3.2 Explicitly Teach Phoneme Identification

Now it's time to teach! Here's a research-based approach that we recommend, with examples of language you could use if this is new to you. 

Students will learn to listen for sounds in all the positions, but we teach the skills in this order:

• Level 1: What is the first sound you hear in the word box? /b/
• Level 2: What is the last sound you hear in the word hat? /t/
• Level 3: What is the middle sound you hear in the word meet? /ē/

Here's an example of how you teach students to identify the last sound in a word. You can use this same approach for beginning sounds and middle sounds.

First, review relevant skills that your students should know prior to learning about phoneme identification. This includes reviewing the concept that words are made up of sounds.

You might say something like,

Next, tell students what they'll be learning. You might explain,

Then you'll use a gradual release approach, or I Do, We Do, You Do, to teach them the skill. 

You model how to identify a phoneme in the last position in a word using a strategy called Stretch and Shrink to show children how to slow down a word and listen for all the sounds.

First, tell your children that "it's my turn" and that it's their job to watch and listen.  Then model how to identify phonemes:

Tell students the word you're working with:

Use it in a sentence, and then repeat the word.

Say the word go very slowly.

Tell students that the sound that they hear last at the end of the word is /ō/.

Repeat the same modeling process with one or two other words, such as zoo, we, and bee — stretching and shrinking the words as they say them aloud.

Students try identifying phonemes with you (in other words, supported practice).

1. Tell students it is now their turn to try some words with you. You can start with go. Ask them to join you in saying the word, stretching the sounds, and identifying the last sound, as you did above.
2. Dictate additional words to children as you guide them through the steps of Stretch and Shrink and identify the end sound in the words.

Students practice phoneme identification independently.

1. Tell students it is now their turn.
2. Continue presenting words for children to try independently. One student practices as the teacher monitors, while other students practice silently and listen to their friend.   
3. Provide support to any students who may be struggling by modeling the correct answer and then having students repeat what you demonstrated independently. 

Now that you've gone through I Do, We Do, You Do with two-sound phonemes, repeat the same modeling process with three-sound phonemes, such as sash, rough, or maze. These initial examples all contain continuant sounds — /sh/, /f/, /z/ — which are easier to hear because you can hold them longer. 

You will also need to model and practice with words that end with stop sounds, such as /p/, /b/, and /k/ (in words like back, cub, and lap). These are harder to hear for some children because the sounds are quickly produced and clipped. Initially, you may have to stretch the words several times before some students can hear the end sound in those words. 

Once students are confident in identifying the phoneme in one position (beginning, end, or middle), move on to the next using your pre-selected word lists until students are able to identify the sounds accurately in all three positions. Remember, automaticity comes from many practice opportunities.

When students have fully grasped phoneme identification, they are ready to move on to segmenting and blending phonemes. If you are unsure of your students' proficiency with this skill, you can use the quick assessment (opens in new window) to check their progress.