I spend time everyday on the following skills:
Phonemic Awareness: practice and reinforce skills such as phoneme segmentation, phoneme blending, rhyming, and phoneme manipulation. There is scientific evidence proving that students should be orally participating in phonemic awareness activities, but also practice writing these sounds to reinforce their grapheme and phoneme correspondance (GPC).
Review of previously taught skills: in order for students to reinforce their learning and orthgraphically map new learning students may need as few as 4 repititions to as many as 200+ for students with dyslexia or other learning disabilities ("A Principal's Primer for Raising Reading Achievement", p. 66 ) This could be through a visual activitiy where students see the grapheme and say the phoneme, or it could be through encoding where the educator says the sound and students write the grapheme. Students need to practice both in order to master the concepts.
Blending: Spend time reading words, students will decode using their GPC. You can learn about syllables, and strategies to use when students come to an unknown word
New Concept: New phoneme is introduced via a sentence, or string of words. Use a sound wall if you have one, to unlock the new concept. Demonstrate how the sound looks, sounds and feels. Talk about whether the sound is voiced or unvoiced. Brainstorm other words that follow this concept.
Several times a week I practice the skills below:
Word Work: practice building words using various activities including but not limited to: elkonin boxes, playing games (bingo, matching picture, Snakes and Ladders, card game), writing sentences, word chains, drawing pictures that represent words
Vocabulary: learning Tier 2 words to build reading and writing skills, examine content words for Social Studies, and Science, morphology practice looking at the root or meaning of words and their affixes (prefixes and suffixes)
Reading: reading decodable sentences, or passages, completing comprehension questions that align with the reading, partner reading, independent reading, reading with a teacher, shared reading
Grammar: introducing parts of a sentence, and slowly building on these skills throughout the year
https://thesyntaxproject2022.squarespace.com/syntaxlessons
Writing: in the beginning writing sentences, and as the year progresses, writing for a purpose including letter, recount, procedural, narrative, and opinion writing. Students have exposure to writing across the curriculum in Math, Science, Social Studies, Drama, and of course in Language.