ELA I Day 3 P-3 Handout 1

Day 3 ELA Session

Phonics and Fluency

Grades P-3

Summer Institute 2018

ELA I Day 3 P-3 Handout 2

Day 3 Objectives Self-Assessment

DAY 3 OBJECTIVES

SELF-ASSESSMENT

Pre-Day 5 Session Post-Day 5 Session

1= Not Capable

2=Unsure

3= I Believe So, With Some

Practice

4=Absolutely, Yes

1= Not Capable

2=Unsure

3= I Believe So, With Some

Practice

4=Absolutely, Yes

I can describe the characteristics

of fluency and classroom practices

that support and develop these

skills

I can define “phonics” and its role

in early literacy

I can describe importance/impact

of “systematic” or “structured”

approach versus that of

“opportunistic” approach to

phonics for K–2

I can identify characteristics of

“phonics” instruction within

existing programs

I can describe steps that can be

taken if current ELA programs do

not meet structured phonics

criteria.

ELA I Day 3 P-3 Handout 3

Additional Fluency Resources UnboundED Building Fluency Guides https://www.unbounded.org/enhance_instruction?subjects=ela

5 Reasons to Implement Fluency Practice https://www.facebook.com/notes/unbounded/5-reasons-to-implement-fluency-practice-for-your-students- today/706183146195979

Hasbrouck-Tindal Oral Reading Fluency Chart https://www.readnaturally.com/knowledgebase/how-to/9/59

Rasinski Multi-Dimensional Fluency Scale http://www.timrasinski.com/presentations/multidimensional_fluency_rubric_4_factors.pdf

NAEP Oral Reading Fluency Scale https://nces.ed.gov/nationsreportcard/studies/ors/scale.aspx

Achieve the Core Fluency Blog http://achievethecore.org/aligned/what-is-reading-fluency/

ELA I Day 3 P-3 Handout 4

ELA I Day 3 P-3 Handout 5

English

Sou

nd

Spe

llings th

at In

form

Ph

on

ics Instru

ction

/m/

/t/ /d

/ /k/

/g/ /n

/ /a

/ /e

/ /i/

/o/

/u/

my

ham

me

r th

um

b

tag le

tter

baked

do

g ad

d

filled

cat kitte

n

du

ck o

ccur

scho

ol

antiq

ue

get

egg

no

d

inn

er kn

ow

gn

at

cat

be

d

he

ad

hit

ho

t w

ater

cup

to

n

/h/

/s/ /f/

/v/ /z/

/p/

/b/

/l/ /r/

/w/

/j/

him

su

n

dre

ss m

ou

se

lettu

ce city

scissors

fish

ph

on

e

vet h

ave zip

b

uzz

bree

ze

is p

lease

xylo

ph

on

e

pig

app

le b

ig rab

bit

leg

we

ll

/al/

anim

al

pe

ncil

awfu

l

rat earrin

g w

rite

we

t w

he

n

jet

gem

cage ju

dge

/y/ /ch

/ /sh

/ /th

/ /th

/ /n

g/ /a

e/

/ee/

/ie/

/oe/

/ue

/

yak u

nio

n

chip

m

atch

sho

e

che

f m

ission

thin

th

is sin

g p

ink

pa

pe

r b

ake

d

ay

train

th

ey

eight

vein

me

be

e m

eat

key

bab

y ch

ief

kind

b

ike

light

cry p

ie

hyp

e

no

vo

te b

oa

t ro

w

sou

l se

w

hu

man

cu

te

few

su

it

/oo

/ /o

o/

/zh/

/ow

/ /o

y/ /a

r/ /e

r/ /o

r/ /a

w/

/aə

/ / ə

/

loo

k p

ut

cou

ld

mo

on

tru

th

garage

mea

sure

d

ivision

cow

o

ut

bo

y co

in

car acto

r d

olla

r fo

r d

oo

r p

aw

h

au

l ta

ugh

t b

ou

ght

wa

ll

bird

h

er

fur

ab

ou

t d

eb

ate

ELA I Day 3 P-3 Handout 6

ELA I Day 3 P-3 Handout 7

Final Reflection

Is there a systematic K – 2 phonics program in place?

Is the scope and sequence specific enough to demonstrate the sequence and grade level of presentation

for each of the 150 sound spellings?

Is the same phonics program used by all K – 2 teachers?

Are materials used for remediation aligned to the instructional approach of the primary ELA program?

Does the remediation program reteach, reinforce, and provide additional practice based on what is

covered in the ELA class?

If needed, is there a remediation schedule that occurs in addition to, and not at the expense of, time

students would spend working with grade-level texts?

What can I take away from today – the presentation of the programs reviewed – that will improve my

practice with regard to phonics?