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Small Group Phonics Instruction
Georgia Reading First ConferenceKristina Najera
University of Delaware
Walpole & McKenna (2007)
Differentiated Reading Instruction: Strategies for the Primary Grades
Guilford Presswww.guilford.com
Agenda
• A Plan for Differentiated Instruction
• Using Assessment to Differentiate Instruction
• Building Word Recognition in Small Groups
• A Differentiation Plan
A few questions about small group instruction
• Is your small group instruction needs-based and flexible?
• What are you doing with kids in the small group?
• What are other kids doing while you are working with a small group?
A Differentiation Plan
• Understand structure of the core scope and sequence of instruction
• Use and understand continuous assessments of student progress
• Choose to implement specific differentiation strategies
• Select content from the core to preteach or reteach
Steps to choose and use differentiation strategies
Key—collaborate in grade level teams
Step 1: Gather Your Resources
• Find and examine scope and sequence for developing phonics skills and recognition of high frequency words
• Locate and organize informal achievement or placement tests associated with your materials
• Locate and organize informal assessments in schools’ professional books.
A Possible Progression
1. Consonants, beginning and ending of words
2. Word Families and Short Vowels(Usually a-, i-, o-, e-, u- families,then across families, then vowels outside of families)
3. Initial blends and digraphs(bl, cl, fl, gl, pl, sl; br, cr, dr, fr, gr, pr, tr; sc, sk, sl, sm, sn, sp, st, sw)(ch,sh,th,wh)
4. Affricates(g, j, dr, ch, tr, ch)
5. Final consonant blends and digraphs(-st, -ft, -mp, -nd, -nt, -sh, -th, -sh-ck, -ng, -nk, -ell)
6. Vowel-Consonant-E(-aCe, eCe, iCe, oCe, uCe)
7. R-controlled vowels(ar, er, ir, or, ur)
8. Other long vowel patterns(ai, ay, ee, ea, oa, ui, igh)
9. Complex consonant clusters(scr, tch, kn, dge, qu)
10. Abstract vowels(ou, ow, ew, oi, oy, oo, au, aw)
Step 2: Consider Your Children’s Needs
• Review recent screening data
• Make instructional groups based on data
• Choose 2 areas to target for each group
• Choose differentiation strategies in those areas
• Gather materials for 3 weeks of needs-based instruction
Step 3: Try it Out!
• Pilot your plan for 3 weeks
• Gather with colleagues to share, evaluate, and fine-tune differentiation plans
Using Assessment to Differentiate Instruction
• To determine which students need additional instruction in a given area
• To determine their specific instructional needs in this area
• To determine progress in meeting needs
• To determine effectiveness of additional instruction
Using Assessment to Differentiate Instruction
• Four Types of Assessment–Screening
–Diagnostic
–Progress Monitoring
–Outcome
PhonologicalAwareness
Decoding Sight Word Knowledge
Fluency& Context
AutomaticWord
Recognition
LanguageComprehension
StrategicKnowledge
PrintConcepts
GeneralPurposes
for Reading
SpecificPurposes
for Reading
Knowledge of Strategiesfor Reading
ReadingComprehension
Vocabulary
Knowledgeof Structure
BackgroundKnowledge
Cognitive Model of Reading Assessment McKenna & Stahl, 2003
Guiding Questions about Word Recognition
1) Does the child make use of context to monitor his or her reading?
2) Is the child fluent?3) Does the child have adequate sight word
knowledge?4) Does the child have adequate knowledge
of decoding strategies?5) Does the child have adequate
phonological awareness?
Guiding Questions about Oral Language Comprehension
1) Does the child have adequate vocabulary for age and gender?
2) Does the child have background knowledge necessary to comprehend a particular passage?
3) Is the child able to use text structures to aid comprehension?
Guiding Questions about Strategic Knowledge
1) Does the child have a set of strategies to achieve different purposes?
2) What does the child view as the goal of reading in general?
3) What concepts of print does the child have?
Forming Groups Based on Needs
• Forming word recognition groups– Problem with fluency:
• Screen in phonics and sight vocabulary• If problem with either, do not group for
fluency• If okay in both, proved fluency instruction
– Problem with sight vocabulary• Screen in phonics• Plan needs-based instruction based on
words inventoried
• Forming word recognition groups– Problem with phonics
– Problem with phonological awareness
Forming Groups Based on Needs
What about children who are achieving at or above grade level?
Building Word Recognition
• NRP concluded that various types of systematic phonics instruction were effective in supporting reading, spelling, and comprehension, especially if they were provided during kindergarten and first grade
(National Institute of Child Health and Human Development, 2000)
Building Word Recognition• Word Recognition:
– The process by which readers match written representations of words with their sound and spelling in memory.
– Goal of phonics instruction: develop large automatic reading vocabulary so that consciously applied phonics strategies are only rarely needed
• Skilled Readers: – Read words by processing virtually every
letter in every word (Adams, 1990).
Building Word Recognition
• Development of Phonics Skills– Sort– reading.uoregon.edu/appendices/maps.php– Basic phonics concepts
• Automatic word recognition for HFW
• Decoding by analogy
Instructional Strategies for Word Recognition
• Teaching letter names and sounds• Teaching sounding and blending• Teaching letter patterns• Teaching high-frequency words
.
Teaching Letter Names and Sounds
• Who? Children who do poorly on Letter Name Fluency tasks
• How? Make letter cards consistent with your instructional sequence; figure out which they don’t know.
• How do you know if it’s working?
b, m, sm, r, st, n, gi, p, nn, t, g, m, b, td, h, ll, h, cf, j, wk, f, wd, l, fy, v, z
Here’s a 12-Week Plan
Remember that we
teach these in small sets
Teaching Sounding and Blending• Who? Children who know their letter
names and sounds but do poorly on word reading
• How? Make word cards that review and extend the patterns that have been taught in phonics instruction.
• How do you know if it’s working?
Teaching Letter Patterns• Who? Children who know their letter
names and sounds, can sound and blend, but are not automatic.
• How? Make word lists that review and extend the patterns that have been taught in phonics instruction.
• How do you know if it’s working?
ack at ight opail ate ill oreain aw in otake ay ine uckale eat ing ugame ell ink umpan est ip unkank ice itap ide ockash ick oke
High-frequency Vowel Patterns
Here’s a 16-Week Plan for Short Vowel Families
Remember that we
teach these in small sets
at, anat, agat, an, agag, an, apit, inin, igit, in, igit, ig, ipot, opop, ogot, op, ogug, utun, utun, ut, uged, eted, en, et
Here’s a 20-Week Plan for Other Long Vowels
Remember that we
teach these in small sets
short a, a_e, ayshort a, a_e, ai, aya_e, ai, ay, eishort e, e, eeshort e, ee, eashort e, ea, ee, eashort i, i_e, yshort i, i_e, y, ighshort i, i_e, igh,short o, o_e, oashort o, o_e, oa, owshort o, o_e, owshort u, u_e, ue, uishort u, u_e, ue, ewar, a_e, ai, arear, are, ai, airer, ea, ee, earer ee, ear, eerir, i_e, igh, ireor, o_e, oa, ore
Notice that each set has one easy pattern
Teaching High-Frequency Words• Who? Children who are not remembering
the high frequency words that you have taught or who struggle with HF words during oral reading.
• How? Use an inventory to decide which words to teach.
• How do you know if it’s working?
A Differentiation Plan
Steps
1) Gather your resources
2) Consider your children’s needs
3) Try it out
Step 1: Gather Resources
• Curriculum resources
• Assessment resources
Step 2: Consider Your Children’s Needs
• Instructional groups based on the data
• Assign students to groups
• Choose target areas
• Choose differentiation strategies in those areas
Step 3: Plan for 3 weeks of instruction
• Gather materials for 3 weeks of needs-based instruction
Let’s Go Through the Steps