Begin doing lessons that involve the learner segmenting (breaking the words into sounds) words in a sentence. For example: "Tell me how many words are in the sentence: He likes basketball."
Continue working with the learner to develop rhyme recognition and production. She needs to identify if two words given to her by the teacher rhyme. For example: "Do "pig" and "wig" rhyme?" She also needs to produce rhymes. "Tell me a word that rhymes with 'coat.'"
Move into having the learner blend, segment and delete syllables. Ask her to listen to two-word parts you give her and blend them together. For example, "up ... stairs." She then says the whole word. The segmentation (that is, breaking the word into sounds) part of that would be to give her the word "upstairs" and she has to segment it. Finally, the most difficult task is to give her the word "upstairs" and ask her to say "upstairs" without the "up."
Matching and isolating sounds is next in the developmental sequence. Provide the learner with three words, two of the three that begin with the same sound. Ask her which of the two words begin with the same sound. Do the same thing but ask the learner to focus on the ending sounds.
Give the learner a word broken down into its individual sounds and ask her to put the sounds together to form the word. This is phoneme blending, which is a large indicator to reading success. For example, you say the sounds /c/ /a/ /t/. The student blends the sounds together and tells you the word is "cat." The next step is breaking a word into sounds, known as segmentation. Give the student the word "cat" and she needs to tell you the sounds in "cat" are /c/ /a/ /t/.
Teach the student phoneme manipulation. This is the final step in the sequence of phonological awareness development. Practice with the student; have her say the word seat without the /s/. Another area to practice is to have the student say the word "pig." Now instead of /p/, say /w/. The new word the student says is "wig."