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PART E: PLANNING COMMENTARYPlanning CommentaryIn Planning Task 1, you will write a commentary, responding to the prompts below. Your commentary should be no more than 12 single-spaced pages, including the prompts.1. Alignment of the Learning Goal, Standard, Lesson Objectives, and Planned SupportsLearning Goal: By the end of this learning segment, Julien will be able to correctly identify the names and sounds of 24/26 letters in the English alphabet.These phonics skills will lead up to the development of decoding skills.Relevant Academic, Alternate, or Early Childhood Standard:.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), and short vowels, to decode phonetically regular words, independent of context.1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.Lesson Objectives Lesson 1: -Given letter tiles for ‘e’ ‘n’ ‘l’ ‘t’ ‘d’ ‘w’ ‘v’ ‘y’, Julien will be able to correctly identify each letter sound and name with 87% accuracy.Lesson 2: -Given letter tiles for ‘o’ ‘x’ ‘c’ ‘g’ ‘h’ ‘b’ ‘f’ ‘s’, Julien will be able to correctly identify each letter sound and name with 87% accuracy.Lesson 3: -Given letter tiles for ‘u’ ‘q’ ‘m’ ‘p’ ‘j’ ‘r’ ‘z’ ‘k’ ‘a’ ‘i’, Julien will be able to correctly identify each letter sound and name with 85% accuracy.List of Specific Planned Supports to Address the Learning Goal Lesson 1: Modeling-Guided Practice-Independent Practice; movement; visual support; oral responses; systematic error correction; breaks; repetition of prompts; effective signals; motivational gamesLesson 2: Modeling-Guided Practice-Independent Practice; movement; visual support; oral responses; systematic error correction; breaks; repetition of prompts; effective signals; motivational gamesLesson 3: Modeling-Guided Practice-Independent Practice; movement; visual support; oral responses; systematic error correction; breaks; repetition of prompts; effective signals; motivational gamesBased on the learning goal and the focus learner’s IEP goals, respond to ONE of the prompts below. If the selected learning goal is academic and is aligned with an IEP goal: Explain how the learning goal and the planned supports align with the IEP goal. Julien’s IEP has two goals that are related to the learning goal. One addresses his knowledge of letter names and the other addresses his articulation and pronunciation of letter sounds. The learning goal is targeted towards making improvement in both areas. According to his most recent IEP’s present levels of performance, Julien can identify 40 of 52 (uppercase and lowercase) letters. While this lesson segment is only focused on lowercase letters, the practice of naming letters is aimed at increasing the percentage of correctly identified letters, as well as maintaining the letters he already has identified correctly. According to the most recent report from Julien’s speech pathologist, he has goals for producing correct articulation for a few targeted sounds, such as /s/ and /l/ and for producing intelligible speech. Progress towards both of these goals will be made during the learning segment. Correct pronunciation of all letter sounds will be practiced, both out of context and in context of words. Julien will also be practicing saying words and saying them clearly. The planned supports come primarily from the IEP. The report from the speech pathologist says that Julien benefits from visual prompts and modeling when pronouncing letter sounds. So I have included that in all three lessons during the pronunciation of letter sound portion. Julien also has behavior strategies listed in his IEP that support his learning across subjects and settings. These strategies include adding movement into instruction and providing frequent breaks. Visual prompts, repetition of instruction, along with motivational games and modeling clear articulation are also suggested strategies related to maximizing Julien’s learning. List any special accommodations or modifications in the learning environment, instruction, or assessment required by the IEP and relevant to the learning goal. Julien’s IEP states that he will receive reading instruction in the resource room, so that will be the setting in which my instruction is delivered. The design of the resource room is such that most instruction is done in a one-to-one setting. I will be conducting my instruction one on one with Julien during the daily 30 minute block he is provided for reading instruction. Due to the nature of the learning goal, all assessment responses from the student will be provided orally. This also aligns with IEP recommendations specifically for writing. I will be providing movement in the lessons as well as frequent breaks in between sections of instruction. These are two accommodations listed in Julien’s IEP. The movement allows Julien to acquire stimulation and burn off some energy; this in turn increases his ability to focus on the learning tasks. He does not enjoy sitting for extended periods of time, so incorporating some form of movement increases his motivation and willingness to work. The frequent breaks allow Julien to process one section of instruction before moving on to the next. Having a break in between sections decreases the likelihood that Julien will call out answers from the previous section instead of thinking about the current section of instruction.Explain how the lesson objectives, learning tasks, materials, and planned supports are sequenced to: move the focus learner toward achievement of the IEP goals, standards (as appropriate), and the learning goal. Each lesson has 8-10 target letters, with a total of 26 letters being addressed over the course of 3 lessons. The objective for each lesson is for Julien to identify the name and sound of each of the target letters. After the completion of the segment, Julien will have had explicit instruction on the name and sound of all 26 letters of the English alphabet. The learning goal is to be able to name and produce the sound for at least 24 of 26 letters after the series of three lessons. Each lesson will include a review portion which promotes maintenance of previously learned letters. When the three lesson objectives are combined, the learning goal is formed: 8 letters from the first lesson, 8 letters from the second lesson and 10 letters in the third lesson equal the 26 letters of the English alphabet. The three learning tasks are identifying letter names, identifying letter sounds, and blending sounds in order to decode CVC words. The first two learning tasks are specifically designed to meet the learning goal, IEP goals, and standards. In order to meet the learning goal, Julien must be able to say the name and sound of at least 24 letters. Practicing the names and sounds will contribute to his success in this. As mentioned before, he also has IEP goals related to naming the letters of the alphabet and using clear articulation when pronouncing the sounds of letters. All three learning tasks move the learner towards achievement in the goal of clear articulation. When Julien will be decoding CVC words, he will need to say the sounds of each letter and then blend them to say a word. In order to be able to effectively blend the sounds, he will need to say each sound clearly and then say the word clearly. I will be able to provide modeling and instruction in how to do this, giving him opportunities to work towards success in this area. There are relevant first grade standards addressing all three learning tasks. Students must be able to identify letter names and sounds as well as blend sounds in order to create CVC words by the time they leave first grade. This learning segment builds towards achievement of those standards. The materials for this lesson provide tactile support for the student during instruction in the targeted learning tasks. I will be using letter tiles (Material 1.2, 2.1 & 3.1) in each lesson when working on letter names and sounds. By using the same tiles consistently, the student can memorize the look of each letter and match that to the name and sound. The repeated exposure to the tiles can help cement the appearance of each letter in the mind of the student. The student can also manipulate the letter tiles, picking them up to study them during the letter work sections. The lesson materials for the word work sections contain more scaffolding in the first lesson and decreased scaffolding in the second and third lessons. During the first lesson, the student will be using letter tiles when decoding words. These tiles will be placed on a letter tile mat (Material 1.3), allowing the student to visually see that words are made up of individual letter sounds that we blend together when we say the whole word. Having separate tiles for each letter provides the support for saying each sound separately before blending. The second and third lessons use cards with words written on them. In the second lesson, the cards (Material 2.2) have dashes in between each letter, giving some visual support to the student to say the sounds separately, but not as much support as the first lesson. The third lesson uses cards that are words written like one would find in a text (Material 3.4). The student does not have visual support to indicate a need to say each sound separately before trying to blend. This sequence of materials allows the student to continually practice naming the letters and saying the sounds of each letter in the context of a word. It also promotes the development of decoding skills, which is the application of the learning goal for this lesson segment. The planned supports allow me to be able to efficiently use instruction time and for Julien to be productive during our instruction time. Using effective signals and modeling-guided practice-independent practice allow me to be efficient during instruction because our time will be focused on meeting the objectives of the learning goal. Signals, movement, breaks, visual prompts, and repetition of prompts increase Julien’s focus and attention during the lessons, giving him more opportunities to practice the skills needed to meet the learning goal, IEP goals, and standards. build connections between the focus learner’s prior learning and experiences and new learning for the learning goal. ? Julien has done work with letters before, particularly with a letter chart chant. This chant says the name of each letter, a word starting with that letter, and the sound of the letter. The lesson objectives focus on smaller portions of the letter chart with more explicit teaching of the sounds and names. Currently, Julien can repeat the chant but show difficultly producing the names and sounds when the letters are out of order or out of the context of the chart. The lesson objectives connect with the learning he has done with the chart but aim to generalize that knowledge, so he can use it outside of the context of the chart. The letter tiles are familiar materials to the student as he had used them before during the pre-test for the lesson segment. Using the same materials in each lesson and then the final post-test helps the student to be able to make connections between the look of each letter and the name and sound of the letter. Knowledge of Focus Learner to Inform Teaching of the Learning Segment ?For each of the categories listed below (2a–d), describe what you know about the focus learner’s strengths and challenges as related to the lesson objectives of the learning segment. Cite evidence of what the learner knows, what s/he can do, and what s/he is learning to do in relation to the learning goal and any relevant planned supports. Refer to baseline data obtained prior to the beginning of the learning segment.A. Prior learning and experiences, including prerequisite knowledge and skills related to the lesson objectives.Julien has had prior learning experiences with letter names and sounds, but he is not yet at the level he needs to be with these skills. A pre-test given at the very beginning of the school year by my cooperating teacher showed that he correctly identified 22/26 lowercase letters and 9/26 letter sounds. The assessment that I administered for my baseline data, two weeks after the initial assessment, showed that Julien correctly identified 23/26 letter names and 14/26 letter sounds. He has made some improvement in this area, but in order to decode effectively, he must know the letter sounds for all 26 letters. He does daily practice with a letter chart chant and has some phonics instruction built into his reading curriculum. This lesson segment is more explicit and focused instruction on this skill. This lesson segment is a prerequisite that the more advanced skill of decoding. The prerequisite knowledge for this lesson segment is awareness of alphabetic principle, or the understanding that words are composed of letters and that letters correspond with certain sounds. The lesson segment builds on strengthening the knowledge of the letter/sound relationships, but the student must understand first that letters make sounds and those sounds are blended to form words in order to be successful during the segment. B. Social and emotional development: Julien’s strengths in terms of social and emotional development are that he responds well to instruction and praise from adults. When he is motivated, he is able to stay engaged in the topic and provides good responses when encouraged to think about the question. He is curious and asks questions when he does not know something. He also interacts with peers well, although he receives much of his resource room instruction in a one-to-one setting. These strengths will be valuable during the lessons, especially his engagement when motivated and willingness to follow directions.Julien has difficulties with impulse control; he often blurts out responses before a question is finished. In multiple choice situations, Julien often picks the first option without considering the other options. Julien also will repeat answers he has said previously during the lesson without thinking about what question was asked. Because of this, it is important to take breaks in between sections of the lesson so Julien has time to process the information from the prior section. Incorporating movement into the lesson also improves his impulse control. If not provided structured opportunities to stand up and move, Julien will sporadically pop up out of his seat or wiggle so much he almost falls off the chair. Having structured time to move reduces these behaviors. Julien has also had difficulties expressing himself clearly. Due to his articulation, his words can be hard to understand and often he is asked to repeat himself. When he has to repeat himself, he may become frustrated and stop talking completely. Sometimes, he will yell and become visibly upset when he is not being understood clearly. It helps if the person he is talking to can acknowledge part of what he said before asking for clarification on the rest. Reminding him to use “Turtle Talk” where he taps a slower pace for his speech, is also a recommended strategy. Julien’s stamina during instruction is also an area of improvement. He is likely to begin whining, whimpering, or acting sick when he is asked to do a task he finds challenging. At times, he will do these behaviors even when asked to complete a task he has done easily in the past. A common phrase uttered by him is that work is “too hard.” Again this sometimes happens even when he has been successful at the work in the past. He will also put his head down on the desk or table when he no longer wants to work or feels tired. Julien often appears sleepy at the beginning of lessons and it is only after he has bought into the lesson that he perks up. Getting motivation and buy in at the beginning of a lesson is key to having a successful learning experience; short breaks also help combat his mental fatigue. C. Personal, family, community, and cultural assets:Julien is a very personable child who is generally happy and willing to talk to adults. He is interested in trains, superheroes, board games, and technology, particularly IPads. I will be incorporating his interest in trains into the first lesson by using train cars as a letter tile mat for blending words. Using an analogy of train cars being like letters in a word will help Julien conceptualize blending letter sounds to form one word. I will also be using a board game as a review activity in Lesson 3, which incorporates his interests. The IPad in the classroom can serve as an incentive for Julien to work hard during the lessons. He has a strong sense of independence and wants to do things on his own, which can be useful during the independent practice sections of each lesson. He is motivated to show that he can do things without help, so I typically do not have to do much convincing to work once he is in that mindset. Julien’s family provides support to him at home, checking his homework and being involved in his education. His parents are married and attend his IEP meetings as well as communicate any changes in medication that may occur. Julien has three siblings, including one older brother who is 2-3 years older and two younger siblings, a brother who is 2 and a newborn sister. His older sibling may be a resource to Julien as someone who can help with homework and help him with things he does not understand. His parents may be able to reinforce the learning tasks done in this lesson segment at home by having Julien continually practice his letter names and sounds, as well as listening to and helping him read decodable texts. D. If relevant, any other information about the focus learner that will influence your instructional planning:As mentioned before, communication with Julien can be a difficult task to accomplish, especially if he is agitated or excited. I will need to plan and implement strategies to help him communicate clearly, such as watching my mouth as I speak and reminding him to use “Turtle Talk” to set a pace for his speech. I will also need to plan for breaks and movement in the lessons and adjust the amount as needed according to the day. Some days, Julien needs a lot of movement and some he needs only a little. Incorporating movement, such as the scavenger hunt in Lesson 2, gives planned opportunities for him to move and use some energy.3. Supporting Learning ?Refer to the instructional materials and lesson plans you have included to support your justifications, as needed. Describe how the learning tasks, materials, and planned supports address your focus learner’s needs and capitalize on his/her strengths and interests. The learning tasks are designed to provide instruction on a small portion of the overall goal. Because of Julien’s attention difficulties, it would not make sense to work on the entire alphabet in one lesson; it would be too difficult for him to focus for that long. It also would be difficult for him to digest that amount of information if it was given in short time period. He needs time to process information before moving on to something else. Therefore, I have chunked the letters into smaller groups with 8-10 letters per lesson. Each lesson is a mix of letters he needs to learn and letters he correctly identified and sounded during the pre-test. This will help ensure he feels successful during the lessons, as well as reinforces the letters he has already learned. The materials are designed with Julien’s interests and needs in mind. The letter tiles (Material 1.2, 2.1 & 3.1) provide tactile stimulation, allowing him to physically manipulate the letters and visual support, allowing him to see that letters are separate sounds that have to be combined to make a word. During that same activity, I will use a letter tile mat in the shape of a train, with each train car representing a letter in the word (Material 1.3). This visual should help Julien conceptualize the concept of blending; just as train cars have to hooked together to make a train, so to do letters have to be blended together to make words. The cards used during the scavenger hunt and Candy Land learning activities will be bright colored paper, helping to draw and maintain Julien’s attention. The cards for the scavenger hunt (Material 2.2) will also have dashes in between the letters to serve as a form of scaffolding; this addresses his need for more support at the beginning of the lesson segment.My planned supports are embedded into the three learning tasks of each lesson, particularly the word work sections. During this time, Julien will have a lot of visual support, which is both an interest and a need. Julien enjoys pictures and images and uses them frequently during his reading block. In Lesson 3, he will have the opportunity to decode CVC words and then match them with an appropriate picture. The visual aids will help Julien to not only figure out what the words are, but help him to conceptualize that letters make up words which carry meaning. By learning to decode, he will be able to determine what a word is and match it to a tangible object or action. I also am incorporating his interest and need for movement into the scavenger hunt in Lesson 2. We will be up and moving around the room while working on the goals of the lesson. I am using Julien’s interest in games by using Candy Land as a way to review everything we have discussed over the lesson segment in Lesson 3. He enjoys playing games and also needs repetition and review to maintain knowledge, so this activity meets both his interests and his needs. Planned supports can include the learning environment, instructional strategies, learning tasks, materials, accommodations, modifications, assistive technology, prompts, and/or scaffolding that are deliberately selected or designed to facilitate learning of the targeted knowledge and skills.B. Explain how the learning tasks, materials, and/or planned supports will provide challenge to your focus learner. The pre-test administered prior to the learning segment showed that Julien has not yet mastered all of the letter sounds in the English alphabet. Practicing these sounds will be challenging to Julien because he does not have mastery of them yet. From observations, I have noticed that Julien is more likely to produce the correct letter sound for a letter if it is in the context of the letter chart chant (Material 1.1). However, when given the pre-test during which he only had the letter to look at, he showed more difficulties producing the correct sound for a given letter. I have also observed that if letters are given out of alphabetical order, it is even more challenging for Julien to produce the correct letter sound. It will also be challenging due to Julien’s articulation difficulties. Consistently producing the correct sounds for letters in a random order will require a lot of effort from Julien. The learning task of decoding words will also be challenging for Julien because it is an application of knowledge that he has not had to do before. In order to do this task, he has to use the knowledge of letter sounds in the context of a word. Decoding words will give him even more practice matching letters to their respective sounds. The pre-test showed that he had difficulties remembering the sounds of each letter, so the lesson segment is targeted to improve that skill.C. Justify your choices of learning tasks, materials, and planned supports based on the focus learner’s strengths and needs and?principles of research and/or theory. Julien will need to know his letter names and sounds in order to read basic texts and eventually decode more complex texts. The learning tasks of this lesson segment are designed to give Julien the skills he needs in order to be successful in the more advance reading skills. He has demonstrated that he is not consistently able to produce the correct letter sounds and still has a few letter names, like ‘h’ and ‘n’ that he mixes up. Knowing the letter names is important as well, so Julien can connect the name, the sound and the visual representation of the letter. The materials and learning activities were based on research and evidence-based practices found in Teaching Reading to Students Who Are At Risk or Have Disabilities by Bursuck and Damer (2015). This book gives activity ideas, such as using letter tiles to when working on blending. It also provides rationale for teaching letter sounds and blending skills. According to the book, along with segmenting, blending is one of the most important skills students need to have in order to be successful readers. There is a process outlined in the book for a way to teach blending and I have incorporated a version of that into each of my lessons, particularly Lesson 1. The book advocates for explicit teaching of skills and gives supports that can be used during instruction. It is from this list of supports that I have chosen many of my planned supports, including modeling-guided practice-independent practice, effective signals, systematic error correction, and motivational activities. Explain how, throughout the learning segment, the learning tasks, materials, and/or planned supports will promote generalization or maintenance of the knowledge and/or skills related to the learning goal.At the beginning of Lessons 2 and 3, Julien will review the letters from the previous lesson. This is aimed at maintaining the knowledge for the previous lessons. Each lesson will use the same process for blending letter sounds during the word work section. This is aimed to help Julien be able to remember the process and be able to generalize it across various materials and words. The letters will be given in random order, as to help Julien be able to identify the sound and name of the letters in different contexts, even when they aren’t in order. Being able to identify letter names and sounds, even when they are not in alphabetic order, will help Julien move on to decoding skills. 4. Supporting the Focus Learner’s Use of Expressive/Receptive Communication Communication Skill. Identify and describe one communication skill related to the learning goal that the focus learner will need to use to participate in the learning tasks and/or demonstrate learning. The communication skill I have identified for Julien is to use clear articulation when saying letter sounds and CVC words. Julien has a speech impairment that makes articulation difficult for him. He does not always speak clearly, mumbling his words or mispronouncing words. However, it is important that Julien be able to correctly articulate letter sounds in order for him to be able to articulate the CVC words he will be reading. Clear articulation improves his ability to communicate with others, both in conversation and during oral reading. It is a necessary skill for this lesson segment and that can be developed during this lesson segment. Explain how you plan to support the focus learner’s use of the communication skill. Describe how the supports assist the focus learner in acquiring, maintaining, and/or generalizing the communication skill. Provide an example from your lesson plans of this planned support. The main support I will provide for the communication skill is modeling-guided practice-independent practice. I will be modeling each of the letter sounds, pronouncing them before asking Julien to say them. I will also be requiring Julien to look at my mouth when I pronounce the sounds; this will provide him some visual support and is a recommended strategy given by the speech pathologist. I will also use guided practice where Julien and I will say the sounds together; this allows him to hear if what he is saying matches with what I am saying. Finally, he has a chance to say the sounds himself and receive immediate feedback from me. He will have a lot of repetitions of saying the letter sounds, receiving immediate feedback each time. That repetition and feedback will help him be able to consistently use correct articulation. In each of my lesson plans, I have a section for work on letter sounds where I implement the modeling-guided practice-independent practice instructional strategy. I will first say the letter sound, such as /s/. I will tell Julien to look at my mouth and notice what my teeth and lips are doing. I will then tell him to say the sound with him while still looking at my mouth; he is to try to make his mouth match mine. Finally he will say the sound on his own and I will provide feedback as to whether or not the sound was articulated correctly. Monitoring Learning Explain how the assessments and the daily assessment record will provide evidence of: -the focus learner’s progress toward the learning goal through the lesson objectives The baseline data collected during the pre-test portion (Assessment 1) of this lesson segment tells me where the student currently is in terms of knowing his letter names and sounds. The data indicates that he has a strong need to improve his knowledge of letter sounds. Letter names are a secondary area of focus and will be worked on as well during the lesson segment. I will be able to use the baseline data as a comparison to the post-test data collected at the end of the lesson segment to demonstrate how much growth the student has made over the course of three lessons. I have created two separate assessments that will be conducted during each lesson. The first assessment is an assessment of the lesson objectives. The second is a daily assessment. Both assessments will be administered orally with a teacher taken record of responses as collectable data. The student will be given the written letters for both the lesson assessment and the daily assessment. A written word will be provided to the student for the lesson assessment. The teacher will record the student response for the decodable word on the lesson data collection sheet (Assessment 2). The lesson assessment (Assessment 2) will provide data on the specific letters for that lesson as well as the student response for the final decodable word. The student will be given the target letters and asked for the name and sound. This will inform me if the practice on those target letters was effective or not. Then the student will be given a final CVC word to decode. This will give me information on the student’s ability to produce letter sounds within the context of a word and information on the student’s ability to blend letter sounds together to read a word. The decodable word will give me information on how the student is doing on articulating letter sounds in the context of a word. The daily assessment will consist of the student identifying the name and sound of every letter in the alphabet. The letters will be out of order and presented to the student on a sheet of paper. I will record whether or not the name and sound of each letter was correctly identified on my recording sheet (Assessment 3). It is expected that the student will correctly identify the target letters for that lesson, as well as any target letters from previous lessons. In theory, the student should correctly name and articulate the sound for at least 8 letters after the first lesson, 16 after the second, and all 26 after the third. The daily assessment sheet allows me to track Julien’s progress in reaching the overall goal of correctly identifying the name and sound of at least 24/26 letters in the English alphabet. -the level of support and challenge appropriate for the focus learner’s needs The baseline data (Assessment 1) has provided me information about where the student is at with his ability to name letters and articulate letter sounds. The data shows that he has a relatively good grasp of letter names, identifying 23/26 letter names correctly. It also shows that he has a need for learning letter sounds, only identifying14/26 letter sounds correctly. He will need support in this area, which will be given by using a modeling-guided practice-independent practice instructional strategy. He will be challenged by naming letters when they are out of order. Since he has shown to be relatively proficient in naming the letters when they are in order, I would like to challenge him to name them when they are out of order. The lesson data assessment (Assessment 2) will inform me if the strategies being used to teach letter names and sounds are effective. It will also tell me if target letter sounds are mastered or if he needs more practice and support in order to master them. The lesson assessment will give me information about Julien’s progress in identifying letter sounds in the context of words. I can use his responses recorded during the assessment to determine if the letter sounds are being identified easily or if I need to provide more instruction on how to do this. I use the assessment to determine how well Julien is able to blend letter sounds together to read a word. If he is doing well with this skill, I can lessen the amount of support I am giving. I can also decide to increase the challenge by introducing consonants blends or other variations of CVC words. The daily assessment (Assessment 3) will provide me information about Julien’s progress towards meeting his goal. If the data shows that he is not making progress towards the goal, I will need to increase the amount of support I am giving. If the data shows that Julien is reaching his goal quicker than expected, such as after the second lesson, I can increase the challenge of the segment by focusing more on the decoding skills for CVC words for the third lesson. Explain how you plan to involve the focus learner in monitoring his/her own ?learning progress. I will involve the student in monitoring his own learning progress by creating two graphs, one for letter names and one for letter sounds, that have dots indicating the goal number of correct letter names and letter sounds at the end of each lesson. There will be a dot at 8, 16, and 26, since theoretically the student should at least correctly identify the letter names and sounds for the target letters and the previously learned target letters. After each lesson once the daily assessment is complete, I will tell Julien how many letter names and sounds he correctly identified during the daily assessment. We will place a sticker at this number of the graph, so that he can see each day how he is progressing. CitationsBursuck, W.D. & Damer, M. (2015). Teaching Reading to Students Who Are At Risk or Have Disabilities (3rd ed.) Boston, MA: Pearson Education, Inc. Lesson Material 1.1: Rachel French, special education teacher at Battle Ground Elementary. Lesson Material 1.2, 2.1 & 3.1: free-printable-letters-digraphs-blends-word-endings/Lesson Material 3.3: Hasbro, Inc. ................
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