How to Teach Phonological Awareness EfRS Chapters 9 & 10

Opener

• Review meeting norms

• Share celebrations

Discussion

• What scaffolds does Kilpatrick mention for students who might struggle with Phonological awareness?

• Describe the  Direct Teaching of Phonological Awareness Steps from the book p. 85

• What are some other strategies to reinforce segmentation skills? 

Activity

Regarding the scope and sequence for your reading instructional programming, prepare to discuss the following/ or ask for help on the following: 

• Does your scope and sequence include effective phonological awareness activities?

• How might you fit the phonological awareness activities from this module into your existing programming? 

• Is it necessary to do it as a whole group or will you only target certain students in small groups? 

• If you are teaching older students (e.g., MS and HS) how might you engage them in these activities in a way that is age appropriate?

Considerations: be sure to consider scaffolding for students that may have attention issues (you practiced some from module 10). How might you need to scaffold the activities to meet unique student needs?

Next Steps

• Complete Module 13

Authentic Task: Review the PAST Test website before and after viewing Module 12. You do not have to commit anything to memory at this point. Just review the website to better understand what it offers. We will cover the administration of the PAST test in our next book study meeting.