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Phonemic Awareness

One activity: Silly Sounds Story. This a way to create a short, story that is able to focus on a specific sound. As well as encourage how each student is able identify the different sound and how to hear it in the story. For my students with exceptionalities, bring able to use visual aids through cards that represent words with the b sound (Adams,2022).

The resource: Reading Rockets, (http://readingrockets.org)). This website really does show how information and even activities for developing phonemic awareness. The articles really does help and guide on phonological and phonemic awareness, that help include a more adaptable activities for all my learners.

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Phonics

Activity: Letter sound scavenger hunt. This, is shown with index cards and letters around the room. Each student will be able to find the cards and even say the sound each letter makes. For my students with exceptionalities, I will be able to focus on a few letters at a time and even use letters through for a multi-sensory experience.

Resource: Starfall (http://starfall.com)). Starfall is site that is free that even has phonics games and activities that are the best for reinforcing letter-sounds.This website also visually is more appealing that helps provide more clear. I believe this can be helpful for learners with all different needs.

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Vocabulary

Activity: one activity I will be doing with my students is "Word of the Day." This allows my students to be introduced a new word each day. Being able to use phonics in a sentence, and draw a picture to represent it. While may students are exceptionalities, are able to use real objects or photos to really illustrate the word to their meaning.

Resource: Vocabulary.com (http://vocabulary.com)). This website will be used to really have a more interactive way to really learn new words. Being able to adapt and learn the different levels and even provide definitions, examples, and even quizzes.

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Activity: The activity my students will be doing is story retelling. Being able to read a story together, even ask student to retell it in their own words. Being able to encourage them to include the main characters, setting, problem, and possible solutions While my students with exceptionalities, will be able to have visual aids like story maps in order to really help them organize their own thoughts.

*   Resource: CommonLit (http://commonlit.org)) This commonLit is a library that is free and shows reading passages with comprehension questions. The website also shows tools for annotating texts and even tracking our student progress.

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The the first activity we will be doing is Word Building Station

I will be setting up a station with different letters and even magnetic letters. My students will be able to use these materials to really build words based on phonics patterns.Being able to sort words through sound or even pattern.

The second activity: Sound Sort

I will be able to give my students picture cards. I will then ask them to sort the cards in the order from beginning, middle, or ending sound of the item shown in the picture.

Differentiation:

My students will differentiate, for students who need more support, provide a smaller set of cards and even contrasting sounds. My students who need a challenge, have them will be able to use phonemes and create their own picture cards.

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Activity: The activity is repeated reading.This will have your child be able to read a short passage more than once at a time. Throughout the time being able to read and really encourage each child to grow and improve at their own speed and even more accuracy. For my students with exceptionalities, bring able to choose shorter passages allows them to grow and eventually grow their speed in reading.

Resource: ReadWorks (http://readworks.org)). ReadWorks is a free reading passages that helps comprehension questions. The passages are even available with many reading levels, that make it easier to find appropriate texts for all my students personal level of growth.

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Activity 1: Word Building

Will be able to provide students with letter tiles or even cards that will help build words based on given sounds or even word families.

Differentiation: Having my students with fine motor challenges, through use of letter tiles or even digital word-building apps. My students who need more support, will be able to focus on really building CVC words. Using learners, through challenges and have them really create their own sentences with words and how they build or even explore more complex phonetic patterns (Moreno,2025).

Activity 2: Phonics Bingo

I will be creating bingo cards with pictures or even words that focus on more specific phonics patterns. I will have them call out the sounds or even the words, using the students to really follow their cards.

Differentiation: I will also use visual cues in order to provide pre-filled bingo cards with smaller options for students who may need more support. For advanced learners, using more complex words in bingo.

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Activity 1: Vocabulary Charades

My students will be able to act out vocabulary words without speaking, my student will be able to guess the word, with their classmates.

Differentiation: I will use visual aids or written definitions for my students who need more support. Allow students with limitations to use gestures or even ways to act out the words. I will use my learners, to really encourage all of them to act out more complex vocabulary.

Activity 2: Word Association

I will give students a target through vocabulary word which will have my students be able to brainstorm with more related words, synonyms, antonyms, and more.

Differentiation: I will show sentences related to stems for my students who need help generating their own ideas. I will allow my students to use technology and even the use of verbal responses. I will also be able to challenge all my advanced learners to really ways for them to explore through words.

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Activity 1: Repeated Reading

My Students will be able to read the same short passage over along period of time, which allows them to focus on speed and even accuracy.

Differentiation: I will be able to use the passage for students with reading difficulties, to record and see how they have grown. I will also use the larger font sizes to really visual cues for all my students with visual impairments. Being able to see how they have encouraged them to read with expression or even ways to perform (Kim,2014).

Activity 2: Partner Reading

My students will be able to take turns reading aloud to each other, using this for feedback and even support.

Differentiation: Pair students through ways to really , match a even stronger readers with students who does need help. Provide sentence starters for my students who needs more help with fluency. For students with social-emotional challenges, this allows there to be space for growth and even reading related projects.

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Activity 1: Story Mapping

Description: students will be able to create a more visual representation of a story's key elements, through characters, setting, plot, and even the theme.

* Differentiation: Provide a use of templates for my students who may need more structure. My students will be able to use drawings, symbols, or other technology to express their own ideas. Using ways to encourage each story symbolism main connections to other texts.

Activity 2: Question-answer relationships

I want to teach my students will be able to fully identify all different types of comprehension questions and other strategies for finding their answers.

Differentiation: Use color-coded questions in order to help students really categorize the questions. The use of sentence stems helps multiple-choice options for my students who struggle with written responses. While for my advanced learners to create their own QAR questions.

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1. Adams, M. (2022, September 17). Phonemic awareness in young children. Reading Rockets. https://www.readingrockets.org/topics/early-literacy-development/articles/phonemic-awareness-young-children

2. Moreno , M. (2025, August 7). How to practice phonics with kids at home. Scholastic. https://www.scholastic.com/parents/books-and-reading/reading-resources/developing-reading-skills/teach-phonics-home.html

3. Kim, Y.-S. G., Park, C. H., & Wagner, R. K. (2014, January 1). Is oral/text reading fluency a “bridge” to reading comprehension? Reading and writing. https://pmc.ncbi.nlm.nih.gov/articles/PMC4313766/