SALTA 1st Grade Curriculum Map

Phonemic Awareness High Quality Implementation Checklist

During Instruction of Phonemic Awareness

ž Teacher follows preplanned skill sequence for developing phonemic awareness

ž Teaches easier sounds before more difficult sounds

ž Teacher focuses instruction by modeling using cues, wait time and signaling

ž Teaches students to break apart words into syllables, first sound or individual phonemes. Push up, chips, unifix cubes, etc.

ž Teacher gives guided practice with a routine

ž Teacher has a cue that is consistent, crisp, and quickly paced ž Teacher has wait time of 2 seconds ž Teacher cues the students to respond consistently, crisply, well paced and in unison ž Teacher watches student responses and gives corrective feedback, repeats and returns to task

ž Teacher watches student responses and gives corrective feedback

ž Provides check for understanding on skill by individual students

05/09/19 Adapted from Digital Workshops (Reading First) for CSD and CTL ECRI routines

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