Research-Aligned Phonics Instruction in the Intermediate Grades
In Grades 3–5, most state standards ask that students know and apply grade-level phonics and word analysis skills when decoding words. Although some students are ready to focus solely on word analysis, others need additional support with phonics, so it’s imperative that intermediate teachers begin with a formative phonics assessment to differentiate instruction. In this session, teachers of intermediate grades will examine phonics terms and the characteristics of strong phonics instruction and walk away with activities that support students to orthographically map sound-spelling patterns through explicit instruction and application.
Learning Outcomes: • Name practices and characteristics of research-aligned phonics instruction. • Define phonics terms as part of explicit and systematic instruction. • Administer, analyze, and use phonics and word analysis assessments. • Plan and facilitate data-informed phonics instruction for small groups.
Meaning- and Code-Focused Sessions
Data-Driven Text Selection and Grouping
Planning effective small-group instruction requires flexibility and a focus on students’ individual needs. When armed with student data and varied instructional approaches, teachers can effectively differentiate instruction. In this session, participants will explore the purpose behind different small- group models and the types of texts that are best aligned.
Learning Outcomes: • Describe the purpose behind guided reading, book clubs, and strategy groups and which student needs each might address. • Explain the roles that leveled texts, decodable texts, and choice texts play in instruction. • Use knowledge of texts and small-group instructional models to plan a student-centered, small-group lesson sequence. • Identify students’ strengths and needs.
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