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Do you have to follow the progression for PA-1, beg., ending, and middle sounds? OR can you just do the first sounds and then go to segmenting because FAST only checks beginning sounds for the winter scores and they have to get 16 out of 16 to meet benchmark?
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The answer to your question may vary based on student needs. It is possible that a student will learn how to isolate initial sounds, and then be prepared to work on segmenting. If you move a student from isolating initial sounds to segmenting and the student is not demonstrating progress, you may wish to back up and address isolating final sounds, and then medial sounds. Or, you could follow the isolation sequence as you outlined (initial, followed by final, then medial) and that would also support students in moving toward segmenting. One question that may also help: what has been taught in your core instruction? It is important not to intervene on a skill before it has been taught.
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The PRESS Literacy Specialist Team
Thank you for your help.
I had 2 teachers who had students who did not pass the letter sound correspondence screening in the phonics section. However, out of curiosity they both had their students do the other phonics screenings after it and their students then did well enough after that to do the F1 intervention. They are wondering if they should do the P2 or F1 intervention. What advice do you have for this situation?