|I do. We do. You do.|
Children recognize individual sounds in a word.
Teacher ~ What is the first sound in "wig"?
Student ~ The first sound in wig is /w/.
Children recognize the same sounds in different words.
Teacher ~ What sound is the same in "dog, dip, and den"?
Student ~ The first sound, /d/, is the same.
Children recognize the word in a set of three or four words that has the "odd" sound.
Teacher ~ Which word doesn't belong: "hen, hat, rug".
Student ~ Rug does not belong. It doesn't begin with /h/.
Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word.
Teacher ~ What word is /b/ /e/ /d/?
Student ~ /b/ /e/ /d/ is bed.
Teacher ~ Now let's write the sounds bed: /b/, write b; /e/, write e; /d/, write d.
Teacher ~ Writes the word on the board. Now we're going to read the word bed.
Children break a word into its separate sounds, saying each sound as the tap out or count it.
Then they write and read the word.
Teacher ~ How many sounds are in "frog"?
Student ~ /f/ /r/ /o/ /g/. Four sounds.
Children recognize the word that remains when a phoneme is removed from another word.
Teacher ~ What is "smile" without the /s/?
Student ~ Smile without the /s/ is mile.
Children make a new word by adding a phoneme to an existing word.
Teacher ~ What word do you have if you add /s/ to the beginning of "park"?
Student ~ Spark.
Children substitue one phoneme for another to make a new word.
Teacher ~ The word is "bug". Change /g/ to /n/. What's the new word?
Student ~ Bun.
Resource ~ Put Reading First...The Research Building Blocks for Teaching Children to Read