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PHONICS FOCUSED PDSA BOARD | CONTINUOUS IMPROVEMENT CLASSROOM RESOURCE

$3.50

PHONICS FOCUSED PDSA BOARD

Use this PDSA resource for your phonics lessons and activities to implement continuous improvement in your classroom.
 
Plan:
Teacher and students discuss the phonics learning goal/objective.
Do:
How will you reach your goal? As a class, discuss the various ways/class resources that will help with the phonics goal.
Act:
As a class, discuss the plus/deltas (what worked/what needs more work) of the activities used to reach the targeted goal.
Study:
Show what your students learned using the data sheet.
 
This resource includes:
-PDSA cards for your bulletin board
-Phonics skills goal card
-‘Do’ cards to visualize how to reach goals
-‘Act’ cards to visualize what was done to reach goals
-Phonics cards to use with phonics goal card
-Decoding and Spelling data sheet
-Plus/Delta posters

LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSRF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSSRF.2.3a
Distinguish long and short vowels when reading regularly spelled one-syllable words.
CCSSRF.2.3b
Know spelling-sound correspondences for additional common vowel teams.
CCSSRF.2.3c
Decode regularly spelled two-syllable words with long vowels.
CCSSRF.2.3d
Decode words with common prefixes and suffixes.

Texas Essential Knowledge and Skills

Language Arts

LA.2.2.A.ii
The student is expected to: demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multisyllable words.
LA.2.2.A.iii
The student is expected to: demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed.
LA.2.2.A.iv
The student is expected to: demonstrate phonological awareness by: manipulating phonemes within base words.
LA.2.2.B.i
The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends.
LA.2.2.B.ii
The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with silent letters such as knife and gnat.
LA.2.2.B.iii
The student is expected to: demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
LA.2.2.B.iv
The student is expected to: demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations.
LA.2.2.B.v
The student is expected to: demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV.
LA.2.2.B.vi
The student is expected to: demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est.
LA.2.2.C.i
The student is expected to: demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables.
LA.2.2.C.ii
The student is expected to: demonstrate and apply spelling knowledge by: spelling words with silent letters such as knife and gnat.
LA.2.2.C.iii
The student is expected to: demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations.
LA.2.2.C.v
The student is expected to: demonstrate and apply spelling knowledge by: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word.

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