I was wrapping up my post-observation meeting with my principal and data came up. He asked, “How did I come to the decision to teach what I did?”

So, I pulled out a copy of my Assessment Data Analysis. I love LOVE using this form. {Catch the video to see how I fill it out and grab your own copy.}

The cool thing about this form is the power, control, and guidance it gives you over your data.  It is also open-ended enough to use any pre-assessment you want. Well, within reason. 

The data I used was from my Orton-Gillingham groups, their most recent pre-test from my Phonics Progress Monitoring. I assessed them using the Short Vowel Mixed Digraphs. 

This Phonogram Progress Monitoring can be used as a Pre and Post assessment.

I sat with my grade level team, reviewing this month’s oral reading fluency data and they could not stop asking me how I moved my group. 

In a word – games. 

The team had decided to work on accuracy instead of words correct. (I’m not sure there is a great way to increase reading fluency but okay I’m in.) Sometimes starting small is way better than not starting at all and this group has never ventured into the world of using one's data for anything. 

So…

This year, grade-level teams are working with our Coach to create monthly data-based goals. We just started using Benchmark Advanced, so teams are looking at all the reading data and making a decision on a long and short-term plan. (For most of the teams I work with–this is the 1st time they have really looked at and done anything with their classroom data.)

This one, as much as I’m shaking my head, I can see a place where I can layer in additional fluency work at the word level with their students and not sacrifice fidelity.

Over the years, I have moved the oral reading fluency scores in a variety of ways. I have never found something that works with most of the students I support for reading.  From repeated readings to focusing on specific words, nothing works for all the students in a group. 

All my reading groups this year are OG. I live and breathe OG, which means there is a precise lesson plan and very little room to add “other” things. I’m not sure how many really get this. This year, teachers want me to fix everything. 

I use Yoshimoto. I really love the flexibility it gives me. I dislike the amount of flexibility it gives me but I can lay out each group's scope and sequence and add my “others” as I need to. Mind you within reason. 

Last year, I began working in very specific game days to target word-level fluency. These days tended to be on Fridays (aka Fun Friday).  When a Game Tub in tow, students played Crocodile Dentist and Squeaky Squirrel.

Slowly, the sounding out loud stopped. The confidence in the learning target increased. Slowly, the syllable understanding increased. And then the accuracy scores changed. Then the big daddy of them all, the iReady Phonics scores started to move. 

Now, was this all by adding game time to their practice do this. I have no way of knowing. But what I do know is that if students are engaged and motivated then everything falls into place.

Reflecting on this growth over the summer, led me to add phrases and sentences based on the skill being taught. You can find my game pieces in my store to begin building self-confidence, language skills, and word-level fluency in your students.

My students do have their favorites but I make a point to rotate them about every month. 

The cool thing about all of the game pieces is that it is super easy to differentiate the cards depending on who is in the group and what each student needs to work on. 

Nothing like being able to stack the deck. lol

ROAR–CVC, CCVC, CVCC is built using pictures to support the words from Smarty Symbols but you also get cards with no pictures.

You can play with just CVC or CVCC with and without pictures.

OR

When I have a group working on Five and Six sounds. I pull out Melt. Then students can work on real and nonsense words. You can add easier words to build fluency or a couple of compound words to make it more interesting.

Click on any picture to check them out for yourself. Your students will love any of them. 

What games do your students like to play?

Chat soon,

Have you ever sat in a meeting reviewing phonics data and someone asks if the student has mastered reading digraphs because the student doesn't demonstrate this in their small group?

Whether in an RTI meeting or just reviewing the data, this information helps plan the student's specific next steps. 

If your phonics program is like mine--it didn't come with a quick way to progress monitor a student after you have taught a sound (phonogram). And sometimes you need more than dictation and how they read in the last decodable text.

You need more than a gut check BUT you need a number to prove what the student knows.

This Progress Monitoring Tools for Phonics solves this problem. It's quick and super easy to give after you have taught a sound. You can learn if students can read the phonogram at the word level (real & nonsense), sentence level, or in a paragraph with controlled text. 

I use this Phonics Tool as a pre/post with mixed sounds. This has a very specific set of sounds such as all short, all R-controlled or all digraphs. Then I can teach the sounds in the pattern, reassess and have the data to prove if they have it or not.

The teacher's copy of the tool is colored-coded to make it super easy to score and make decisions about what to do next. This progress monitoring tool can be completed by teachers, para-professionals, or volunteers. 

Each phonogram has its own page and you can find it again on a mixed pattern page. I have made the Phonics Progress Monitoring Tool paperless as well. It can be used with Google. The link is within the product.

Phonics.

Phonics instruction has become the most controversial of all areas of reading education over the last ten years. Phonics has become my main stay in small group instruction. Once the only aspect of reading instruction, it has now become one of five important components of reading education (with phonemic awareness, reading comprehension, vocabulary instruction and fluency building making up the other four areas). Phonics builds a strong literacy foundation.

Timing and Grouping

Phonics instruction provides the most benefit for young readers. The critical period for learning phonics extends from the time that the child begins to read (usually kindergarten) to approximately three years after. In studies, children receiving phonics instruction starting in kindergarten and continuing for two to three years after saw the greatest gains in learning and applying phonics to reading tasks.

Phonic instruction for young readers can be offered in any grouping configuration. There was no notable difference in children receiving instruction one-on-one, in small groups or as a whole class. The most influential components were the age of the students and the instructional format.

Systematic Instruction

The best way to teach phonics is systematically. This means moving children through a planned sequence of skills rather than teaching particular aspects of phonics as they are encountered in texts. Systematic instruction can focus on synthetic phonics (decoding words by translating letters into sounds and then blending them), analytic phonics (identifying whole words then parsing out letter-sound connections), analogy phonics (using familiar parts of words to discover new words), phonics through spelling (using sound-letter connections to write words) and/or phonics in context (combining sound-letter connections with context clues to decode new words). Regardless of the specific method used what is most important in systematic instruction is that there is a deliberate and sequential focus on building and using the relationship between sounds and letter symbols to help readers decode new words.

Modeling Followed by Independent Practice

Because the connection between letters and sounds is not readily apparent to new readers, modeling is an important aspect of phonics instruction. Both teachers and parents should model ways that a reader uses the sound-symbol relationship to decode unfamiliar words by reading and thinking aloud. The best texts for modeling are high interest or informational. These include (but are not limited to) nursery rhymes, songs, non-fiction books and poems with repetitive language.

Once children have been exposed to adult modeling several times, they should be encouraged to practice applying phonics to their own reading. This independent practice helps young readers truly build the connection between symbols and sounds. Adults should guide children in strategically applying phonics to authentic reading and writing experiences to help them develop good decoding skills.

Literature-Based Instruction

For many years phonics was taught in isolation.  Worksheets or textbook that asked them to decode and write lists of words is not the answer. Researchers discovered that young readers could not apply the decoding skills “learned” in isolation to real reading tasks such as reading a story or a book. It is now recommended that phonics be taught through literature. While this may seem contrary to the systematic approach to instruction, it is not. Teachers and parents should select pieces of age and developmentally appropriate literature that highlight the phonics skills focused on at particular points in the sequence of instruction. For example, if children are learning to identify the sound-letter connection in /b/ an appropriate piece of literature to teach and reinforce this skill would be one that uses alliteration (repetition of beginning sounds) of the /b/ sound. Plus it helps with skill transfer.

Individualized Approach

Because students come to kindergarten at a variety of different reading readiness levels, it is important that teachers assess where students are at and individualize their phonics instruction. One student may begin the year already knowing single letter sound-letter connections making her ready to work on blends. Another student may have very little phonemic awareness and exposure to print texts. Therefore teachers must tailor instruction to meet each student’s needs. This ensures they will continue to develop appropriate phonics skills.

Home-School Connections

As with every academic area, parental involvement is one of the keys to success. This is especially true for reading development. The more a parent can read with a child at home, the better chance she has of developing a strong interest in and ability to read. Parents should reinforce phonics as they read at home with their children. Modeling phonics use to decode unfamiliar words and guiding children as they attempt to apply these strategies to their independent reading helps them develop as readers. Teachers can help parents by providing information on phonics and how to use the sound-letter connection to decode words.

What is phonics?

Why is phonics important?

When is phonics usually taught?

Phonics Word Match: 35 phonics activities- Learners match the word to its picture. (Needs Shockwave)

Why teach syllables?

Closed syllables

Vowel-Consonant-e (VCe) syllables

Open syllables

Vowel team syllables

Vowel-r syllables

Consonant-le (C-le) syllables

The last couple of months have been crazy. One thing that teachers have been hitting me up for is Sound and Letter Identification ideas. A couple of activities that my small group students love are below.


 






I love this pin because she thinks outside the box and has ideas that are not used every day in a classroom. This is great for a teacher that has tried everything and needs new ideas.

Have a great weekend!

I have a couple of students that have become accustomed to listening for beginning sounds and leave off the ending one. It’s like they don’t hear it.  I have created a sort and game that will help these guys listen of the last sound they hear. It doesn’t matter if the word ends in a /e/ because they won’t hear it.  When I do word study with students who don’t have the decoding skills to read the word, I use pictures for concept, word sorts, or games. Some think that phonemic awareness instruction can be strictly oral but I have found that the students that need more than the average practice to master the skill pictures help all students. Fountas and Pinnell have several activities geared toward sound isolation in their Phonics Lessons: Letters, Words, and How they Work (grades K and 1).

My building doesn’t use their phonics materials as the core phonics program. In the past three year we’ve gone from Fundations from Barbara Wilson to Mondo Phonics. Mondo is our core guided reading program. Pick one and use it every day until students demonstrate mastery.

Helpful Websites:

http://www.readwritethink.org/classroom-resources/lesson-plans/building-phonemic-awareness-with-120.html

ReadWriteThink offers a lesson to teach phonemic awareness. The lesson uses chants and matching activities to help students recognize words with the same sound.

http://teacher.scholastic.com/clifford1/flash/phonics/index.htm

This lesson may be too easy for second grade, but it reinforces words that have the same sound.

http://www.longwood.k12.ny.us/longsmart_elem.html

This website offers many lessons for a SmartBoard. About halfway down the page, there is a lesson for beginning and ending sounds.

Supporting Picture Books:

Kellogg, S. (1992). Aster Aardvark’s alphabet adventures. New York, NY: HarperCollins.

This picture book is a good book to read-aloud. It features sound substitutions at the beginning of words.

Slepian, J. (2001). The hungry thing. New York, NY: Scholastic, Inc.

This book also features sound substitutions at the beginning of words. It helps students focus on the beginning sounds.

Gowler, R. (2001). Barnyard song. Hartford, CT: Atheneum.

If you want to focus on ending sounds, this book can help. Using it at as a read-aloud will allow you to find words that end the same.

Ahlberg, A. (1999). Monkey do. London: Walker Books Ltd.

This book also features words that end the same.

This morning I found a fellow blogger who has created several phonics games. Check out Extra Special Teaching to she the wonderful games she has created to work on short and long vowels. Click on her button to visit.