Grade K

Unit 1.1 Special Populations

Struggling Learners

Florida Center for Reading Research - Supports for guiding and differentiating instruction
Engage Remediation Unit 1
Engage Remediation Unit 2

ELL

Fostering Literacy Development in English Language Learners by Karen Ford via Colorin Colorado

​Adapting Morning Meeting for ELLs

Extensions

Literacy Strategies from Gifted Learners by Chris Bergman and Annie Orsini

Foundational Reading Strategies

​Notes for Instruction and Differentiation Phonemic awareness tasks will all be done orally. Be sure to cold call frequently to get a range of responses. 22 It is vital that in small-group work you repeat the full-group lesson in order to observe and give feedback to each child. Whenever possible, do not go on to the next stage with the full class until students who are struggling with the phonemic awareness tasks have reached mastery. Do not create a structure where one group is constantly lagging behind. Depending on your program, it is likely that this phonemic awareness work will continue while students are beginning phonics instruction. This is not a problem: these two concepts will mutually reinforce one another. (Achieve the Core)