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

2. 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.

3. 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?

4. 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.

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

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

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

8. Activity: Spin-A-Rhyme

9. 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.

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

11. Sentence Segmentation
Activity: Cut Apart Sentences

12. Sentence Segmentation

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

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

15. Activity: Say It-Move It
Blending
Activity: Say It-Move It

16. Activity: Say It-Move It
Blending
Activity: Say It-Move It

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

18. Activity: Elkonin boxes
Segmentation
Activity: Elkonin boxes

19. Activity: Elkonin boxes
Segmentation
Activity: Elkonin boxes

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

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

22. Phoneme Manipulation

23. Phoneme Manipulation

24. 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.

25. Book Activity:

26. 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

27. 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

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

29. **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.

30. 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.