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Whole group adaptations will be done as needed depending on student feedback and checks for understanding. Accommodations will be in place for my EL students and Focus students. This can/will include translations for directions, visual cues, extra time for work completion, highlighting tracing, small group or one on one reteaching, and redirection when necessary.

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English language development (ELD) and academic language development

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English language development (ELD) and academic language development

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RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.

Objective: Apply phonemic awareness, phonics, and high-frequency word knowledge to a highly decodable text.

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I will be using the "I do, We do, You Do" approach. Videos will be used to build background and then I will use a direct instruction strategy to introduce the new letter and sound. We will do activities together to practice before the students do independent work. Students will also follow the "My turn, Your turn" model for me to assess their engagement, focus, and phonemic practice. Multimodal learning will provide equitable access to ALL students and continue to build engagement.

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CA Content Standards/Curriculum Framework 

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CA Content Standards/Curriculum Framework 

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RF.K.2.d: Isolate and pronounce the initial, medial vowel, and final sounds in three phoneme words.

RF.K.3.a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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Phonemic Awareness/ Phoneme Isolation. Focus on articulation. Say /n/ and point out your mouth position.

Write a letter or letters for most consonant and short-vowel sounds.

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Students will be informally assessed during the lesson by checking for classroom participation during the phonics aspect. They will use whiteboards to as a check for understanding. There will be an exit ticket done as a whole group to determine if the majority of the students can move on. A weekly formal assessment will be given at the end of the week to assess their knowledge. A self assessment will be given to determine their ability to isolate sounds and continue to work on blending sounds to read/spell CVC words.

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Each Week, the students are introduced to a letter of the week and we participate in different activities to specifically practice identifying the new letter, writing formation, and sound. Each letter needs to be mastered in order to learn new CVC words and continue to practice blending and segmenting sounds.

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Alphabet Videos and Hands on Activities 

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Students will participate in songs and dances to keep them engaged in the beginning of the lesson and hook them in. We will use the Promethean board to access the curriculum and online resources. Guided instruction will consist of our practice workbook and printables for handwriting practice. We will also do a cut and paste activity to practice letter identification and fine motor skills. Center/Hands On activities will be done during tablet time.