or substitute
phoneme deletion task to individual sounds
create the word hut, (phonemes) in simple,
building those skills. one-syllable words to
make new words.
Phoneme deletion is the
ability to manipulate a
spoken word by deleting a
specific phoneme. This
strategy helps students (Common Core
with reading and decoding Standards Initiative)
skills (TTAC Online).
While reading the excerpt CCSS.ELA-
Birthday Soup, the teacher LITERACY.RF.K.2.E
will pause after reading
the sentence that includes
the word all. The teacher Add or substitute
will ask students to add the individual sounds
letter sound and students (phonemes) in simple,
will use their phoneme one-syllable words to
addition skills to create the make new words.
word, ball.
Phoneme addition is the
ability to add individual
letter sounds to a given (Common Core
word to create a new Standards Initiative)
word. This skill helps with
spelling, decoding, and
 reading (Really Great
Reading, 2019).
Phoneme Example: While reading the excerpt CCSS.ELA-
Substitution Teacher: “The word is Birthday Soup, the teacher LITERACY.RF.K.2.E
bug. Change /g/ to /n/. will pause once she
What’s the new word?” finishes the sentence with
Students: “Bun.” the word his, the teacher Add or substitute
will ask the student to use individual sounds
Teacher: their phoneme substitution (phonemes) in simple,
“The word we want to skills to form the word hit. one-syllable words to
change is his. Change /s/ make new words.
to /t/, what is the new Phoneme substitution is
word? the most advanced skill
Students: that showcases a student’s
“Hit.” ability to delete and add
the different letter sounds
within a word to form a
new word. The reader
must use every step in
phonemic awareness to
complete phoneme (Common Core
substitution efficiently Standards Initiative)
(Really Great Reading,
2019).

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 Resources
Common Core State Standards Initiative. (n.d.). English Language Arts Standards » Reading:

Foundational Skills » Kindergarten | Common Core State Standards Initiative.

Corestandards.Org. http://www.corestandards.org/ELA-Literacy/RF/K/

Lynch, M. (2021, November 5). Remediation: What You Need to Know. The Edvocate.

https://www.theedadvocate.org/what-is-phoneme-isolation/

Penn State University. (2019, February 19). Phoneme Segmentation :: Literacy Instruction for

Individuals with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities.

https://aacliteracy.psu.edu/index.php/page/show/id/5/index.html

Phoneme Categorization. (n.d.). ENRICHING MINDS.

https://block3strategies.weebly.com/phoneme-categorization.html#:%7E:text=Phoneme

%20Categorization%20is%20a%20strategy,the%20rest%20of%20the%20words.

Readingbyphonics.com. (n.d.). Phoneme Isolation and Identity.

https://www.readingbyphonics.com/worksheets/phoneme-isolation-identity-4.html

Really Great Reading. (2019, March 22). Six Layers of Phonemic Awareness: Improve Students’

Reading Using Their Ears. ReallyGreatReading.Com.

https://www.reallygreatreading.com/six-layers-phonemic-awareness#:~:text=Phoneme

%20Addition%3A%20Phoneme%20addition%20involves,end%20turns%20it%20into

%20week.

Reading Rockets. (2004). Phonemic Awareness Assessment.

https://www.readingrockets.org/article/phonemic-awareness-

assessment#:~:text=Phoneme%20blending%20is%20the%20ability,individual

%20sounds%20in%20a%20word.

© 2019. Grand Canyon University. All Rights Reserved.

© 2019. Grand Canyon University. All Rights Reserved.