[sb861]

#3706

1. I plan to incorporate phonological awareness into my reading instruction by giving students lots of opportunities to practice these skills throughout the day. I want to use games in my language rotations to help them enjoy practicing it, ask them to practice during transitions or morning meeting, and incorporate videos and songs that they will like as movement breaks or lesson openers.

2. I plan to use lots of flashcards and letter tiles that students can manipulate to create words. For my students with disabilities, I also want to have pictures of how to form letter sounds with their mouth and pictures of common cvc or cvce words that I can use to assess their responses when reading.

3. My question at this time is: what is the progression of phonological awareness skills that my students need to “master” before moving on to other related skills?