SALTA 4th grade
Phonemic Awareness High Quality Implementation Checklist
During Instruction of Phonemic Awareness
Teacher follows preplanned skill sequence for developing phonemic awareness
Teaches easier sounds before more difficult sounds
Teacher focuses instruction by modeling using cues, wait time and signaling
Teaches students to break apart words into syllables, first sound or individual phonemes. Push up, chips, unifix cubes, etc.
Teacher gives guided practice with a routine
Teacher has a cue that is consistent, crisp, and quickly paced Teacher has wait time of 2 seconds Teacher cues the students to respond consistently, crisply, well paced and in unison Teacher watches student responses and gives corrective feedback, repeats and returns to task
Teacher watches student responses and gives corrective feedback
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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