What is the first step a teacher should take when a student struggles with phonological awareness tasks by only repeating modeled words?

The first step a teacher should take when a student struggles with phonological awareness tasks by only repeating modeled words is to recognize when pairs of spoken words sound alike or different. This step is crucial because it helps gauge the student's current understanding of phonological concepts. By identifying whether the student can discern similarities and differences in sound, the teacher can determine the student's level of phonological awareness and tailor subsequent instruction accordingly.

This recognition forms the foundation for further activities that can build on the student's awareness of sounds, such as clapping syllables or generating new words. Assessing the student's ability to manipulate and differentiate sounds can provide insight into specific areas where they may need additional support, ensuring that the teaching approach is responsive to their individual needs.