Understanding Phonological Awareness EfRS Chapter 2

Opener

• Review meeting norms

• Share celebrations

Discussion

• How might understanding the difference between Auditory Awareness and Phonological Awareness help inform your instructional and assessment practices?

• Let’s clarify our understanding (Revisit Module 3 video from 7:30 to 9:25 and the corresponding pages in the book if the group needs clarification on the following):

• Can you explain the difference between phonological awareness and phonemic awareness?

• Can you explain how phonemes and graphemes are different?

• How can the understanding of these nuances inform your assessment and instruction?

• Reflect on your existing programs: How much does your core reading instruction or reading intervention include explicit instruction in phoneme awareness?

• Secondary: How can you make intervention for building phonemic awareness meaningful for older students with reading deficits?

Activity

Activity: As a group, visit Appendix A in the EfRS book. Familiarize yourselves with the developmental stages of phonological awareness.

Next Steps

• Complete Module 4

• Authentic Task: Spread the word: Find a colleague that is not in your book study group and explain to them the Simple View of Reading and how it helps us better understand the struggling reader. Option to go deeper: Explain how the Simple View of Reading might inform more targeted assessment and intervention practices. Be prepared to share at the next meeting.