What is the first step a teacher should take when differentiating instruction for an English learner struggling with phonemic awareness?

The first step a teacher should take when differentiating instruction for an English learner struggling with phonemic awareness is to compare the English learner's home language to English. This approach is beneficial because it allows the teacher to identify specific phonemic sounds and language structures that may differ between the learner's native language and English. By understanding these differences, the teacher can tailor instruction that builds upon what the learner already knows while addressing gaps that may hinder their phonemic awareness in English.

This initial assessment helps inform further instructional strategies, ensuring they are relevant and effective. For instance, certain sounds that are present in English might not exist in the learner's home language, which can lead to challenges in phonemic awareness. Recognizing these contrasts can lead to more targeted teaching methods that facilitate the learner's understanding of phonemic concepts in a way that aligns with their linguistic background.

While the other options present valuable teaching strategies, they may not address the foundational knowledge of phonemic awareness as effectively as understanding the first language. Using visual aids, encouraging peer reading, and implementing daily phonics drills are all useful practices, but they benefit more from an initial understanding of the learner's linguistic framework.