Which of these is not an example of good practice when differentiating
phonological awareness instruction?
a. Increasing the intensity of instruction by teaching in
smaller group sizes.
b. Expecting all children to be able to produce rhyming words
at the same time of the year.
c. Increasing the intensity of instruction by giving individual
children more opportunities to respond.
d. Supporting children's understanding of an activity by using
visual supports.

The option that is not an example of good practice when differentiating is "expecting all children to be able to produce rhyming words at the same time of the year".

This is not a good practice as there'll be variations in the period used by the children to rhyme the words. Everyone will learn it at their own pace and therefore they should not be expected to be able to produce the words at same time of the year.

ProfChris1go ProfChris1go · Answer 2

The statement that is not an example of good practice when differentiating phonological awareness instruction is:

b. Expecting all children to be able to produce rhyming words at the same time of the year.

Option B is the correct answer which is not an example of good practice when differentiating phonological awareness instruction.

Let's understand why this is so.

What is Phonological Awareness?

Phonological awareness refers to the recognition that words actually possess constituent sounds.

It's also the ability to make use of sounds in spoken language.

Its development actually begins before formal schooling and continues beyond.

Thus, it is not actually a good practice but it's better to allow them learn at their own pace and not to allow them to produce the words the same time of the year.

Learn more about phonological awareness on https://brainly.com/question/895136