Phonemic Awareness Table Task Scripting Description and Purpose

This assignment presents a Phonemic Awareness Table, detailing various phoneme tasks crucial for early literacy development. The table includes descriptions, purposes, and alignment with state standards for tasks such as phoneme isolation, identity, categorization, blending, segmentation, deletion, addition, and substitution. Each task is explained with examples, demonstrating how students learn to identify and manipulate sounds within words. The assignment references key literature that supports the understanding of these phonemic awareness concepts, including how they are used in classroom settings. The goal is to provide educators with a comprehensive resource to support students in mastering essential reading skills. The provided examples illustrate practical application of these concepts in a classroom setting, with a focus on improving reading and spelling abilities.

Running head: Phonemic Awareness Table 1
Phonemic Awareness Table
Student’s name
Institution

Phonemic Awareness Table 2
Phonemic Awareness Table
Task Scripting Description and
Purpose of Task
Alignment to State
Standards
Phoneme
Isolation
Example:
Teacher: “What is the first
sound in van?”
Students: “The first sound
in van is /v/.”
Teacher: identify the first
sound in cat
Students: the first sound in
cat is /c/.
Phoneme isolation is an
act that enables students
to isolate, identify and
pronounce individual
sounds that make a word
in three phoneme. That’s
is CVC ( consonant-
vowel-consonant) and
does not include CVC’s
which end in /r/, /L/, /x/
Phoneme isolation
description “ learners are
able to recognize
individual sounds which
make a word” Mao, S et
al (2018)
CCSS.ELA-
Literacy.RF.K.2.D
Phoneme
Identity
Example:
Teacher: “What sound is the
same in fix, fall, and fun?”
Students: “The first
sound, /f/, is the same.”
Teacher: Identify the
common sound in big,
beautiful and Birthday?
Students: the common
sound is, /b/.
Phoneme identity enables
students to Recognize the
same sounds appearing in
different words
Description
“ phoneme
identity ,makes it
possible for the
students to identify
the same sound in
different words Mao,
S et al (2018)
CCSS.ELA-
Literacy.RF.K.3.A
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 word is odd
one out? potatoes, pot, cat
This task is meant to
teach the students the
initial sounds of a word.
By using phoneme
categorization, the
students are able to
recognize and develop
phonemic awareness in
words
CCSS.ELA-
LITERACY.RF.K.3.D
© 2019. Grand Canyon University. All Rights Reserved.

Phonemic Awareness Table 3
Students: The word cat is
different from the other two
words as its spelling starts
with /c/ while the other two
begin with /p/.
Description “ enables
students to master the
starting sounds and
differentiate those that
have different sounds”
Mao, S et al (2018)
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: identify the
word /h/o/t/
Students: /h/o/t/ is the word
hot
Teacher: (With the word
written on the board” lets
read the word written on the
board together
Student: reading the word
on the board Hot
Phoneme Blending
makes it easy for the
students to learn sound of
every letter in a word and
later combine them to
form a word
Phoneme Blending
Description “ enables the
learners to listen to
separate phonemes and
combine them to form a
word” De Groot et al
(2017)
CCSS.ELA-
LITERACY.RF.K.2.C
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.”
The purpose of this task
is the enables the
students to identify
letters that make a word
Phoneme segmentation
description “ makes it
possible for the students
to break sounds in a
word, read each sound as
CCSS.ELA-
LITERACY.RF.K.2.B
© 2019. Grand Canyon University. All Rights Reserved.

Phonemic Awareness Table 4
Students: (Reading from the
board) “Grab”
Teacher: identify the sound
in soup
Students: there are four
sound in the word soup,
/s/o/u/p/
Teacher: writes the
sounds /s/ /o/ /u/ /p on the
board
Let’s read the word on the
board
Students: Soup
they point at it and later
read the word as a
whole” Treiman, R.
(2017).
Phoneme
Deletion
Example:
Teacher: “What is smile
without the /s/?”
Students: “Smile without
the /s/ is mile.”
Teacher: what is the name
Eyes when we remove the
first /e/?
Students: Eyes without the
first E is yes
The purpose of the
phoneme deletion is to
show that a new word
can be formed by
deleting a letter in a word
Description “ students
are able to recognize a
new word formed when a
phoneme is deleted from
another word” De Groot
et al (2017)
CCSS.ELA-
LITERACY.RF.K.2.E
Phoneme
Addition
Example:
Teacher: “What word do
you have if you add /s/ to
the beginning of park?”
Students: “Spark”
Teacher: Read for me the
new word formed when we
add /h/ to the beginning of
eat
Students: Heat
This task is meant to
prove that a new word
can be formed by adding
a letter to an existing
word
Phoneme addition
description “ learners are
able to identify a new
word formed when a
phoneme is added an
existing word” De Groot
et al (2017)
CCSS.ELA-
LITERACY.RF.K.2.E
© 2019. Grand Canyon University. All Rights Reserved.

Phonemic Awareness Table 5
Phoneme
Substitution
Example:
Teacher: “The word is bug.
Change /g/ to /n/. What’s
the new word?”
Students: “Bun.”
Teacher: We have the word
Soup. What is the new word
formed when we change /p/
to /l/?
Students: Soul.
This task proves that one
can change a word by
changing one letter to
create a new whole word
Description “ students
are able to identify and
read a new word formed
when a phoneme is
substituted and replaced
with another phoneme”
De Groot et al (2017)
CCSS.ELA-
LITERACY.RF.K.2.E
© 2019. Grand Canyon University. All Rights Reserved.

Phonemic Awareness Table 6
References
De Groot, B. J., Van den Bos, K. P., Van der Meulen, B. F., & Minnaert, A. E. (2015). Rapid
naming and phonemic awareness in children with reading disabilities and/or specific
language impairment: Differentiating processes?. Journal of Speech, Language, and
Hearing Research, 58(5), 1538-1548.
De Groot, B. J., Van den Bos, K. P., Van der Meulen, B. F., & Minnaert, A. E. (2017). Rapid
naming and phonemic awareness in children with or without reading disabilities and/or
ADHD. Journal of learning disabilities, 50(2), 168-179.
Mao, S., Wu, Z., Li, R., Li, X., Meng, H., & Cai, L. (2018, April). Applying Multitask Learning
to Acoustic-Phonemic Model for Mispronunciation Detection and Diagnosis in L2 English
Speech. In 2018 IEEE International Conference on Acoustics, Speech and Signal
Processing (ICASSP) (pp. 6254-6258). IEEE.
Treiman, R. (2017). The role of intrasyllabic units in learning to read and spell. In Reading
acquisition (pp. 65-106). Routledge.
© 2019. Grand Canyon University. All Rights Reserved.