ELM-305 T3 Phonemic Awareness Table Essay
Phonemic Awareness Table
|Task||Scripting||Description andPurpose of Task||Alignment to State Standards|
|Teacher: “What is the first sound in bear?”|
Students: The first sound in bear is /b/.”
|This task seeks to help students to recognize the initial sounds of a word and not primarily the initial letter of the word. That is, the tophoneme isolation is intended to make children identify individual sounds in a word (Farrow, 2018).||CCSS.ELA-LITERACY.RF.K.2|
Teacher: “What sound is the same in cat, carrot, and cake?”
Students: “The first sound, /c/, is the same.”
|The task in phoneme identity is to determine if the children can recognize similar sounds in different words. Therefore, the idea in this task is to see if the students same sounds in group of words (Klatte et val., 2018).||CCSS.ELA-LITERACY.RF.K.3.A|
|Teacher: “Which word does not belong? bear, potatoes, pot.”|
Students: “bear does not belong. It does not begin with /p/.”
|Here children are tested if they can identify a word in a group of three or four that has unique sound from the rest. The intention of this task is to determine if students can identify sound which the word begins with (Farrow, 2018).||CCSS.ELA-LITERACY.RF.K.3.D|
|Teacher: What word is /s/o/u/p/?|
Student: /s/o/u/p/is soup.
Teacher: Now let’s write the sounds in soup: /s/, write s; /o/ write o; /u/, write u; /p/, write p
Teacher: (Writes soup on the board). Now we are going to read the word soup.
Students: (Reading from the board) soup.
|The idea in phoneme blending is to enable students listen to a order of differently spoken phonemes and combine them to create a word. Consequently, the students write and read the formed word. The intention of this task is to enable students to distinguish the sound of each letter and incorporate them to create a word (Minosse, 2020).||CCSS.ELA-LITERACY.RF.K.2.C|
|Teacher: How many sounds are in mother?|
Student: /m/o/ t/h/e/r/ has six sounds.
Teacher: Write the sounds in mother: /m/ write m, /o/write o, /t/ write t, /h/ write h, /e/ write e, /r/ write r.
Teacher: (Writes mother on the board.) Now read the word mother.
Students: (Reading board) Mother.
|Here, the idea is to let the children split the word into different sounds as they count it then write and read the word to help them in pronouncing or tapping out uncertain words (Minosse, 2020).|
|Teacher: What is cat without the /c/?|
Students: Cat without the /C/ is at.
|Here, intention is to enable children acknowledge that the word tend to sound differently by removing certain sounds away and making them to read and write (Klatte et val., 2018).||CCSS.ELA-LITERACY.RF.K.2.E|
Teacher: What word do you have if you add /t/ to the beginning of here?
|Here, the students are shown to come up with a new word by including a phoneme to another word. The task seeks to help students a letter can be added to an existing word to come up with a new word (Klatte et val., 2018).||CCSS.ELA-LITERACY.RF.K.2.E|
|Teacher: “The word is cat. Change the /t/ to /n/. What’s the new word?”|
|The principle in this task is to demonstrate to students that it is possible to form new words from a single word by simply changing a sound or letter (Klatte et val., 2018).||CCSS.ELA-LITERACY.RF.K.2.E|
Farrow, J. A. (2018). Phonemic Awareness Instruction in one District’s Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices. ProQuest LLC.
Klatte, M., Bergström, K., Steinbrink, C., Konerding, M., & Lachmann, T. (2018). Effects of the computer-based training program Lautarium on phonological awareness and reading and spelling abilities in German second-graders. In Reading and Dyslexia (pp. 323-339). Springer, Cham. https://doi.org/10.1007/978-3-319-90805-2_15
Minosse, S. D. (2020). Direct instruction in blending and segmenting phonemes. https://rdw.rowan.edu/etd/2750