LAC - Phonological Awareness - Session Guide.docx

Learning Action Cell

1. SESSION GUIDE
TITLE OF THE SESSION Lac Session – Phonological Awareness on Beginning Reading
Duration 1 hour and 30 minutes
Terminal Objectives At the end of the session, teacher participants are expected to identify and demonstrate
phonological awareness activities.
Enabling Objective A. Define phonological awareness;
B. Identify the six main components of Phonological awareness; and
C. Demonstrate Phonological Awareness Activities

Outputs
Major Outputs
Pre-test and Post-test
Minor Output
Priming Activity Output per LDM Group
Key Content ▪Phonological Awareness Definition
▪Six Main Components of Phonological Awareness
▪Phonological vs. Phonemic Awareness
▪Examples of Phonological Awareness Activities/ Games
References Ehri, L. C. (2004). Teaching phonemic awareness and phonics: An explanation of the National
Reading Panel meta-analyses. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in
reading research (pp. 153-186). Baltimore, MD: Brookes Publishing Co.
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2. O’Connor, R. E. (2011). Phoneme awareness and the alphabetic principle. In R. E. O’Connor &
P. F. Vadasy (Eds.), Handbook of reading interventions (pp. 9-26). New York: Guilford.
Saini, Medha. January 12, 2023. A Guide on Phonological Awareness for Preschoolers. Big
Kid Learning & Education
Schuele, C. Melanie, and Boudreau, Donna. (2008)"Phonological awareness intervention:
Beyond the basics." Language, Speech, and Hearing Services in Schools 39.1: 3-20.
OBJECTIVES KEY LEARNING POINTS METHODOLOGY/ PROCEDURE MATERIALS DURATIO
N
P a g e 2 | 13

3. This part briefly tells what the session is all
about
























STRUCTURED LEARNING EXPERIENCE
(4As)

INTRODUCTION

Greet the teacher - participants.

Tell them that they can take pictures of the
slides.

Say: Good day everyone, I am __(name)__
from __(school)_. Welcome to an exciting
journey of learning and discovery. Today, I
will be facilitating the session on
“Phonological Awareness on Beginning
Reading”. It’s my honor and privilege to
impart knowledge and skills. I hope you are
ready and excited to learn new ideas on how
phonological awareness helps us in our
instruction on Reading.

I think you are familiar with phonological
awareness since our previous LAC is related
to it and we also discussed some reading
approaches in our INSET. So today, we shall
get ourselves re-acquainted with
phonological awareness definition, its six
components, and the different activities/
games we can use in teaching phonological
awareness.



▪Laptop,
charger,
▪extension
wire
▪Projector
▪Pre-test
material



5 minutes
























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4. Terminal Objectives

At the end of the session, teacher
participants are expected to identify and
demonstrate phonological awareness
activities.

Enabling Objectives
A. Define phonological awareness;
B. Identify the six main components of
Phonological awareness; and
C. Demonstrate Phonological Awareness
Activities
Session Outline
▪Phonological Awareness Definition
▪Six Main Components of Phonological
Awareness
▪Phonological vs. Phonemic
Awareness
▪Examples of Phonological Awareness
Activities/ Games

Thus, we aim to achieve the following
objectives.

Do: Call a participant to read the objective

Say: May I request a volunteer to read the
objectives?














Do: Read the session outline.





5 minutes
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5. To know the
knowledge or
schema of
participants
about
Phonological
Awareness

Pre-Test Questions:

___1. Phonemic awareness is:
a. a strong predictor of future reading
success
b. a sub skill of phonological awareness
c. a foundational reading skill
d. all of the above
___2. There are _______ sounds in the
English language:
a. exactly 26 c. more than 40
b. more than 60d. exactly 52
___3. Phoneme blending is:
a. easier than syllable blending
b. harder than onset and rime
c. easier than identifying rhyming words
d. easier than phoneme addition, deletion
and substitution
___4. The onset sound(s) is the:
a. last sound in a syllable
b. the vowel and any following consonant
sounds at the end of the syllable
c. the vowel sound in a syllable
d. sounds before the vowel in the syllable
___5. The definition of phoneme is, “the
smallest part of language.”
a. Spokenc. Informal
b. Writtend. Formal
___6. The word eight has how many
phonemes?
a. 5 c. 3
b. 4 d. 2
___7. Phonological awareness is:
PRIMING ACTIVITY.
Say: Before proceeding to our discussion, let
us have an activity. In this activity, the
teacher- participants are expected to group
themselves according to their LDM group.
LDM 1:
What is phonological awareness?
LDM 2:
Why is it important to be phonologically
aware?
LDM 3:
How can we teach phonological awareness
to our learners?
Answer the questions and write on a manila
paper. A representative will present the
group’s output.

PRE-TEST
Do: After the priming activity, the participants
will answer the pre-test.


15 minutes
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6. a. A person’s ability to hear sound
structures of speech
b. A person’s ability to manipulate sound
structures of speech
c. A print-free skill set
d. All of the above
___8. How are phonemes represented in
writing to differentiate them from actual
words?
a. By placing the letters between slashes /b/
b. By placing the letters between asterisks
*b*
c. By placing the letters in parenthesis (b)
d. By placing the letters between percent
signs %b%
___9. How many syllables do you hear in
the word submerges?
a. 1 c. 3
b. 2 d. 4
___10. Which of the following is an example
of phoneme segmentation?
a. A child telling his teacher that the first
sound in run is /r/
b. A child sounding out an unknown word
(“/b/ /e/ /s/ /t/… best”)
c. A child telling his teacher there are four
sounds in truck, /t/ /r/ /u/ /ck/
d. A child telling his teacher that the last
sound in cup is /p/
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7. To process the
activity

Questions:

1. How do you find the activity?

2. What realizations have you
formed after the activity and What do
you intend to do after this realization?
















III. Analysis

Directions: Answer comprehensively the questions.
Selected participants will be chosen to answer.
Say: Awesome! You are very participative
Congratulations!


5 minutes


























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8. A. Define
Phonological
Awareness


















B. Identify the
Six Main
Components of
Phonological
Awareness





Phonological Awareness:
- the ability to recognize and
manipulate the spoken parts of
sentences and words.
- the ability to notice, think about, and
manipulate the sounds in spoken
words. It is a key component of
reading development and is
considered a strong predictor of
reading success.
Developing phonological awareness
is an important step in learning to
read and spell, as it helps children to
understand that spoken words are
made up of smaller sounds that can
be manipulated. It is typically
developed in the preschool years and
can be supported through activities
and games that involve listening to
and manipulating sounds in spoken
language.
Six Main Components of
Phonological Awareness
1.Rhyme Awareness
The ability to identify and produce
rhyming words.
2. Alliteration Awareness
The ability to identify and produce
words that begin with the same
sound.
3. Syllable Awareness
III. Abstraction

Do: Show slide 15. Request a teacher - participant
to read.

Say: Anybody would like to read?


Do: Show slide 16. Discuss phonological
awareness.

Do: Show and discuss slide 17.





Do: Show slide 18 - 19.
Say: Can somebody share their understanding on
the 6 Main Components of Phonological
Awareness?
40
minutes

















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9. The ability to identify and produce
syllables in spoken words.
4. Onset-Rime Awareness
The ability to identify and manipulate
the onset (initial sound) and rime
(vowel and final consonant sound) in
spoken words.
5. Sound Awareness
The ability to identify and manipulate
individual sounds (phonemes) in
spoken words.
6. Segmentation and Blending
The ability to break spoken words into
their individual sounds (segmentation)
and to combine sounds to form words
(blending).
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10. C. Demonstrate
Phonological
Awareness
Activities
Phonological vs. Phonemic
Awareness
Phonological awareness is a
broader term that refers to a child’s
ability to notice and manipulate the
various units of sound in spoken
language, including rhythms,
syllables, onsets and rimes, and
individual sounds (phonemes).
Phonemic awareness, on the other
hand, is a specific type of
phonological awareness that refers
specifically to a child’s ability to notice
and manipulate individual sounds
(phonemes) in spoken words.

Examples of Phonological
Awareness Activities
1.Rhyme Time
2.Alliteration Activities
3.Clapping Syllables
4.Onset-Rime Manipulation
5.Sound Isolation
6.Segmentation Practice
7.Blending Sounds
8.Word Families
9.Nursery Rhymes
10.Sound Boxes
11.Word Puzzles
12.Word Games
Do: Show video about Phonological Awareness.


Do: Show slide 22 and establish rapport between
you as facilitator and them as learners.



Do: Show slide 24 –36 and discuss the different
phonological awareness activities

Say: How can we incorporate these activities in our
learner’s routine?
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11. These activities can be incorporated
into various games and exercises to
make them engaging and fun for
children.
By incorporating these activities into
your child’s daily routine, you can
help to support the development of
phonological awareness skills and lay
the foundation for reading and
spelling success.
Do: Show slide 37 and establish rapport between
you as facilitator and them as learners.


IV. Application/ Post-Test

Directions: Answer the 10-item post-test
individually.

10
minutes
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12. At the end of the
session, teacher
participants are
expected to
identify and
demonstrate
phonological
awareness
activities.
V. Reflection

Share your insights on the question, “How can I
apply my knowledge in phonological awareness in
teaching reading to our learners?”



5 minutes


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13. Prepared by: Checked by: Approved by:

JEANIE M. LAÑOJAN ROSELYN B. MERARZA ARTEMIO C. SADMON, EdD
Teacher II Head Teacher - II School Head
Basalem National High School




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“Learning is the only thing the mind
never exhausts, never fears, and
never regrets.”
-Leonardo da Vinci

SYNTHESIS AND CLOSURE

Do: Show slide 45. Close the session by sharing a
quote by Leonardo da Vinci.

Say: Dear teacher - participants, it has been a
fruitful session for us. Thank you for your
participation and enthusiasm. I hope you will
cascade what you have learned in your respective
station.

Once again, Muchacimas Gracias!

Slide Deck 5 minutes