1. Small Group Phonics Instruction Georgia Reading First Conference Kristina Najera University of Delaware

2. Walpole & McKenna (2007) Differentiated Reading Instruction: Strategies for the Primary Grades Guilford Press www.guilford.com

3. Agenda A Plan for Differentiated Instruction Using Assessment to Differentiate Instruction Building Word Recognition in Small Groups A Differentiation Plan

4. 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?

5. 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

6. Steps to choose and use differentiation strategies Key—collaborate in grade level teams

7. 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.

8. 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)

9. 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)

10. 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)

11. 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

12. Step 3: Try it Out! Pilot your plan for 3 weeks Gather with colleagues to share, evaluate, and fine-tune differentiation plans

13. 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

14. Using Assessment to Differentiate Instruction Four Types of Assessment –Screening –Diagnostic –Progress Monitoring –Outcome

15. Phonological Awareness Decoding Sight Word Knowledge Fluency & Context Automatic Word Recognition Language Comprehension Strategic Knowledge Print Concepts General Purposes for Reading Specific Purposes for Reading Knowledge of Strategies for Reading Reading Comprehension Vocabulary Knowledge of Structure Background Knowledge Cognitive Model of Reading Assessment McKenna & Stahl, 2003

16. 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?

17. 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?

18. 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?

19. 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

20. Forming word recognition groups –Problem with phonics –Problem with phonological awareness Forming Groups Based on Needs

21. What about children who are achieving at or above grade level?

22. 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)

23. 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).

24. 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

25. Instructional Strategies for Word Recognition Teaching letter names and sounds Teaching sounding and blending Teaching letter patterns Teaching high-frequency words.

26. 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?

27. b, m, s m, r, s t, n, g i, p, n n, t, g, m, b, t d, h, l l, h, c f, j, w k, f, w d, l, f y, v, z Here’s a 12-Week Plan Remember that we teach these in small sets

28. 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?

29. 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?

30. ackatightop ailateillore ainawinot akeayineuck aleeatingug ameellinkump anestipunk ankiceit apideock ashickoke High-frequency Vowel Patterns

31. Here’s a 16-Week Plan for Short Vowel Families Remember that we teach these in small sets at, an at, ag at, an, ag ag, an, ap it, in in, ig it, in, ig it, ig, ip ot, op op, og ot, op, og ug, ut un, ut un, ut, ug ed, et ed, en, et

32. Here’s a 20-Week Plan for Other Long Vowels Remember that we teach these in small sets short a, a_e, ay short a, a_e, ai, ay a_e, ai, ay, ei short e, e, ee short e, ee, ea short e, ea, ee, ea short i, i_e, y short i, i_e, y, igh short i, i_e, igh, short o, o_e, oa short o, o_e, oa, ow short o, o_e, ow short u, u_e, ue, ui short u, u_e, ue, ew ar, a_e, ai, are ar, are, ai, air er, ea, ee, ear er ee, ear, eer ir, i_e, igh, ire or, o_e, oa, ore Notice that each set has one easy pattern

33. 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?

34. A Differentiation Plan

35. Steps 1)Gather your resources 2)Consider your children’s needs 3)Try it out

36. Step 1: Gather Resources Curriculum resources Assessment resources

37. 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

38. Step 3: Plan for 3 weeks of instruction Gather materials for 3 weeks of needs- based instruction

39. Let’s Go Through the Steps