1. Phonological Awareness
Created by Brenda Wright, July 2005 for GESD #40
Phonological Awareness
Created by Brenda Wright
For GESD #40
July 2005
Zgonc, Y. (2000). Sounds in action. Crystal Springs Books. (ISBN # )
Literacy First Process Professional Development Institute, Inc. © 2001

2. Phonological Awareness Table of Contents
Rationale Slide #3
Academic Learning Time Slide #4
Phonological Awareness (PA) Slide #5
Skill Sequence Slide #6
Mastery Levels Slide #8
Administering Assessments Slide #9
Matching Assessment to Instruction Slide #12
Guidelines for Effective PA Training Slide #13
Resources for PA Instruction Slide #14
Resource Slide #17
copyright 2005 Brenda Wright

3. Created by Brenda Wright, July 2005 for GESD #40
Rationale
A comprehensive reading process needs to include formative assessment and systematic, explicit instruction in the following areas: Phonological Awareness, Phonics, Spelling, Vocabulary, Comprehension Skills, Strategic Reading Tools, and Metacognitive Process.
Teachers need to be continually diagnosing students’ strengths and weaknesses and prescribing instruction that is at the correct Zone of Proximal Development.
Teacher knowledge and implementation of the reading process will make the difference for students.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.1-1)
copyright 2005 Brenda Wright
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4. Academic Learning Time
This is the amount of time your students are SUCCESSFULLY “engaged” in the lesson objective. There are 3 critical attributes to academic learning time.
Students know and understand the lesson objective.
Students are actively manipulating the content of the lesson objective.
Students are experiencing at least a 75% success rate as they manipulate the content. *At risk students must experience at least a 95% success rate.
All 3 of these critical attributes must be present if academic learning time is to occur.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.1-15)
copyright 2005 Brenda Wright
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5. Phonological Awareness
Phonological awareness is the understanding that our spoken language can be broken down into parts or individual sounds that can be manipulated.
Concept of Spoken Word Rhyme Phonemes Syllables Phoneme Manipulation
Phonemic awareness involves the ability to manipulate the individual units of sounds and phonemes in words. Examples include recognizing initial, medial, and final sounds in words; the ability to manipulate sounds such as adding, substituting, and transposing sounds. Phonemic awareness fits under the phonological awareness sequence.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-5)
copyright 2005 Brenda Wright
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6. copyright 2005 Brenda Wright
Skill Sequence
Concept of Spoken Word
Distinguish words in a sentence
Rhyme
Recognize a rhyme
Complete a rhyme (not assessed)
Produce a rhyme
Syllable
Blend syllables
Segment syllables
Delete syllables
copyright 2005 Brenda Wright
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7. copyright 2005 Brenda Wright
Skill Sequence
Phoneme
Blend onsets and rimes
Blend phonemes
Segment phonemes
Delete initial phoneme
Delete final phoneme
Phoneme Manipulation
Add phonemes
Delete phonemes: First sound in blend
Substitute phoneme
copyright 2005 Brenda Wright
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8. copyright 2005 Brenda Wright
Mastery Levels
Skill Typically Mastered
Concept of Spoken Word Preschool
Rhyme Kindergarten
Syllable Kindergarten
Phoneme 1st Grade
Phoneme Manipulation 2nd Grade
copyright 2005 Brenda Wright
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9. Administering the Assessments
Talk in a normal conversation speed and a natural conversation voice.
You should assess every student.
Consider the grade level of the child when administering portions of the test.
Administer the test until the child reaches a frustration level ~ miss 3 out of 6, stop. *However, use your judgment. Some children get stuck on rhyme but can do syllable blending without any problem.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-17)
copyright 2005 Brenda Wright
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10. Administering the Assessments cont.
1st time tested ~ start at the beginning. 2nd time and thereafter ~ begin at the section where they will have a success rate of at least 5 out of 6 and go from there.
To be successful, a student needs to master at least 5 out of 6 in each section, but compare the grade level of the child with the grade level at which a skill is typically mastered.
The assessment should typically take minutes to administer the entire assessment. It can be administered in 2 separate sittings.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-18)
copyright 2005 Brenda Wright
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11. Administering the Assessments cont.
The first assessment should be administered in August and then at every benchmark assessment. You may want to assess different individual sections periodically to make informed decisions to drive instruction.
It is not necessary to repeat the section of the test where the child scored 5 out of 6 or 100% mastery. Each time the assessment is given again, start at the point where the child made more than 1 error out of 6.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-18/19)
copyright 2005 Brenda Wright
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12. Matching Assessment to Instruction
Assessment results must be used in order to make informed decisions about instruction.
Instructional activities should reflect the students’ progress along the Phonological Awareness Skill Sequence.
Results of formal and informal assessment will determine specific choices of activities.
Appropriate Phonological Awareness activities reflect an awareness of multiple intelligences theory.
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-31)
copyright 2005 Brenda Wright
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13. Guidelines for Effective Phonological Awareness Training
Are activities focused on sounds and not focused on letter-sound relationships?
Is you choice of PA activities based on the results of student assessment?
Do you students recognize the pictures used in the activities?
Are instructions clear? Do you model the activity?
Are the students actively participating in the activity?
Do the activities include some physical activity?
Does your instruction meet the criteria for Academic Learning Time?
PA = Phonological Awareness
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p.2-34)
copyright 2005 Brenda Wright
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14. Resources for PA Lessons
PA Skill Resource Book Title
Concept of Spoken Word Sounds in Action
Classrooms that Work (2nd Edition)
Rhyme Sounds in Action
Recognition & Phonics A to Z
Production PA in Young Children
Words Their Way (2nd Edition)
PA: Playing with Sounds to Strengthen Beginning Reading
Phonics They Use, 3rd Edition
PA = Phonological Awareness
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p )
copyright 2005 Brenda Wright
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15. Resources for PA Lessons
PA Skill Resource Book Title
Syllables: Sounds in Action
Blending & PA in Young Children
Segmentation PA: Playing with Sounds to Strengthen Beginning Reading
Isolation of Sounds in Action
Initial & Final Sound Phonics A to Z
PA in Young Children
Words Their Way (2nd Edition)
PA: Playing with Sounds to Strengthen Beginning Reading
PA = Phonological Awareness
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p )
copyright 2005 Brenda Wright
TOC

16. Resources for PA Lessons
PA Skill Resource Book Title
Blending & Segmenting Sounds in Action
Phonics A to Z
PA in Young Children
PA: Playing with Sounds to Strengthen Beginning Reading
Deletion Sounds in Action
Substituting & Phonics A to Z
Manipulating Phonics A to Z
PA = Phonological Awareness
© 2001 Literacy First Process; Literacy First Process Primary Teacher’s Manual by Professional Development Institute, Inc. (p )
copyright 2005 Brenda Wright
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17. copyright 2005 Brenda Wright
Resource
copyright 2005 Brenda Wright
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