Planning for Effective Phonological Awareness Instruction in the SCL Classroom (aligned to SOR) (Part 2 of 2)

Focus Area: Student-Centered Literacy

Instructional Coaches, Teachers

Phase: Targeted Support

Available Now


To effectively decode (read), encode (spell/write), and make meaning of words, students must first understand that our spoken language is made up of individual phonemes (speech sounds) that blend together to form words. Phonological awareness (the ability to recognize, manipulate, and retain to memory the segments of sounds in words) does not come naturally to most students and must be taught through explicit, systematic, data-driven instruction, using science-based routines and practices that are responsive to students’ linguistic needs.

In part 2 of this 2-part series, participants will deepen their understanding of this critical foundational skill as they explore research-based routines, practices, and activities that support phonological awareness development in order to plan and implement phonological awareness instruction that meets the needs of all students.

This workshop is part of a series. Explore all workshops in the series below:


This workshop is designed for teachers and instructional staff who provide instruction or support to students in grades K-1 with foundational reading and writing skills, and/or intervention support in reading and writing development for students in grades 2-8.


  • 2 hours
  • Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity


I plan high-quality lessons for all research-based components of foundational literacy instruction (PA, Phonics, Vocabulary, Fluency, and Comprehension) that maintain high expectations for student performance.

Learning Experience


  • Define the effective phonological awareness instruction.


  • Explore the research-based scope and sequence for phonological awareness instruction and development.
  • Explore instructional practices and activities that support students with developing a strong awareness of the 44 English phonemes.
  • Explore the instructional implications for phonological awareness development for bidialectal, bilingual, and multilingual.


  • Build a personal action plan for refining current routines and practices in phonological awareness instruction.