Phonological Awareness: Where Do I Begin Phonological Awareness: Where Do I Begin? Jenifer Davis Charlottesville City Schools November 2, 2015

On Target: Using the paper in the center of the table, write as many words that come to mind when you think of phonological awareness.

Phonological Awareness Learning Targets: What is it? What is it NOT? What are the layers of PA? What does good PA instruction look like? What are some examples of PA instruction along the continuum? How can you fit it in daily into your classroom routine? How can you use the PALS data to drive instruction in the classroom?

What is Phonological Awareness? Phonological Awareness is the ability to attend to the sound structure of language. It is an auditory activity. Struggling readers, no matter what the grade level, often will have issues in this area.

Phonological Awareness: Umbrella term Phonological Awareness does not equal Phonemic Awareness Phonological Awareness does not equal Phonics

Seven Layers of PA: Rhyme Alliteration Sentence Segmentation (COW) Syllables Blending Segmenting Phoneme Manipulation (from the easiest to the most difficult tasks)

Rhyme Match between the ending sounds of words Rhyme Identification Rhyme Production

Activity: Spin-A-Rhyme

Activity: Silly sentences Alliteration A string of words that begin with the same sound Alliteration Identification Alliteration Production Activity: Silly sentences Ten tiny tadpoles talked to Tom Turkey.

Sentence Segmentation Breaking sentences into individual words Synonymous with voice print match (COW)

Sentence Segmentation Activity: Cut Apart Sentences

Sentence Segmentation

Syllables Breaking words into parts Is a precursor for blending and segmenting onset/rime and individual phonemes Activity: Syllable ball

Blending Putting chunks or individual sounds together Compound words Syllables Onset-rime Individual phonemes (2-3, digraphs, and blends)

Activity: Say It-Move It Blending Activity: Say It-Move It

Activity: Say It-Move It Blending Activity: Say It-Move It

Segmentation Taking apart chunks or individual sounds Compound words Syllables Onset-rime Individual phonemes (2-3, digraphs, and blends) Phoneme isolation v. Phoneme Segmentation

Activity: Elkonin boxes Segmentation Activity: Elkonin boxes

Activity: Elkonin boxes Segmentation Activity: Elkonin boxes

Phoneme Manipulation Addition (beginning and/or end) Deletion (beginning and/or end) Substitution Tasks (beginning, middle or end)

Activity: Magnetic letters or dry erase Phoneme Manipulation Activity: Magnetic letters or dry erase

Phoneme Manipulation

Phoneme Manipulation

Jigsaw Activity: Decide which of the PA cards work specifically on the part of the continuum. Using one of the following books, discuss with a partner how you could use that book to design phonological awareness activities.

Book Activity:

Phonological Awareness Across the Stages of Literacy Development Stage of Literacy Development Characteristics Reading Level Phonological Focus Emergent Incomplete alphabet knowledge No COW No sound symbol correspondence R to PPA Rhyme Alliteration Word awareness Syllable awareness Beginning Reader Tracks print Developing sight words Uses beg. and end. sounds; learning medial sounds PPA/B to late 1st grade Blending and Segmenting Onset/rime Individual phonemes Phoneme Manipulation Addition, Substitution, Deletion Transitional Large sight vocabulary Fluent reading Uses short vowels; learning long vowels and more advanced spellings Late 1st to late 2nd No need to instruct; has achieved phonemic awareness

PA Instruction: Data driven Taught in small groups Begins with the most basic levels of phonological awareness and progress to the more difficult types (i.e. blending) Works on one type of PA until it is mastered before tackling a new type in small group Connects to print at the onset-rime level

When Do You Fit in PA Instruction? Whole group Small group focus Transition times

**Using your own data, determine what level your students are at. PA Analysis: In your group, analyze the PALS data of two students. Complete the following: The student’s strengths (What does this student already know?) The areas of weakness (What level is this student at?) Where you would want to target instruction with this child **Using your own data, determine what level your students are at.

On Target: Using the red pen, scratch out any words that do not apply to phonological awareness that were misconceptions. Using the blue pen, add in any additional words that have to do with phonological awareness.