1. Phonological and Phonemic Awareness
-Also known as PPA.
Phonological and Phonemic Awareness

2. Phonics
Phonics is a method for teaching reading and writing of the English language by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.
(3 min)
-Review phonics I & II: We did X and X, based on what we learned, how would you define phonics? Turn and talk to a partner.

3. Quiz 1. Which word contains the same first sound as owl?
On a sheet of paper, write down the correct answer to each question.
1. Which word contains the same first sound as owl?
A. own B. ouch C. older D. oven
2. If you add the /th/ sound (as in then), to the beginning of ease, what word do you hear?
3. If you blend /w/ as in water, /ŏ/ as in often, /ch/ as in beach, and /t/ as in time, what word do you hear?
4. If you delete the /k/ sound from work, what word do you hear?
(5 min) How did you feel taking this quiz? It’s on us as educators to make sure we become familiar and thus comfortable with teach phonological and phonemic awareness to our students.
5. If you separate nation into its individual sounds, what sounds do you hear?
6. If you blend /b/ as in boy, /l/ as in lion, /oy/ as in toy, /s/ as in sit, and /t/ as in tea, what nonsense word do you hear?

4. Objectives
Understand why phonological and phonemic awareness is important.
Understand the general principles for teaching phonological and phonemic awareness.
Plan and execute a phonological and phonemic awareness lesson plan.
(3 min)
-Phonological awareness is the understanding that speech is composed of sounds. It is an umbrella term that encompasses phonemic awareness, the idea that words are composed of individual sounds. This entire session is about the sounds in words.

5. Phonological Awareness
Reading Foundations
Comprehension
Phonics/Decoding
(2 min)
-Phonics vs. phonological awareness: phonics must be done with the lights on, phonological awareness activities can be done with the lights off.
Phonological Awareness

6. Layers of Phonological Awareness
(1 min)
-Phonological awareness is broken down into multiple different layers.

7. (5 min)
-Phonological awareness is the understanding that speech is composed of sounds. Say, “The cat ran under the stairs.” Explain that, using phonological awareness, this sentence can be broken into smaller and smaller sound units.
-Word awareness: a sentence can be broken up into words. Students can identify rhyming words and alliteration (same initial sounds) during reading. This sentence has five words.
Syllable awareness: words are composed of syllables. Under has 2 syllables. Syllables are anchored by vowels; the number of syllables is equal to the number of syllables in a word.
Onset-rime awareness: The onset refers to the sound(s) preceding the vowel; the rime is the vowel and all that follows it. Rimes are what rhyme. /k/ is an onset. /at/ is a rime.
Phonemic awareness is the awareness of the smallest phonological units, called phonemes. Cat is composed of three phonemes, /k/, /a/, /t/.
Within phonemic awareness, there are multiple different skills. This will be the focus of our session today.

8. Phonological Awareness at Different Grade Levels
Pre-K – 1st
2nd – 5th
Focus on phonological awareness
Game-like activities, songs, poems, tactile activities
Focus on phonemic awareness
Fast, focused lessons emphasizing oral segmenting and blending
(2 min)
-In early childhood (pre-K, K, 1st), the focus is on building students’ phonological awareness skills, as these are prerequisites to later phonemic awareness development. In late first grade and beyond, phonemic (rather than broader phonological) awareness tasks are the essential focus of this instruction because these tasks are most closely linked with reading.

9. Key Phonemic Awareness Activities
Identifying orally spoken
words beginning with the same sound  bat & bed
Deleting a phoneme and saying the word that
remains  tent without the final /t/ is ten
Blending onset-rime units into real words  /h/ + /at/
Segmenting words into phonemes  tin is /t/ + /i/ + /n/
(20 min)
-Read over handout 1 and complete the matching activity (3 min)
-break into isolating/blending stations (4 min at each station)
Blending phonemes into real words (/s/ + /i/ + /t/)
Blending phonemes into nonsense words  /s/ + /t/ + /a/ +/p/

10. Creating a Phonological and Phonemic Lesson Plan
What are the essential pieces of a PPA lesson?
OBJECTIVE
States the PPA objective the lesson addresses.
ALIGNMENT
Matches the word study lesson being taught in the same block.
Describes the lesson task the teacher will execute; should align with objective.
TASK
(20 min)
-Let’s create a PPA lesson plan together (15 min)
THREE F’s
Should be fast, fun, and focused.
WORD LIST
A word list is included (as needed for tasks).

11. Turn and Talk Imagine that tonight on the phone with a friend
who’s not a teacher, you’re explaining today’s
session. They say, “You had a whole session on
manipulating sounds? Isn’t reading about
printed words?! What was the point of that?!”
How do you respond?

12. Use this time to complete your word study/PPA lesson plans for the week.
it to me at
In the subject line, use the following naming convention:
FirstName_LastName_CMAName_WordStudy
Thank you!