Answer

Phonemic Awareness Table

Task Scripting Description and Purpose of Task Alignment to State Standards
Phoneme Isolation

Teacher: Class, what is the first sound in “pot?”

Students: The first sound in “pot” is /p/.
Learners will state the first sound that appears in a word. The purpose is to enhance their ability of identify what sound appear in a given position in a word (McClelland, Pitt, & Stein, 2015). CCSS.ELA-LITERACY.RF.K.3. A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Phoneme Identity

Teacher: What sound do you find to be the same in potatoes, pot, and peas?

Students: The similar sound is the /p/ sound. The ability of the students to recognize the presence of same sounds in different sounds will be explored. The purpose of the activity will be to help them develop the reading and spelling ability (Gillon, 2017). CCSS.ELA-LITERACY.RF.K.2. A
Recognize and produce rhyming words.
Phoneme Categorization

Teacher: which word among the following odes not belong? What, where, hot?

Students: the word “hot” does not belong.
Learners will be helped to develop phonemic awareness and recognize specific phenomes on words. The purpose will be to enable students identify a word with an odd sound. CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
Phoneme Blending

Teacher: Class, what word is /h/ /o/ /t/?

Students: /h/ /o/ /t/ is “hot.”

Teacher: Okay, let us know write the sound in hot: /h/, write h; /o/, write o, and /g/; write g.

Teacher: Now read the word hot.

Students: hot. This activity will entail teaching leaners on how to put the sounds of a word together and hence gauge ability of the students to hear the individual sounds in a word (Gillon, 2017). CCSS.ELA-LITERACY.RF.K.2. D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
Phoneme Segmentation

Teacher: Please tell me how many sounds are in the word soup.

Students: /s/ /o/ /u/ /p/. Four sounds.

Teacher: Okay, let us write down the sounds in soup. /s/, write s; /o/, write o; /u/, write u; and /p/ write p.

Teacher: now, read the word soup.

Students: Soup. This activity will teach leaners how to break words down into the specific and individual sounds contained (Gillon, 2017). CCSS.ELA-LITERACY.RF.K.3. B
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
Phoneme Deletion Teacher: What is “black” without the /b/?

Students: Black without the /b/ is “lack.” Learners will identify the changes that would arise if one of the sounds were omitted. The purpose is the development of literacy and language. CCSS.ELA-LITERACY.RF.K.2. E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phoneme Addition Teacher: what would you get if you add /b/ to the beginning of ear?

Students: Bear.
The learners will manipulate words by adding a sound to a word. The purpose will be to develop the learners’ phonological awareness (Gillon, 2017). CCSS.ELA-LITERACY.RF.K.2. E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Phoneme Substitution Teacher: In the word “cook,” change /c/ to /h/. what is the new word?

Students: Hook. The students will learn how to change one word into another word via the change of one of the sounds of the word. The purpose of the task will be to enable learners develop their literacy and language (McClelland, Pitt, & Stein, 2015). CCSS.ELA-LITERACY.RF.K.2. E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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