Standard 2: Reading and Writing Foundations Students will develop foundational skills for reading and writing proficiency by working with sounds, letters, and text.

Phonological Awareness: Students will recognize, count, and manipulate the parts of spoken words, including syllables, onset/rimes, and phonemes without using text.

2.2.PA ​Students will add, delete, and substitute phonemes in spoken words with 5-6 phonemes. 

Student Actions

Teacher Actions

• Students add phonemes to spoken words with 5-6 sounds.

• Students delete phonemes from spoken words with 5-6 sounds.

• Students substitute phonemes in words with 5-6 sounds. 

• Teachers ensure that students have a solid foundation in blending and segmenting sounds in spoken words with 5-6 phonemes before moving to advanced skills of adding, deleting, and substituting.

• Teachers provide explicit instruction in adding phonemes to words.

• Adding Initial Phonemes Example:

• Teacher uses a hand motion, manipulative, or pieces of paper to represent how sounds change. 

• Teacher:  Say risp

• Students: risp

• Teacher: add /c/ to the beginning and you have…

• Students: crisp

• Adding Final Phonemes Example:

• Teacher uses a hand motion,  manipulative, or pieces of paper to represent how sounds change. 

• Teacher:  Say scam

• Students: scam

• Teacher: add /p/ to the end and you have…

• Students: scamp

• Teachers provide explicit instruction in deleting phonemes in words.

• Deleting Phonemes in Blends Example:

• Teacher uses a hand motion, manipulative, or pieces of paper to represent how the sounds change. 

• Teacher:  Say stroke

• Students: stroke

• Teacher: delete /r/  and you have…

• Students: stoke

• Deleting Final Phonemes Example:

• Teacher uses a hand motion,  manipulative, or pieces of paper to represent how the sounds change. 

• Teacher:  Say stamp

• Students: stamp

• Teacher: delete  /p/ from the end and you have…

• Students: stam

• Teachers provide explicit instruction in substituting  initial, medial, and final phonemes in words.

• Substituting Initial Phonemes Example:

• Teacher uses a hand motion, manipulative, or pieces of paper to represent how sounds change. 

• Teacher:  Say master

• Students: master

• Teacher: change /m/ to /f/ and you have…

• Students: faster

• Substituting Medial Phonemes Example:

• Teacher uses a hand motion,  manipulative, or pieces of paper to represent how sounds change. 

• Teacher:  Say shrink

• Students: shrink

• Teacher: change the /ī/ to /ӑ/ and you have…

• Students: shrank

• Substituting Final Phonemes Example:

• Teacher uses a hand motion, manipulative, or pieces of paper to represent how sounds change. 

• Teacher:  Say scrap

• Students: scrap

• Teacher: change the /p/ to a /m/ and you have…

• Students: scram

• Teachers should use consistent motions and procedures for skills to avoid confusing students. 

• Teachers have students manipulate sounds and not letter names in phoneme activities. 

• Teachers provide opportunities for students to add, delete, and substitute sounds.

• Teachers monitor and provide opportunities for students to receive feedback on manipulating phonemes. 

• See Appendix for the 44 Phonemes.

Recommendations

Key Terms & Related Objectives

When students struggle with manipulating phonemes in words, teachers can…

• ensure that students have mastered blending and segmenting phonemes before adding, deleting, and substituting phonemes. 

• provide additional explicit instruction in the identified skill.

• use manipulatives such as coins, pieces of colored paper, etc. to make sounds visible. Follow this procedure.

• Teacher says a word such as cat.

• Have students represent the 3 sounds in cat (/c/ /ӑ/ /t/) using 3 manipulatives.

• Teacher asks the student to change the /c/ to /b/.

• Student replaces the first manipulative in the word with another to represent the substitution of the first sound.

• Student then says bat.

• Follow this procedure for other phoneme manipulation skills 

• See manipulating sounds activities at the bottom of the page for additional strategies. 

• Phoneme: a speech sound that combines with others in a language system to make words (e.g., The three phonemes /d/, /ŏ/, and /g/ form the word dog.) 

• 2.2.PWS.1: Decode words using phonics and word analysis

• 2.2.SE.1: Encode words