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I would like to see the Phonological Awareness Screening Test in action in my room. I believe I am going to implement this for my lower level group as a pilot.

I want to give these students another opportunity to work with words because it is a nice short and meaningful activity that will have them thinking about the patterns in words.

I will gauge their progress by doing to the daily minute drills and assessing within those two weeks. I don't think the growth will be great however, there will be growth in their understanding of word patterns and relations.

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I think the screening test would be interesting will all my 5th graders to see the range of levels in my classroom. 

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I think the screening test would be interesting will all my 5th graders to see the range of levels in my classroom. 

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Some of the lessons would be interesting to include them in our IE rotations.
My low group who has had years of intervention but has not been identified would greatly benefit from these activities.  They will show their grown based on the assessment and an improvement in the fluency aspect of F&P.  If they don't learn, this will be more information to add to the 3 tiers of intervention in hopes of making it to Child Find.

Phonics-
The phonics rules would work so much better than my students repeating the same sorts they have been doing each year. These rules remind me of the "9 spelling rules". All of my 5th graders would benefit this especially to positively impact their writing. If it doesn't work, work on individual instruction.

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I would like to use the phonological awareness screening test to determine where my students' phonological skills currently are and then use the phonological proficiency one minute drills to help them further their understanding and knowledge of their phonological skills. My Exceptional Ed Students who currently below grade level in Reading will benefit from this instruction. I will monitor their progress as well as their fluency through quick checks, etc. If they didn't learn or aren't making progress I'll analyze the data to determine if I just need to reteach and spend more time on this or whether or not I need to look at using a different instructional strategy.

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The screening is something I will implement for my lower group.  The horse and stall game is something I know this group would love as well.

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The screening is something I will implement for my lower group.  The horse and stall game is something I know this group would love as well.

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I will use the PAST to see where some of my 2nd grade students are. I know some could benefit from the shark sound sort. That is something I could implement during small group and/or Daily 5.

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I will use the PAST to see where some of my 2nd grade students are. I know some could benefit from the shark sound sort. That is something I could implement during small group and/or Daily 5.

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All students would benefit from the screening, and then I know where to meet specific kids.

I will know if they are learning from the 1 minute drills.

If they are not learning, I will go back and explicitly reteach, or try a different strategy.

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1. I plan on making blending sticks for my team. I see this easily fitting into our Kindergarten small groups.
2. All of my students will benefit, because we are still working towards mastering letter sounds, as well as identifying beginning/middle/ending sounds. Blending is the next logical step.
3. I believe I will see a difference in the way they attack words in our books. They will hopefully feel more confident with CVC words.
4. If I'm not seeing improvement, I will continue using other strategies, such as the sound boxes/horse/car to pinpoint which sound the student is struggling with. Ex- If I notice a continuing problem with the middle sound, I will focus on vowel sounds.

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All of the students in my reading class will benefit from this activity. This will help to make reading class a fun class to come to instead of something that my students dread. I will be able to see that they are put the horse in the correct "stall". I can help students manipulate the horse while pronouncing each phoneme if he struggles with the task.

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I will incorporate the game where students sort picture cards based on which sound was changed. I will introduce this in small group and allow students to practice during word work. Most of my 2nd graders will benefit from this activity. I will have aids circle around the room and ask them to assist students who are struggling. Once, students have mastered a particular set, I will switch it out for more difficult sets. If they did not learn, I will explicitly teach it in small group to see where the errors are taking place.

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I will incorporate the game where students sort picture cards based on which sound was changed. I will introduce this in small group and allow students to practice during word work. Most of my 2nd graders will benefit from this activity. I will have aids circle around the room and ask them to assist students who are struggling. Once, students have mastered a particular set, I will switch it out for more difficult sets. If they did not learn, I will explicitly teach it in small group to see where the errors are taking place.

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I plan to use the PAST assessment and 1 min drills within my small group reading. I also plan to use the pipe cleaner blending activity during whole group reading and writing. 

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I plan to use the PAST assessment and 1 min drills within my small group reading. I also plan to use the pipe cleaner blending activity during whole group reading and writing. 

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I will use "A Diner Called /E/ /T/" with my third grade reading group in order to practice phoneme blending. All of the students in this group will benefit from the practice, as they are still learning the sounds of long/short vowels and beginning blends. I will know they have learned from my teaching when they are able to automatically blend given phonemes/words.  I could also use the PAST to determine their automaticity and fluency with phoneme blending. If the students do not learn from this activity, I will move to more drill based activities.

I will use the white boards and markers to practice spelling rules such as dge/ge, ch/tch, and the Floss Rules. I already use the long spelling rules as part of the OG curriculum that I use with my students. I will know they have learned from my teaching when they can use the spelling rules appropriately in the "Review Spelling" section of our OG lesson. I will reteach the rules as needed if the students are not applying them correctly.

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I would use the Florida University file folder games for reading stations to help build phonemic awareness.

I will create time at the beginning of Jan Richardson lesson to teach explicit spelling and phonetic skills so that I don't run out of instructional time at the end of group

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I will definitely use the concrete strategies for practicing phonological concepts such as the pipe cleaner blending and the horse in the "stalls". The screener will be helpful to identify which students need extra support and to show when they grow. If they don't learn, it'll be important to pinpoint what skill is lacking and do additional instruction and practice in that skill area.

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The sort the sound activity using pictures would work well with my ELL students. I like that the pictures can also be used to reinforce English vocabulary with these students. This activity can be changed and students can be asked to sort words based on different things - beginning, middle, end sounds, etc. I can check for understanding by asking students to brainstorm other words with the same beg/middle/end sound, and if I find that this strategy is not working, I can use elkonin boxes or the park the car/horse strategy to help model.

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My students would benefit from the pipe cleaner blending and segmentation activities.

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It is not unusual for my students to be several years behind their age cohort in reading skills. In the past I have addressed this as a phonological problem. I'm thinking that I have missed a step and will implement the PAST ASAP.

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I will use the screening to determine what areas to target with my 5th graders. All my students will benefit from the targeted practice. I will know they have learned by re-assessing them using the PAST assessment every 2 months.

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I also will use the 1 minute drills to take advantage of every minute of instruction

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I also will use the 1 minute drills to take advantage of every minute of instruction

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I will incorporate the sorts practiced today. I love the variety and multiple ways you can implement them in the classroom. I think my students will benefit from the visual aspect of them. My ESL population will benefit from the visual aids and repetition. I will use these sorts as practice, but also as an assessment tool. 

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I will incorporate the sorts practiced today. I love the variety and multiple ways you can implement them in the classroom. I think my students will benefit from the visual aspect of them. My ESL population will benefit from the visual aids and repetition. I will use these sorts as practice, but also as an assessment tool. 

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For the morning session:
I definitely plan to use the horse stall for a variety of phonemic and possibly vocabulary activities.  I also plan on using the drills with students for individual formative assessments.
For the afternoon session:
I will use the ge/dge, ch/tch, ou/ow lessons - thought these were all good ideas that students can relate to in learning. I also will use the connect the word with the car for longer words and vocabulary. I will continue to reinforce the skills that I don't believe they have learned. Word walls will help the students benefit from the instruction.

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1. I will use the 1 min. drill. I also will implement the horse stall game and talk like a robot.
2. All of my speaking students will benefit.
3. I will assess them using the PAST
4. Continue to do the drills and research more ways to practice the skills they are deficient in.
Afternoon
1.  I directly teach the rules
2. All of my students
3 I will ask them the rules daily
4 I will repeat the rules until they understand.

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To improve phonemic awareness, I plan to use the minute drills. I also plan to have students recognize the syllables and sounds in new vocabulary words introduced before a read aloud. To help with phonics, I will continue to make sure students connect sounds to letters and are able to recognize patterns. My favorite activity was the sorting to discover spelling patterns. I think this interactive discovery is powerful for student learning.

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I plan to utilize the strategies during the next two weeks by assessing students with PAST and using the data to guide my small group instruction.  The practice activities that I plan to use are Rhymo, Phonemic Segmentation, and Phoneme deletion.    After 2-3 weeks time I will assess student growth again to determine if my approach to the activities were effective.
These strategies will be modified to  assist students with grade level curriculum and increase their
confidence when reading.

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I would implement the Blending Sticks activity during 1st grade small group reading.  I believe both students with IEPs and students that have not been identified, but are having difficulty with the blending concept would benefit form this.  Individual student demonstration of the concept would help identify that they have learned the concept.

Noah

I would implement the Drive Thru activity with a 1st grade reading small group. Students could demonstrate moving the car independenlty to sound out each word.

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I will use the blending stick method for one of my current kindergarten students that is struggling with blending sounds. The sticks will also be helpful in providing a visual aid and incorporating movement for him. All students in lower grades would be benefit from the method.

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1. I plan to utilize the phonological proficiency drills with my students as I am implementing reading small groups.
2.  My lower group of students will most likely benefit the most. They continue to have difficulties with segmenting and blending. There are two students in the group that do not consistently identify all phonemes in a word. All of my students can use the practice, so I will do it with all of my reading groups.
3. As I complete running records, I will be able to identify their ability to blend words more accurately. I also plan to complete the assessment with them at the beginning of this instruction and at the end of the year. (The goal would be able to do it one other time in the middle, but I know that testing gets heavy during that period.)
4. If I see that they are not learning, I would hope that I would continue to reteach. Realistically, I am not sure how and when that is possible because my day is already TIGHT!

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I will use the word segmentation activities -ie odd one out; sort the sound; horse in the stall, etc. during Power Up with small groups - especially my lowest reading group.
I think all students will benefit - great and engaging activities!! Teacher observation and running records will let me know if they are learning and if they aren't I will try other strategies.

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The PAST screening will be a great tool to use to show progress for some of my students. I can use it and the drills as a piece of my daily reading rotations, and it will help me justify why I am sticking to my instructional practices if they are questioned.

My Ex Ed students who are reading several levels below grade-level will benefit from this instruction, especially those with dyslexia or weak reading foundations .

I would know if they benefitted from both formally assessing them periodically with the PAST assessment, or from daily routine drills.

If they did not learn, I would either go back to the beginning or to their last area of strength and repeat instruction. Or I would ask Rebecca. :-)

I also really liked the blending sticks and the horse stalls. I think adding games to my instruction might break up some of the monotony.

Phonics--I wanted to start incorporating daily "sight word" practice into the small group lessons with my students. This portion of today gave me some ideas on how to approach doing that in a more explicit way than just having them memorize or drilling the spelling. It makes to sense to teach them to use what they already know how to spell. I also like the examples of anchor charts that were provided, and can see some of my students who need to see things visually and repeatedly (like, a zillion times) benefitting from them.

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I will use try to use the PAST with my students of all grades who have a specific learning disability in the area of reading or writing and my students with OHI who struggle with reading and writing.
I will know if they learned from my instruction, if they move up on the PAST or if their F&P may change.
Try another study/teaching method.

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I will use the PAST to determine student needs and then provide instruction and practice in the areas indicated.

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I plan on using the Odd One Out during our Power UP Time with small groups.  My kindergarten class as a whole will benefit from this activity.  I will work with one small group at a time and check how they are doing informally. If they are struggling, I will work with them later in the week one on one or in an even smaller group setting.

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I plan to use the PAST screening with my third graders, and begin incorporating the one minute phonological activities.  I'm already doing this with a group of 4th graders and they enjoy participating.  They even ask if we can do it.  In a few months I will reassess them to see their gains/progress. Connie

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I plan to use the PAST screening with my third graders, and begin incorporating the one minute phonological activities.  I'm already doing this with a group of 4th graders and they enjoy participating.  They even ask if we can do it.  In a few months I will reassess them to see their gains/progress. Connie

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I like the activities we used from the FCRR website. Specifically the one where students would pick the word that didn't belong. This would be a great activity to use during our breakfast time. Unfortunately, this means that students who eat breakfast may not get the chance to participate in the activities. However, it would be a good way to try out the activities with a small group. I could also extend it into our PIE time.  It will be easy to see where students have misconceptions if it is a small group that I can monitor. I can then revisit and reteach the concepts they are struggling with.

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I would use the Sound Cuts activity to practice phoneme deletion of final sounds. I would pull small reading groups and use about 2 minutes per group to observe my students as they created new words with phoneme deletion. This would help me determine which students have mastered phoneme deletion, and which still need more help. If they are still struggling after weeks of this practice, I will go back to basic phoneme sounds, to ensure that this particular student had fully comprehended the separate phoneme sounds in words.

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I will definitely use the PAST assessment to assist in finding out where my students may have some struggles.

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I would like to administer the PAST and begin 1 minute drills with my small group. I also like many of the activities presented, but think that the "stable and horse, garage and car" activity would be a fun and helpful activity for my younger students in particular. I think I will create my chart to begin with the color green block on the left and end with the red block on the far right in order to show, "beginning (green for go), medial (yellow), and ending (red for stop)" as they learn to read and spell left to right as well....I can easily check their accuracy by administering this activity as an individual assessment as well. If a student has not mastered the particular phonological skills, additional practice using various hands on and oral activities will be necessary.  I also really like the plastic screens for working on phonics with my students. Thanks so much for all of your hard work planning and preparing this training for us! Looking forward to Sessions 2 and 3.... :)

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I will incorporate the strategies into my whole group LA instruction as well as small group reading to help my students develop their phonemic awareness and phonics. I think the storybook activities will be great to do with our read alouds and the center activities are beneficial for additional practice. I will also use the blending sticks to help students hear the sounds and teach specific rules for spelling. I will continue to monitor student progress and adapt instruction as needed to reinforce the skills.

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I will use the PAST assessment with my struggling readers to identify the areas of focus. I will use the "1 minute drills" during the beginning of guided reading to create automaticity and instruct what needs reinforcement. This will benefit my students who do well on MAPS and SOL tests, but are reading on a P level and spelling on a WW level in 5th grade. I will know if they have learned it when they use those same strategies with book buddies or in our drills at the beginning of guided reading. If they don't learn it, I will re-evaluate what approach I am taking, try other "games" to approach it, and maybe even consider pulling for one-on-one during PIE time.

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1) I plan to use the phonological proficiency one minute drill. While teaching middle school I've encountered so many students struggling, and I appreciate these drills because it doesn't take long and there are many levels.

2) All students would benefit.

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I like the PAST activities for student practice with segmenting, substituting, and deleting phonemes

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I like the PAST activities for student practice with segmenting, substituting, and deleting phonemes

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I plan to use the "horse" in the stall game to help my student. I can even use various objects to engage students' interests. By doing this students can work on letter sounds while using beginning, middle, and end sounds.

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I like the assessment piece as well. I think the one minute drills would be fun and a great way for students to master these skills as long as monitoring progress in one minute during a small group setting.

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I plan on using the spelling technique teaching words like sargeant where visualizing is used as well as repeated writing. I will know that students have mastered the skill if they can spell correctly. We will continue to do this strategy until they understand.

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I hope to use the sequenced phonics rules to teach students new spelling and reading rules.

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We liked the screen and the multi-sensory usage.  Students need more exposure to strategies like this

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With my higher students, I will use the spelling rule for the word wall. I often create posters/charts that I can hang around the room and consistently tell students to "read the room" if they need help. This will be another tool for them to use when they're "reading the room." I can look at their writing to determine if they are internalizing the strategy when I take away support. If they are not transferring the knowledge, I can increase explicit instruction in a small reading group setting.

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For phonics, I will definitely use the screens to help create a tactile experience for learning the letter/sound relationships.

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For phonics, I will definitely use the screens to help create a tactile experience for learning the letter/sound relationships.

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I hope to use the screening test in order to continue to grasp where some of my 3rd graders are phonetically. I will assess throughout the year using the assessment to look for growth. I will continue to meet their needs by using the variety of strategies learned today based on their individual needs.

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Keep word wall in room of Sammy Loves Friendly Zebras and for specific student create word wall notebook.
All of my students struggling with reading, writing, spelling
they will master the task at hand in multiple settings and presented in different ways
try another method

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I like the word sort

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I will use the spelling pattern posters and the mesh mat for spelling practice! Everyone will benefit:) I will know if they've learned by checking their spelling and will reteach everyday until they learn it.

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I will work more explicit instruction on vowel teams in my small group reading. My students who are ready for this stage will benefit. I will know they have learned a particular vowel team when we do an analogy chart and they place the words under the correct header. If they have not learned it,  I will reteach.

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I will work more explicit instruction on vowel teams in my small group reading. My students who are ready for this stage will benefit. I will know they have learned a particular vowel team when we do an analogy chart and they place the words under the correct header. If they have not learned it,  I will reteach.

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I enjoyed the way that we can teach kids spelling rules to provide them success in the classroom

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I enjoyed the way that we can teach kids spelling rules to provide them success in the classroom

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I will use the strategy of finding known parts in a sight word to teach frequently used words. 

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I will use the strategy of finding known parts in a sight word to teach frequently used words. 

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ALL students will benefit from this, because I feel that there is such an emphasis on memorizing, when they don't' really need to be. It will especially help those who struggle to spell and read them.

I will know when students start spelling and reading the frequently used words more accurately more often.

I will choose a different strategy if it doesn't work, such as reinforcing spelling "rules."

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I will use this strategy when teaching long vowel and short vowel words to ensure that students are differentiating between the two vowel types. All students will benefit from this instruction because they will be able to come up with words on their own that match the spelling feature. If they seem to be struggling, I will continue to review the vowel features will them.

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I want to use the car strategy of showing students the parts of words. I think my students will benefit from breaking apart words, instead of just memorizing. I will be able to tell through our weekly/quarterly assessments and can decide if words need to be revisited in either whole group or small group

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In addition to the phonological strategies we have been taught, I will allow students to apply taught strategies to begin encoding practice to better spell and identify how letter sounds can help students write words. Students will benefit because they will be able to use new knowledge in their daily writing and reading.

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I am interested in what the county will be adopting to use on a regular basis. We have many ELL students and students that just don't know the rules of spelling and do not seem to have any strategies in their toolbox, so I like the idea of having a rules wall instead of a word wall to explicitly teach some of the rules that students seem to have difficulty with on a regular basis. Thank you.

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Absolutley loved the mesh mat!  I will use it in small reading grouops for sight words and during our power up time.  All students would benefit from this activity.  Informal assessments through observation will be used to help me keep track of the learnign taking place.  

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Absolutley loved the mesh mat!  I will use it in small reading grouops for sight words and during our power up time.  All students would benefit from this activity.  Informal assessments through observation will be used to help me keep track of the learnign taking place.  

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1. I enjoyed the insight into just explicitly teaching rules for encoding. I will be more direct in teaching the students rules and engage them in the process of creating charts so that can be more successful in applying.
2. All of my students will benefit because they struggle with spelling.
3. I will be able to identify areas of growth in their writing samples.
4. I will continue to teach, refer students to chart, and hold students accountable for using their re\sources.

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In addition to the PAST screening, I will incorporate the spelling rules we learned and continue with sound segmentation in different ways.  We currently tap, but I'll add the mapping.  Also, thanks for the kinesthetic ideas such as screen with the crayon.

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I will teach the rules of spelling.

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I will use these spelling "rules" with my word study groups. These are rules they might be missing that aren't covered in sorts. I love the idea of making a rules chart for the wall verses a sight word wall. 10 of my 24 students, my WW spellers, will benefit from this instruction. I will use the "domino" words to assess to see if they have understood the pattern. With those groups, I will teach the "rule" and not give out words to sort but work in groups on following the rule & doing brainstorms & word hunts. If they don't learn, I will look at them more closely to see if they need to be retaught the rule, or need more explicit instruction, possibly one-on-one.

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1. Put students in groups of two.  Have them sort ending sounds to the correct beginning sounds based on the vowel.
2. Students that understand long and short vowel sounds, but require more support with spelling.
3. Independently match the pieces together correctly.
4. Review the rule. Give them an opportunity to identify their own personal errors.

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I will use the different decoding strategies during small group instruction with leveled books. I also like the connection activity that we used to help students think about the endings of words and how they are spelled. All students can benefit from this instruction, and if they are not decoding the words correctly I can teach that skill in isolation.

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I will use sound letter maps presented. I will also use the phonological awareness screening for students. All of my students would benefit from this instruction.

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Looking forward to creating many of these activities to use quickly with small groups.

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Looking forward to creating many of these activities to use quickly with small groups.

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B

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I will use visual spelling of the word to help students spell irregular words like we did with the word "sargeant"

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I will use visual spelling of the word to help students spell irregular words like we did with the word "sargeant"

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All students will benefit from this instruction.
I will know that students have learned from my teaching  by seeing them use it in their writing as well as their decoding skills.

If there are students who didn't learn, i will go back to re-teach the skill directly to students who need it but also incorporate it into daily activities so that the skill is being hit on throughout the school day.

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I feel the assessment will be helpful to determine which skills will be appropriate to work on with my students.

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Looking forward to using the spelling activities and rules with my students in small groups or 1:1 setting.

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1. I will use the vowel patterns activities to help some of my small groups that i've seen struggling trying to figure out the different sounds that (ex c) makes.
2. All students can benefit from this instruction.
3. I will hear it in their reading and see it in their writing.
4. We will keep repeating and do the activities again for practice. There are several ways to teach each thing.

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I really enjoyed connecting the words from start to finish. I think this would help my lower students with different endings such as tch and ch.
These concrete strategies are wonderful to mix and match throughout their learning process and i'm excited to see the progression of the students

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All students will benefit from this instruction.

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All students will benefit from this instruction.

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I will be able to see their learning through their reading and writing.

If at first you don't succeed try again!

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1. I will begin to add a phonological awareness section to my plans. Within the two weeks I want to give the assessment to my students I work with.
2. All of my students who have difficulties with fluency will benefit from this instruction (exed).
3. I will begin with the phonological awareness assessment and use that as a tool to monitor their learning.
4. If students are not learning I will use the other variety of ways to present the material or continue to teacher as more repetition can help.

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I will use the pipe cleaners with beads to help my students blend their sounds together. I also plan on jumping to the words in a sentence with my students throughout the day-not just during our literacy block.

All of my students will benefit from these strategies. They can be leveled to best fit each students and I know they will love that they are hands on and get them moving. I think a lot of these strategies/activities are memorable which is always beneficial as they

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I'm making phonics posters to help students- and myself- remember to reinforce phonics rules
I'm going to create some blending activities with word boxes and "drive through"
I'm going to do an "er" "ir" "Ur" review lesson with my 5th graders.

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1. When teaching a new rule in Wilson, I will also call attention to other spelling patterns so students will be aware of these patterns particularly in reading.
2. Definitely see that students are having difficulty with the orthographic mapping because they are having difficulty with order of phonemes in words. I hope to begin to see less generalization of rules and some thought given to phoneme order.

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I will use the some of the strategies presented to during the next two weeks by incorporating substituting and deleting sounds during word work and providing practice lessons to help implement what was learned/ reviewed.

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I will use all of the games and strategies!  Many helpful anchor charts that can be used. 

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I will use all of the games and strategies!  Many helpful anchor charts that can be used. 

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-Plastic screens (sand) to incorporate multisensory activity while learned letter sounds and spelling
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1. I will use segmenting and blending activities such as the pipe cleaner with beads. I will also add the plastic screen as an option to keep it fresh as my students already love the gel bags!
2. All students will benefit, but especially my students with reading disabilities.
3. I will know students have learned from my instruction and mastered the skills based on formative assessments and increased accuracy and fluency during oral reading.
4. If students do not learn the skill as expected I will reflect on the strategies used and back up to reteach the skills still

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I will use the "rule" for doubling the final letter in a word.
All of my students will benefit from this instruction. Being able to refer to a rule will help decrease the spelling errors they make. COnsistent monitoring of student spelling of words will help me know whether they have truly learned the rules. Testing over time will let me know if they maintained the skill.

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All students will benefit from this, as I teach K.
Students will show what they learned by properly mapping using foam letters.
If they are struggling, I will reinforce the concept with guided personal support.

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B
1.  I will make a set of bead sliders and use them for syllable and phoneme segmentation/blending practice.

2.  All students can benefit from this.

3.  I will know they have learned through observation in small groups and using the screener.
4. I will use the elkonin boxes with groups of students who need additional practice.

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I am going to use the writing on the plastic mesh to reinforce spelling.

All of my exceptional ed students and even some of the students in the classroom I go into that are not exceptional ed students will.

I should not only see an increase in their decoding ability but for my OHI students I hope to see a decrease in their level of distraction.

If they do not show progress I will try using some of the other strategies to reinforce what is being taught.

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1. I will add a phonological awareness chunk at the beginning of my writing block from now on.  I will use more sensory activities with the plastic mats, sand, etc.
2. all students will benefit.  I am super excited to use the chin drop method for syllables.  I never knew about that before.
3. learning checks in small groups and 1 on 1 assessment.
4. reteach, more repetitions in many different ways to keep it  fun and interesting

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I will use a word sort (like a bar graph) to show my 3rd graders common ways to spell words.

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I will use a word sort (like a bar graph) to show my 3rd graders common ways to spell words.

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all students can benefit from practicing what they "already know".

when I asses their writing, i will be able to recognize those that are using the strategy of common ways to spell words that they may not know.

i will pull those kids into a small group and work with them directly, changing my vocabulary and making sure they gain the knowledge that others understood faster.

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I will use the activities for identifying the position of each phoneme in the words. I also apply some of the Orton-Gillingham approach to my practice, but would like to apply more of it as it was modeled today. I think my struggling students will benefit from this because it will help to address them individually.
Their reading will improve. They will show reasoning for the way the sound out words/spell words.

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I will continue working on all these concepts whole group, small group, and one on one.   Creating daily opportunities, even if they are brief, builds to automaticity.

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I will continue working on all these concepts whole group, small group, and one on one.   Creating daily opportunities, even if they are brief, builds to automaticity.

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Repeat the lesson in a new and creative way ..... repeat again and again in different ways.

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B:  All of my students will benefit from this instruction!

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B:  All of my students will benefit from this instruction!

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1. I will use the ending train we made whole group first to teach the skill then add to a workstation for review and practice.
2. All students will benefit from this instruction.  Students who are struggling will hopefully learn the skill and students who already know the skill will hopefully become masters.
3. I will know they have learned from the 1 minute drills.
4. If they haven't learned, I will continue to keep the practice at the beginning of each lesson until we are ready to move on.

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1. I will use the grid writing to practice letters and letter sounds. 

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1. I will use the grid writing to practice letters and letter sounds. 

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2. All of students will benefit from this instruction. Review for some that will lead to building CVC words and others helping build automatically of letter sounds for those still mastering the skill.

3. I will monitor and assess letter sounds.

4. Try another strategy such as sand, beads, gel, etc.

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I would like to incorporate the phonological screening with my below level students. I will monitor their progress and meet them at their instructional level. 

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I would like to incorporate the phonological screening with my below level students. I will monitor their progress and meet them at their instructional level. 