In our most recent Blog, Phonological Awareness was described as one of the early and fundamental skills in the development of literacy. Phonological Awareness skill has long-term impact on reading and writing proficiency.
Phonological Awareness has to be a high priority as a teacher begins to teach literacy in the early grades. In this Blog, I want to provide you with an idea of what Phonological Awareness teaching might look like in a primary classroom. The framework in the PDF-File below has a Kindergarten level classroom in mind. It may look somewhat different in an earlier Pre-K or a later Grade 1 classroom, but the same main pieces should be in place.
As you know, a teacher’s schedule is always very tight, and teachers have to be creative and efficient to be able to get to all of the important areas of instruction. If you are a Teacher, plan how you might be able to put Phonological Awareness instruction into place in your classroom – you may spend some time at Circle Time, during Centers, during Choice Time, or even during Nap Time & transitions.
If you are a Parent, please talk to your child’s teacher to learn how Phonological Awareness instruction is taking place in the classroom and how your child is doing. There may be experts within the school – perhaps your child’s teacher or another classroom teacher may be well-experienced. There may be other experts around the school who could be a resource, such as the Speech-Language Pathologist or a Special Education Teacher.
Make sure your child doesn’t miss this crucial learning opportunity. If your child is struggling, learn from the experts in your child’s school or from experts outside the school, how to help your child learn these important skills.
We will be happy to answer any questions you have about Phonological Awareness at Linguistic Foundations. Thanks.