Phonics Instruction

Within the
Balanced Literacy Framework
CST Meeting November, 2016
 Essential Questions
o Why do we need phonics instruction?
o How do we ensure that students in Fulton County Schools are receiving instruction
in all of the phonics patterns?
o What does explicit phonics instruction look like in a balanced literacy framework?
5 Pillars of Reading
All Instructional Leaders
Know Understand
5 pillars of reading and the role How phonics instruction is
they play in a students ability to implemented within the Balanced
read Literacy Framework
The research that confirms the What systematic, explicit phonics
impact of phonics instruction for instruction looks like
students learning to read
The differences between
phonological awareness, phonemic
awareness, and phonics
 Role Do
Principals provide adequate time for phonics instruction daily

Learning Targets
allocate funds for teachers to purchase resources
support professional learning of instructional leaders and teachers in
their school
monitor phonics instruction in their classrooms
Assistant provide adequate time for phonics instructions
Principals support professional learning of instructional leaders and teachers in
their school
monitor phonics instruction in their classrooms
CSTs and model effective instruction practices in the areas of phonological
coaches awareness, phonemic awareness, and phonics
coach teachers on how to implement instructional routines
monitor phonics instruction
monitor student usage or iRead adaptive software
Teachers assess students knowledge of phonological awareness, phonemic
awareness, and phonics
personalize instruction for students in these areas
implement phonics instructional routines
ensure students utilize iRead 3-5 days a week, 15-20 min a day
Current Phonics Instructional Programs Scopes/Sequences
 Fulton County Phonics Scope and Sequence
How was this created?
What is included in this document?
K-5 progression of phonics/syllabication patterns/types
Progression within each grade level
Progression for the on grade level skills for explicit, whole group mini-lesson and shared
reading
Teachers use K-5 progression to differentiate based on student needs and guided reading
levels for guided reading instruction and RtI
Is this mandatory?
Phonics Scope and Sequence Components
Consonants and short vowels
Blends
Consonant digraphs
Long vowels
R controlled vowels
Vowel diphthongs
Syllabication
Prefixes
Suffixes
Root words
 Standards
Grade RF1 RF2 RF3 RF4
Level print concepts phonological awareness phonics and word recognition fluency

K tracking print rhyming letter sounds high-frequency words

letter naming blend/segment syllables long/short vowel sounds
words separated onset and rime letter discrimination in words
by spaces isolate sounds in CVC words
add/sub phonemes

1 recognize features long vs. short vowels in spoken single syll words consonant digraphs on grade level text accurately,
of a sentence produce single syll words by blending sounds decode one syllable words with appropriate rate and
(capitalization including consonant blends know final-3 and common vowel teams expression
punctuation) isolate sounds in spoken single syll words vowel sounds in relationship to number of syllables
segment spoken single syll words into individual decode two syllable words following basic patterns
sounds read words with inflectional endings

2 NA NA long & short vowels in 1 syllable words on grade level text accurately,
vowel teams with appropriate rate and
decode 2-syllable words w/ long vowels expression
decode words w/ prefixes & suffixes

3 NA NA identify/know meaning of common prefixes and suffixes on grade level text accurately,
decode words with common Latin suffixes with appropriate rate and
decode multisyllabic words expression

4 NA NA syllabication patterns on grade level text accurately,

morphology (roots and affixes) with appropriate rate and
expression

5 NA NA syllabication patterns on grade level text accurately,

morphology (roots and affixes) with appropriate rate and
expression
Unpacking the Scope and Sequence
In looking at the scope and sequence
What is the area of focus within each grade level?
What do you notice about the relationship between the scope and sequence and the
teacher guidance document for a particular grade level?
What do you notice about the instruction of prefixes, suffixes, and root words?
If you have a program at your school, how is this scope and sequence similar to and
different from your program?
brungle lompise
burvick pegdimp
cludem sherst
craid stindem
Explicit Phonics Instruction
What Does the Research Say?

Block Party
Phonics Instruction Should Be Explicit and Systematic
Explicit: How instruction is delivered
New skills/concepts introduced in a direct manner
Teacher modeling and scaffolding:
(I do, we do, you do with support, you do independently)
Corrective feedback procedures
Systematic: Evident across time
Connected series of lessons over time
Moves from explicit to implicit over time
Set of instructional routines that build from simple to complex skills
Cumulative review
Why Multisensory?
Guidelines For the Implementation of balanced Literacy
Component What? When?
Whole Class On Grade Level Phonics 15 20 min daily
(I do) Pattern/Skill
Guided Instruction Embedded within Guided 3-7 min of word work
(you do, with support) Reading groups depending on GR level
Independent Practice Literacy Workstations/ 15-20 min daily
(you do) Centers
Independent Practice iRead 3-5 times a week
(you do) 15-20 min a day
Independent Practice Independent Reading Daily
(you do)
Gradual Release Model
 Week of Explicit Lessons (Modeled)
Day 1 Day 2 Day 3 Day 4

Introduce sound Review sound If sound is secure, Dictate with

Demonstrate how Blend words work within texts phrases and/or
to make sound Introduce coding Fluency short sentences
Associate letter(s) Dictation (with Dictate words (How (How do I identify
with sound coded paper) do I segment the the number of
Model blending sounds in the words and then the
Introduce/create word?) sounds in each
visual word?)
Introduce Fluency
kinesthetic (if one is
associated with the
sound.)
What Does an Explicit Phonics Mini - Lesson Look Like?
Explicit instruction:
Connection: We have been learning about so that we can
Teach: Today I am going to teach you that Watch me as I
Active Engagement: You try it while I give you feedback.
Link: When you are . remember to
 Explicit Phonics Instruction Must Include
1. Sound in isolation and within words (Phonemic Awareness)
2. Model/Demonstration for how to form the sound
3. Connection between the sound and the printed letter(s) in isolation (Phonics)
4. Connection between the letter sound correspondence in the initial, final
(consonants only), and middle position of a word
5. Use of examples and NON examples to discriminate the sound
6. Model/demonstrate/practice how to blend the sound to make words
7. Model/demonstrate/practice how to correctly form the letters when writing
Gradual Release Model - Modeled
Connection
Today Im going to
teach you
Watch me as I
Practice
Week of Explicit Lessons (Modeled)
Day 2:
Review sound

Blend letters to make words sh a g

Introduce coding sh i p

Dictation with coded paper

Week of Explicit Lessons (Modeled)
Day 3:
Work within texts
Fluency

Dictation (How do I segment the words into sounds?)

 Week of Explicit Lessons (Modeled)
Day 4:
Dictate with phrases and/or short sentences
(How do I identify the number of words and then
the sounds in each word?)
The fish swim in the dish.
________ _________ __________ _________ ________ __________

Fluency
Gradual Release Model - Shared
Shared
Gradual Release Model - Guided
Word Work
Decodable Text
What Does a Week of
Phonics Instruction
Look Like?
Begin with an overview
of the concept.
Brainstorm.
What resources do you have in
your classroom, media center,
building? What can you create?
 What Does
a Week of
Phonics
Instruction
Look Like?
One Last Thought

ghoti
IFthe GH has the /f/ sound as in enough and
IF the O has the /i/ sound as in women AND
IF the TI has the /sh/ sound as in nation

ghoti
THEN this spells

ghoti = fish
Questions? ? ?