Earlier this year consultants who support literacy-focused professional learning across ARPDC collaborated to create a site to support intervention instruction. So what does this have to do with curriculum implementation?
You may have noticed when reading the new English Language Arts and Literature (ELAL) curriculum that phonological awareness is an organizing idea that spans from Kindergarten to Grade Two. Phonological awareness is the umbrella term including everything from rhyming and sentence segmentation to phonemic awareness (the sounds of oral language). It DOES NOT include phonics; however, phonics builds upon phonemic awareness as it transitions learners from sounds to the written word. (In case you haven’t noticed yet, phonics is an organizing idea from K-3 in the curriculum.)
Skills typically develop from left to right, bottom to top but the structure is designed to be fluid. Much like waves that ebb back and forth, you will find yourself revisiting the categories along the continuum throughout the year as you cycle your planning to support all learners in the classroom. The resources on the intervention site are designed to guide teachers who are supporting our young learners in developing skills across the phonological awareness continuum in an intervention context. With that said, they could easily be adapted into whole-class activities.
If you would like more information about how you might use this site (or just the phonological awareness continuum) in your classroom, please reach out to your local consortia office and we would be happy to work with you.
Developed by the ARPDC team for your use and consideration 
