Phonemic awareness is crucial to both reading and spelling success. Using a question and answer format when teaching phonemic awareness is a common and useful strategy. Scripting the questions you wil

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:

Students:

Phoneme Identity

Example:

Teacher: “What sound is the same in fix, fall, and fun?”

Students: “The first sound, /f/, is the same.”

Teacher:

Students:

Phoneme Categorization

Example:

Teacher: “Which word does not belong? Bus, bun, rug.”

Students: “Rug does not belong. It does not begin with /b/.”

Teacher:

Students:

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:

Students:

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.”

Students: (Reading from the board) “Grab”

Teacher:

Students:

Phoneme Deletion

Example:

Teacher: “What is smile without the /s/?”

Students: “Smile without the /s/ is mile.”

Teacher:

Students:

Phoneme Addition

Example:

Teacher: “What word do you have if you add /s/ to the beginning of park?”

Students: “Spark”

Teacher:

Students:

Phoneme Substitution

Example:

Teacher: “The word is bug. Change /g/ to /n/. What’s the new word?”

Students: “Bun.”

Teacher:

Students: