TEACHER EDITION SAMPLE
https://phonicsinactionk2.com www.phonicsinactionk2.com Cover and Interior Design: Rainbow Educational Concepts, Inc. and Dinardo Design, LLC Cover Artist: Jacquie Lima ISBN-13: 978-0-8294-5728-5 ISBN-10: 0-8294-5728-3 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Manufactured in China. (800) 621-1008 23 24 25 26 27 28 29 30 DC 10 9 8 7 6 5 4 3 2 1 SAMPLE
Table of Contents Welcome to Phonics in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii The Role of Phonological Awareness and Phonics in Literacy Development . . . . . . . . . . . . . . viii Program Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x How Phonics in Action Works....................................................xiv Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi Unit 1: Letter Sounds and Consonant Digraphs Unit 1 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2a Week 1 Consonants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Week 2 Short Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Weeks 1–2 Foldable Decodable: Ben’s Pet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD1–FD2 Week 3 LongVowels......................................................14 Week 4 Digraphs ch, sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Weeks 3–4 Foldable Decodable: Rush, Rush, Rush! . . . . . . . . . . . . . . . . . . . . . . . . . . . FD3–FD4 Week 5 Digraphs ng, th, wh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Week 6 Double Final Consonants -ff, -ll, -ss, -zz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Weeks 5–6 Foldable Decodable: Buzz, Buzz! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD5–FD6 SAMPLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2a
Table of Contents Unit 2: Consonant Blends Unit 2 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38a Week 7 Initial s- Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Week 8 Final -s Blends....................................................44 Weeks 7–8 Foldable Decodable: What Is That? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD7–FD8 Week 9 Initial r- Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Week 10 More Initial r- Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Weeks 9–10 Foldable Decodable: The Birthday Bash Crash . . . . . . . . . . . . . . . . . . . FD9–FD10 Week 11 Initial l- Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Week 12 Final -t Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Weeks 11–12 Foldable Decodable: The U.S. Flag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD11–FD12 Week 13 Final Voiced Blends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Week 14 InitialandFinalBlends.............................................80 Weeks 13–14 Foldable Decodable: Does It Sink? . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD13–FD14 Unit 3: Two–Syllable Words/Consonant Variants Unit 3 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86a Week 15 Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Week 16 Two–Syllable Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Weeks 15–16 Foldable Decodable: Kittens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD15–FD16 Week 17 Sounds of c, ck, g, s ...............................................98 Week 18 Hard and Soft c and g ............................................104 Weeks 17–18 Foldable Decodable: Digging for Rocks and Gems . . . . . . . . . . . . . . . FD17–FD18 SAMPLE
Table of Contents Unit 4: VCe Spelling Pattern and Vowel Teams Unit 4 Opener ...............................................................110a Week 19 VCe Pattern with a, i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Week 20 VCe Pattern with e, o, u ............................................116 Weeks 19–20 Foldable Decodable: Make a Kite! . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD19–FD20 Week 21 Long-a VowelTeams..............................................122 Week 22 Long i: ie, igh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Weeks 21–22 Foldable Decodable: A Good Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD21–FD22 Week 23 Long-o VowelTeams..............................................134 Week 24 Long-e VowelTeams..............................................140 Weeks 23–24 Foldable Decodable: Goal! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD23–FD24 Week 25 Long u: ew, u, ue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Week 26 Review Vowel Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Weeks 25–26 Foldable Decodable: The Field Trip ............................FD25–FD26 Unit 5: Vowel-r Spelling Patterns Unit 5 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158a Week 27 Vowel-r: er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Week 28 Vowel-r: ar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Weeks 27–28 Foldable Decodable: My Shark Notebook . . . . . . . . . . . . . . . . . . . . . . FD27–FD28 Week 29 Vowel-r: or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Week 30 Vowel-r: ir, ur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Weeks 29–30 Foldable Decodable: Cora’s First Show ........................FD29–FD30 SAMPLE
Table of Contents Unit 6: Other Vowel Sound Spellings Unit 6 Opener . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182a Week 31 Diphthong /oy/: oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Week 32 Diphthong /ow/: ou, ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Weeks 31–32 Foldable Decodable: Brown Mouse’s House . . . . . . . . . . . . . . . . . . . . FD31–FD32 Week 33 Words with /aw/: alk, all, au, aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 Week 34 Words with /oo/ and /u/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Weeks 33–34 Foldable Decodable: Move More! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD33–FD34 Week 35 Vowel Sounds of y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Week 35 Foldable Decodable: Watch Us Fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . FD35–FD36 Assessments Diagnostic Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Unit 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Unit 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Image Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 SAMPLE
GRADE Phonics in Action provides systematic, explicit phonological awareness and phonics instruction for students in kindergarten through second grade. While students engage in fun and active learning, they’re building a strong foundation for success in literacy. Nowlet’sget moving andlearnmoreabout Phonics in Action! Welcome to The unique approach of Phonics in Action makes learning engaging and active. • Phonological and phonemic awareness activities incorporate fine- and grossmotor movement, student interaction, and games, all of which help new learning have a greater impact. • Phonics skills are taught using familiar, relevant words and images in order to support all learners. The program provides skill practice through a variety of engaging activities that focus on both decoding and encoding. As part of the Loyola Press family of literacy products, Phonics in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Phonics in Action, the following programs work together in any literacy block to crystalize student success. • Voyages in English (grammar and writing) • Reading in Action (reading comprehension, fluency, vocabulary, grammar, and writing) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning/ English Language Development) • Exercises in English (grammar) TEACHER EDITION TEACHER EDITION TEACHER EDITION • • vii SAMPLE • Phonological and phonemic awareness activities incorporate fine- and gross-
/k/ /a/ /t/ Students build phonemic awareness when they . . . • identify phonemes in words, • categorize words by phoneme, • blend phonemes to say words and segment words into their component phonemes, • add or delete phonemes to form new words, • and substitute phonemes to form new words. Students build phonological awareness when they . . . • delete syllables and determine the remaining word parts, • and identify and manipulate onsets and rimes in words. Phonemic awareness is an important element of phonological awareness. Phonemic awareness is the ability to notice, identify, and manipulate individual phonemes when listening to spoken language. When students blend and segment phonemes, compare phonemes across words, and practice myriad other skills, they develop a comprehensive knowledge base of the elements of spoken language to which they can confidently connect new phonics knowledge and reading skills to achieve reading success. The Role of Phonological Awareness and Phonics in Literacy Development Phonological Awareness Phonological awareness is the knowledge that spoken language is made up of sentences and words, words are made up of parts, and those parts are made up of individual speech sounds, or phonemes. Students who are confident in hearing, identifying, and manipulating all these parts of spoken language are much more likely to become confident readers and spellers. PHONOLOGICAL AWARENESS Syllable Deletion Review Say: Listen to this word: rabbit. Together, hop like rabbits. Then say: I hear two syllables in rabbit, /rab/-/bit/. Extend your right hand and say: /rab/. Then extend your left hand and say: /bit/. When I take away /rab/ from rabbit, I get /bit/. PHONEMIC AWARENESS Phoneme Blending Review Say: Let’s practice blending sounds today. Remember, when we blend sounds, we say them together quickly to make a word. I can blend the sounds /k/-/a/-/t/ to say the word cat. Model Say: I’m going to blend the sounds in longer words. Use Routine B on Routine Card 2 and the 5-Box Sound Map to model blending the sounds in athlete. viii The Role of Phonics SAMPLE delete syllables and determine the remaining • and identify and manipulate onsets and rimes
The Role of Phonics c a t Phonics in Action checks all the boxes! What does an effective phonics program look like for first grade? It provides systematic, explicit instruction in sound-letter correspondences, syllable types, and more complex sound spellings. • Systematic: The introduction of sound-letter correspondences and spelling patterns is ordered from simple to more complex. • Explicit: The program provides precise directions for teaching these relationships. It provides ample opportunities for students to apply new phonics skills when reading carefully crafted decodable fiction and nonfiction texts as well as when writing. It addresses phonological awareness, phonemic awareness, high-frequency words, and word analysis. It provides multiple assessment opportunities, both formal and informal, to guide decision-making so that teachers can meet the needs of all students. It makes learning about the building blocks of language engaging and active. It builds within students an understanding of why learning phonological awareness and phonics skills is critical to being successful readers for life. Phonics Systematic and explicit phonics instruction is essential to students’ success in literacy. This instruction establishes the alphabetic principle, which is the knowledge of the system of predictable relationships between spoken sounds (phonemes) and written letters (graphemes) and letter patterns. Phonics in Action lessons teach spelling patterns for sound-spelling relationships, enabling students to read familiar words accurately and automatically, and empowering them to decode new words. ix Phonics in Action SAMPLE E
Program Components Students read high-interest decodable texts focusing on the following genres and topics. Frequent reading opportunities call on students to apply their new phonics skills to connected text. A weekly fiction or nonfiction decodable passage allows students to practice and apply new phonics skills and high-frequency words and get exposure to word analysis skills. An eight-page Foldable Decodableincorporates the phonics skills, high-frequency words, and word analysis skills for every two weeks of instruction and enables teachers to touch on reading fluency, comprehension, and features of print. • Fiction: realistic fiction, animal fantasy, mystery, and humor • Nonfiction: science and social studies topics Student Edition The Student Edition provides a variety of activities that require students to interact with the target skills orally and through decoding (reading) and encoding (writing). Students play simple games, identify and apply the skills in connected text, write original sentences, and more. The activities are arranged from simple to more challenging within each week of instruction as students build their understanding of each new skill. Other bees go out. They can fly a long way. Buzz, buzz! Buzz, Buzz! (fold) 5 8 Bree kicks the ball. The fans stay still. Will the ball go in? Yes! The ball goes in. She scores a goal. Bree’s team the game! Goal! fold) © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name piece clean thief wheel keep grief dream beach read sleep street field ea ie ee In the center of the circle, spin a paperclip around the tip of a pencil. Look at the long-e spelling. Then find a word in the box that has the same spelling. Read it aloud and cross it out. Keep playing until you have read and crossed out every word. Read Words with Long e 141 Week 24: Long-e Vowel Teams © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name What do you see? free snow sea last best send piece neat waves lens tree place niece seed well play green pile feet flea chief step east bite rain Read aloud each word. Color the words that have long-e vowel teams gray. Color the other words blue. Read Words with Long e 140 Week 24: Long-e Vowel Teams seal © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name Choose two words that you circled. Write a sentence using the words. blocking oak doe long coach goal slow rowboat crossed mole coal clock loading chomping own blotted crops railroad sandbox cloak Sloan is making a list of words with o. Circle the words with long-o vowel teams that she should add to her list. Find Words with Long-o Vowel Teams Long-o Vowel Teams oa oe ow 139 Week 23: Long-o Vowel Teams Sample: We were loading the rowboat when we saw a toad. © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name 3. 5. 4. 2. 1. 6. bowling float pillow snowflake tiptoe window Words to Use Look at the picture. Write the word and read it aloud. Write Words with Long-o Vowel Teams 138 Week 23: Long-o Vowel Teams tiptoe snowflake bowling window pillow float Name © Loyola Press. All rights reserved. Phonics in Action Grade 1 What steps should you follow to grow beans in a bag? Tell a partner. Write one step as a sentence. Circle the words with long-e vowel teams. Grow Beans in a Bag 1. Place a damp paper towel in a zip-top bag. 2. Place three bean seeds on the towel. Leave space between each seed. 3. Seal the bag and place it in a sunny spot. 4. After about one week, take a plant from the bag. On a piece of paper, draw what you see. You will see the plant’s roots. You may also see some tiny green leaves! Investigate Words Underline the words with long-e vowel teams. Read aloud the words you found. Then read the text. On a separate sheet of paper, draw a bean seed in a bag. 142 Week 24: Long-e Vowel Teams Sample: Place bean seeds in a bag. x Program Components SAMPLE 140 Week 24: Long-
Program Components Digital Student Resources High-Frequency Word Cards and Letter Tiles Printables are incorporated throughout the program. They can be used in the classroom and at home. One Extend Printable per week challenges students to push their learning further. One Reteach Printable per week supports students who need additional instruction and practice to master the skill. Available in the Digital Library Read Alongs of each Foldable Decodable enable students to listen and read along to decodable, connected text multiple times to practice fluency skills and solidify new learning. Scan the QR code to access these resources in the Digital Library. Printables offer additional opportunities to support students’ learning and facilitate instruction. All Printables are available in the Digital Library. Name © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4091 stone bowling rowboat code Go back 3 spaces. drove loan stop coach low globe Lose a turn. Get an extra turn! tone coast show grown oak boats stow pillow foam Move ahead 2 spaces. rope yellow glowing tiptoe Go back 1 space. loaf rode Roll a die and count the dots. Move that many spaces. Read the word aloud. Does it have a long-o vowel team? Write YES or NO by each word you land on to show your answer. Read Words with Long-o Vowel Teams Start Finish! https://phonicsinactionk2.com Printable 23b: Extend Long-o Vowel Teams YES NO NO YES YES NO NO NO YES YES YES YES YES YES YES YES NO NO YES YES NO YES YES YES YES © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4222 © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4091 turn. turn! pillow yellow tiptoe loaf the word aloud. Does it have a longhttps://phonicsinactionk2.com Printable 23b: Extend Long-o Vowel Teams © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4222 Name © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4092 bee meat tea spell seat feel feed yield kept gem well tell step pea chief field tent legs Read aloud each word. Color the circles that have words with long-e vowel teams. Then read aloud the words you found. Read Words with Long-e Vowel Teams https://phonicsinactionk2.com Printable 24a: Reteach Long-e Vowel Teams © Loyola Press. All rights reserved. Phonics in Action Grade 1 W4222 Program Resource https://phonicsinactionk2.com Grade 1 High-Frequency Word Cards a and for is of the to an are four have want was you be go he no so we went each our out she this what long said there when which who with all © Loyola Press. All rights reserved. Phonics in Action W4117 a a a a e e e e i i o o u u b b c c d d f f g g h h h j k k l l m m m n n p p q r r r s s s t t t v w x y z Letter Tiles Program Resource https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4214 xi Phonics in Action SAMPLE are four have want each our this what when when which which
Teacher Edition pages have a one-to-one correspondence with the Student Edition for effortless navigation. Additional support is provided for multilingual learners, reteaching, and extension during each week of instruction. Recommended teacher scripting appears in blue italics, so it jumps off the page. Lesson Resources are listed in the Materials section. They are also cited at point of use in green text. Teacher Edition Learning comes to life in the Phonics in ActionTeacher Edition. The lessons incorporate gestures, writing, drawing, and other techniques which are supportive of all learners. Multilingual learners will benefit as they simultaneously develop vocabulary and phonics skills. Instruction for the Foldable Decodables occurs every other week. • It focuses on students’ application of phonics skills and high-frequency words. • It provides opportunities to practice features of print, fluency, and comprehension. OBJECTIVES • Demonstrate phoneme segmentation • Identify long-o vowel teams: oa, oe, ow • Decode words with long-o vowel teams: oa, oe, ow MATERIALS • Student Edition: p. 134 Printables: Routine Cards 2, 4, 6; 3- and 4-Box Sound Maps • Counters PHONEMIC AWARENESS Phoneme Segmentation Review Pretend to blow up a balloon. Have students join you in the action. Say: I’m going to say each sound that I hear in the word blow: /b/ /l/ /oh/. Model Say: Now, I’m going to say each sound in a longer word. Point to your throat. Have students do the same. Say: I’m going to say each sound that I hear in throat. Use Routine Card 2 and the 4-Box Sound Map to model segmenting the sounds in throat. Practice Together Use the routine and the 4-Box Sound Map together to segment the phonemes in float. Repeat with bridge, toast, sketch. PHONICS Long-o Vowel Teams Introduce Say: Two or more letters can work together as a team to stand for one sound. Write the word goal on the board. Listen to this word: goal. I hear three sounds: /g/ /oh/ /l/, goal (touch your shoulder, elbow, and wrist for each sound and have students mirror you). The long o sound in goal is spelled oa. Write hoe on the board. Listen to this word: hoe, /h/ /oh/ (touch your shoulder and elbow and have students mirror you). The long o sound in hoe is spelled oe. Map the Sounds Display the 3-Box Sound Map and use Routine Card 4 to model mapping the phonemes in road. Then distribute copies of the sound map and map the phonemes in bowl together. Model Decoding Display Student Edition page 134 and read aloud the directions. Point to the picture of the goat. Say: This is a goat. I’ll read the words to find the word goat. I’ll look for a word that starts with /g/, or g. Write grow and goat on the board. Model decoding the words using Routine Card 6. Say: Grow does not name the picture. Goat does. I’ll draw a line from the picture to the word goat. Practice Together Point to the picture of the bowl. Ask: What does this picture show? (a bowl) Let’s look at the words. What sound does bowl begin with? (/b/) Let’s find a word that begins with that sound. Write bowl on the board. Decode the word together using the routine. Ask: What should we do? (Draw a line.) Ensure that students can identify the remaining pictures. (road, soap, toe, grow) Independent Practice Have students complete the activity on their own and provide assistance as needed. Discuss the second set of directions before students write their sentence. Some learners may struggle to discern and produce the phoneme /g/. Model pronouncing it. Then provide mirrors for students to observe themselves as they make the sounds. Multilingual Learners © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name Choose two words from the page. Use the words to write a sentence. toe goat soap bowl road grow Look at the pictures and read the words aloud. Draw a line from each picture to the word that names it. Match Words with Long-o Vowel Teams 134 Week 23: Long-o Vowel Teams Sample: The goat is by the side of the road. WEEK 23 DAY 1 134 Week 23: Long-o Vowel Teams OBJECTIVES • Demonstrate phoneme segmentation • Decode and write words with long-o vowel teams: oa, oe, ow • Identify and write singular possessive nouns MATERIALS • Student Edition: pp. 135–136 Printables: Routine Cards 2, 6; 3- and 4-Box Sound Maps; 3-Way Sort; Letter Tiles; Writing Paper • Counters PHONEMIC AWARENESS Phoneme Segmentation Review Pretend to put on a coat. Say: Brrr! It’s chilly. Let’s all put on a coat. Listen to that word again: coat. I’m going to name the sounds I hear in coat. Demonstrate segmenting the phonemes in coat, using Routine Card 2 and the 3-Box Sound Map. Model Say: Now, I’m going to say the sounds in a longer word. Point to your elbow. Have students do the same. Say: I’m going to say the sounds I hear in elbow. Use the routine and the 4-Box Sound Map to model segmenting the sounds in elbow. Practice Together Use the routine and the 4-Box Sound Map together to segment the phonemes in croak. Repeat with float, shadow, yellow. PHONICS Long-o Vowel Teams Model Decoding Display Student Edition page 135 and read aloud the directions. Point to the picture in item 1. Say: This is a picture of toes. Write toes and teas on the board. Use Routine Card 6 to model decoding the words. Say: I will circle the word toes, not teas. Toes has the oe vowel team that can stand for the long o sound. Circle toes on the board. Practice Together Point to the picture in item 2. Ask: What does this picture show? (a boat) Write the words boat and beat on the board. Guide students through decoding the words, using Routine Card 6. Ask students what they notice about the vowel team in each word. Then have a volunteer come to the board and circle the word that matches the picture. Confirm the answer. Say: Yes, boat, not beat, names the picture. This word also has the oa vowel team that can stand for the long o sound. Have students circle the word boat on the page. Ensure students can identify the remaining pictures (blow, coat, toast, yellow). Independent Practice Have students complete the activity on their own and provide assistance as needed. Continue the lesson on the next page. Use the Letter Tiles to practice building words with long-o vowel teams. Start by having students build the vowel teams oa, oe, and ow. Then tell students they will practice building words, using one vowel team at a time. Start with oa, and have students build the word soap. Then have students build the word toe with oe and row with ow. Reteach © Loyola Press. All rights reserved. Phonics in Action Grade 1 Name 1. 3. 5. 2. 4. 6. boat beat cot coat yoyo yellow toast tossed blow block toes teas Read Words with Long-o Vowel Teams Look at the picture. Read the words aloud. Circle the word that names the picture. 135 Week 23: Long-o Vowel Teams WEEK 23 DAY 2 135 https://phonicsinactionk2.com • Week 23: Long-o Vowel Teams High-Frequency Words Review and Practice Together Display Weeks 23–24 High-Frequency Word Cards and choral read the words. Assign partners and give each pair two words to find in the text. After a few minutes, invite partners to stand and share where they found their words. Read the Text Model Tell students to follow along and point to each word while you read aloud. Lean toward students as you read with clear phrasing and attention to punctuation. Point to each word as you read. Practice Together Have students choral read with you. Encourage fluent reading. Practice decoding challenging words together and reread the complete sentence. At key points, call on students to ask questions about what’s going on in the story. Then ask students to use their knowledge to predict what might happen next. Read Independently Have students find a quiet spot in the room and whisper-read the text on their own. To practice phrasing, remind students to pause briefly when they come to a punctuation mark while reading. Fluency Tip PHONICS IN ACTION Features of Print Review and Practice Together Distribute copies of Goal! Show the cover and read aloud the title. Say: The illustrations in a book are the pictures we see on the cover and on the pages. The illustration on the cover might tell us what the book is about. What do you think this book is about? (a soccer game) Turn to page 2 and point to the illustration. Say: The illustrations on the pages of the book can help communicate what the words tell us. We can look at the illustrations to add meaning. Preview the Text Practice Together Say: Let’s preview the words in the title and on the pages and see what we notice. Give students a moment, then ask: Who sees a word with a long-o or a long-e vowel team? Point to the vowel team oa in the title. Then have students call out more words that have a long-o or long-e vowel team. Say: Remember, as you read, use your phonics power to read all the words with long-o or long-e vowel teams. Explore the Text Answer Questions Ask students to recall the questions they asked as you read the story aloud. Ask: Did you find an answer to your question? What was it? What other questions do you have? Encourage a class conversation. Characters, Setting, and Plot Ask questions about the details in the text. Have pairs or small groups discuss the questions and then share their answers with the class. You might ask: • Who are the characters in the story? • Where does the story happen? • What does Bree do at the end of the story? Partner Retelling Have partners retell the story to each other, referring to the text as needed. Then listen to students’ retellings one-on-one to gauge comprehension. You may also wish to have students write their retellings to practice writing words with the target phonics skills. Target Words in This Foldable Decodable Weeks 23 and 24 Phonics Skill Words: between, Bree, cheer, cleat, coach, each, feet, Field, goal, goes, Green, need, Old, referee, sees, Snow, team, teammates, three, throws, Toads, Tree, tweets, Yellow Weeks 23 and 24 High-Frequency Words: each, from, jump, may, old, see, still, when MATERIALS • Student Edition: pp. FD23–FD24 Printables: Weeks 23–24 High-Frequency Word Cards • Read Along for Goal! © Loyola Press. All rights reserved. Phonics in Action Grade 1 Bree kicks the ball. The fans stay still. Will the ball go in? Yes! The ball goes in. She scores a goal. Bree’s team wins the game! Goal! Bree’s coach calls to her from the sideline. “You need to use the inside of your cleat to pass,” he says. “Okay,” says Bree. “Thanks, Coach Snow!” Bree kicks the ball. The ball flies off the field, and the referee tweets his whistle. Now the Green Toads will get the ball. Bree goes to stand by her teammates. (fold) (fold) 5 8 4 Weeks 23–24 Foldable Decodable • FD23 CONTI NUED WEEK 24 DAY 5 Foldable Decodable for Weeks 23–24 Skills Engage families in students’ learning by suggesting the following ideas in regular messages sent home: • Review students’ work from the week and discuss it. • Have students read Goal! aloud and talk or write about the text. • Have students find three words with long-o or long-e vowel teams while reading a book or other print around the home. Have them write the word on a sheet of paper and underline the vowel team. • Have students choose one long-o or long-e word they found and think of a word that rhymes with it. Connect to Home © Loyola Press. All rights reserved. Phonics in Action Grade 1 (fold) (fold) A player for the Green Toads throws the ball onto the field. Bree’s teammate gets the ball and passes it to Bree. She kicks it down the field, back and forth between her feet. The score is tied. Each team has three points. Both teams feel good about the score. The fans cheer. Some want the Yellow Ducks to win. Some want the Green Toads to win. Bree is going to pass the ball but stops when she sees that the goal is open. If Bree can kick the ball into the goal, her team may win! Bree plays soccer on the Yellow Ducks soccer team. Today they are playing against the Green Toads at Old Tree Field. 3 2 6 7 FD24 • Weeks 23–24 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 1 (fold) (fold) A player for the Green Toads throws the ball onto the field. Bree’s teammate gets the ball and passes it to Bree. She kicks it down the field, back and forth between her feet. The score is tied. Each team has three points. Both teams feel good about the score. The fans cheer. Some want the Yellow Ducks to win. Some want the Green Toads to win. Bree is going to pass the ball but stops when she sees that the goal is open. If Bree can kick the ball into the goal, her team may win! Bree plays soccer on the Yellow Ducks soccer team. Today they are playing against the Green Toads at Old Tree Field. 3 2 6 7 FD24 • Weeks 23–24 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 1 Bree kicks the ball. The fans stay still. Will the ball go in? Yes! The ball goes in. She scores a goal. Bree’s team wins the game! Goal! Bree’s coach calls to her from the sideline. “You need to use the inside of your cleat to pass,” he says. “Okay,” says Bree. “Thanks, Coach Snow!” Bree kicks the ball. The ball flies off the field, and the referee tweets his whistle. Now the Green Toads will get the ball. Bree goes to stand by her teammates. (fold) (fold) 5 8 4 Weeks 23–24 Foldable Decodable • FD23 © Loyola Press. All rights reserved. Phonics in Action Grade 1 (fold) (fold) A player for the Green Toads throws the ball onto the field. Bree’s teammate gets the ball and passes it to Bree. She kicks it down the field, back and forth between her feet. The score is tied. Each team has three points. Both teams feel good about the score. The fans cheer. Some want the Yellow Ducks to win. Some want the Green Toads to win. Bree is going to pass the ball but stops when she sees that the goal is open. If Bree can kick the ball into the goal, her team may win! Bree plays soccer on the Yellow Ducks soccer team. Today they are playing against the Green Toads at Old Tree Field. 3 2 6 7 FD24 • Weeks 23–24 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 1 (fold) (fold) A player for the Green Toads throws the ball onto the field. Bree’s teammate gets the ball and passes it to Bree. She kicks it down the field, back and forth between her feet. The score is tied. Each team has three points. Both teams feel good about the score. The fans cheer. Some want the Yellow Ducks to win. Some want the Green Toads to win. Bree is going to pass the ball but stops when she sees that the goal is open. If Bree can kick the ball into the goal, her team may win! Bree plays soccer on the Yellow Ducks soccer team. Today they are playing against the Green Toads at Old Tree Field. 3 2 6 7 FD24 • Weeks 23–24 Foldable Decodable © Loyola Press. All rights reserved. Phonics in Action Grade 1 Bree kicks the ball. The fans stay still. Will the ball go in? Yes! The ball goes in. She scores a goal. Bree’s team wins the game! Goal! Bree’s coach calls to her from the sideline. “You need to use the inside of your cleat to pass,” he says. “Okay,” says Bree. “Thanks, Coach Snow!” Bree kicks the ball. The ball flies off the field, and the referee tweets his whistle. Now the Green Toads will get the ball. Bree goes to stand by her teammates. (fold) (fold) 5 8 4 Weeks 23–24 Foldable Decodable • FD23 FD23–FD24 xii Program Components SAMPLE It focuses on students’ application of phonics skills • It provides opportunities to practice features of that matches the picture. Confirm the row ow game) Turn to page 2 and point to • Student Edition: pp. FD23–FD24 • Read Along for
Program Components Teachers can access the following resources for use with Phonics in Action. • Reteach and Extend Printables • Graphic organizers for phonemic awareness skills practice, sound-letter correspondence skills practice, and application of phonics skills through word sorts, sound maps, word ladders, and more • High-Frequency Word Cards and Letter Tiles • Letter Formation guides for handwriting practice • Blank, triple-track Writing Paper • A Family Letter to send home at the beginning of the year • Read Alongs that provide audio support for the Foldable Decodables • Printables explaining how to use program resources, including how to assemble Foldable Decodables • Instructional Routine Cards and Videos that support teachers and students by providing routines for skills such as phoneme blending and segmenting, mapping phonemes with sound boxes, and decoding multisyllabic words » The routines are applicable to multiple learning situations. » Once teachers and students are comfortable with the routines, they can focus more on what they are learning, with the how becoming automatic. » Videos of each routine can be used for professional development. • Student and Teacher Printables for Diagnostic and Unit Assessments Scan the QR code to access these resources in the Digital Library. Digital Teacher Resources The Digital Library is the most significant tool for facilitators of Loyola Press programs. With purchase of the Teacher Edition, the Digital Library is the key to managing the robust resources that accompany Phonics in Action. With an access code and a click of a button, the Digital Library eliminates the hassle of juggling printed ancillary components and streamlines the integration of print and technology. How to Assemble a Phonics in Action Foldable Decodable The Foldable Decodables that appear in Phonics in Action give students the opportunity to practice their new phonics and decoding skills with interesting, entertaining, and— most important—systematically crafted fiction and nonfiction texts. Program Resource © Loyola Press. All rights reserved. Phonics in Action W4218 1 Tear out the Foldable Decodable from the back of the Student Edition. 2 Cut the page according to the cut lines. 3 Fold each page according to the fold lines and assemble so that the pages are in consecutive order. 4 Staple the Foldable Decodable twice along the left-hand edge. https://phonicsinactionk2.com Program Resource https://phonicsinactionk2.com Name Word Ladder © Loyola Press. All rights reserved. Phonics in Action W4210 Name 2-Box Sound Map Program Resource https://phonicsinactionk2.com 3-Box Sound Map © Loyola Press. All rights reserved. Phonics in Action W4204 Program Resource © Loyola Press. All rights reserved. Phonics in Action W4215 https://phonicsinactionk2.com Routine Card 1: Phoneme Identification When students are familiar with using this routine to identify phonemes in three-phoneme words, replace the movements with counters on a Sound Map Printable. 1. Say: Listen to this word: bat What’s the word? (bat) 2. Say: Clap once for the word: bat 3. Make the motions as you say: Tap your shoulder for the first sound. /b/ Tap your elbow for the middle sound. /a/ Tap your wrist for the last sound. (/t/) Routine Card 2: Phoneme Blending and Segmenting Note: Begin teaching blending using Blending Routine A. When students have had a lot of experience blending phonemes, transition to Blending Routine B. Blending Routine A 1. Say: Let’s use our waterslides to blend sounds to say a word. Our sounds are /b/-/a/-/t/. 2. Slide your hand smoothly down your opposite, extended arm from shoulder, to elbow, to wrist, as you model blending sounds. Say: /b/-/a/-/t/, /b/-/a/-/t/, /b/-/a/-/t/. Bat! 3. Have students repeat the movement as they blend the sounds with you. Blending Routine B 1. Say: Listen to these sounds: /b/-/a/-/t/. As you say each sound, place a counter in one box of a Sound Map Printable. 2. Say: Listen as I blend the sounds to say the word. 3. Put your finger on the dot below the boxes and slide it across the line as you blend the sounds. Say: /b/-/a/-/t/ bat! /b/-/a/-/t/ bat! /b/-/a/-/t/ is the wordbat! Segmenting 1. Place an empty Sound Map Printable in front of you. Slide your finger across the line below the boxes as you say: Listen to this word: bat. Repeat the word slowly. 2. Say: Hmm, what’s the first sound in the word bat? Say the word again and push a counter into the first box on the Sound Map Printable as you say the first sound. 3. Tap the first counter and say the first sound. 4. Continue with remaining sounds. 5. Finally, tap each counter as you say the sound it represents. Count the counters and say: I hear three sounds in the wordbat. /b/-/a/-/t/ bat. xiii Phonics in Action SAMPLE • Student and Teacher
How Phonics in Action Works Phonics 1 Teacher introduces the phonics skill and models mapping phonemes in words. Day 1 2 Teacher models using the phonics skill to decode a word. Days 1, 2 3 Teacher and students practice using the phonics skill to decode and/or write words together. Days 1, 2 4 Students practice mapping out the sounds, and then use the skill to decode and/or write words in pairs and independently. Days 1, 2 5 Students apply phonics knowledge when they read the decodable passage in the Student Edition. Day 2 6 Teacher reviews the phonics skill, and students practice it when they read and write in the Student Edition. Day 4 7 Teacher dictates words or sentences to students to practice encoding the phonics skill. Day 4 8 Students apply the phonics skill. Teacher creates small groups for reteaching and provides independent practice for extension, as needed. Day 5 Phonological/Phonemic Awareness 1 Teacher introduces or reviews and models the skill. Days 1–4 2 Teacher and students practice the skill together. Days 1–5 3 Students play a game to practice the skill in an active, engaging way. Day 5 Pacing The Phonics in Actionscope and sequence is a systematic introduction of phonological awareness and phonics skills, from simple to more complex. Each Unit Opener in the Teacher Edition includes a planner that outlines the sequence of skills taught in that unit. Unit 1 At-a-Glance WEEK Phonological Awareness/Phonemic Awareness Phonics High-Frequency Words Word Analysis Foldable Decodable 1 Syllable Deletion; Onset-Rime Awareness Consonants a, and, for, is, of, the, to Plural nouns with -s Fiction: Ben’s Pet 2 Syllable Deletion; Onset-Rime Awareness Short Vowels an, are, four, have, want, was, you Spelling rule: no words end in v or j 3 Onset-Rime Awareness Long Vowels be, go, he, no, so, we, went Plural nouns with -es Fiction: Rush, Rush, Rush! 4 Onset-Rime Awareness Digraphs ch, sh each, our, out, she, this, what Verbs with -ed 5 Initial and Final Phoneme Identification Digraphs ng, th, wh long, said, there, when, which, who, with Verbs with -ing Nonfiction: Buzz, Buzz! 6 Initial and Final Phoneme Identification Double Final Consonants -ff, -ll, -ss, -zz all, that, their, them, then, they Spelling rule: double final consonants © Loyola Press. All rights reserved. Phonics in Action Grade 1 They go to the pet shop. It has a lot of pets! Ben knows the pet he will get. Ben shows Mom. “Can I have this?” he asks. “That is a good pet for you. You can have it!” says Mom. Ben’s pet is a fish. A fish is the best pet for Ben! Ben’s Pet (fold) (fold) 5 8 4 Weeks 1–2 Foldable Decodable • FD1 © Loyola Press. All rights reserved. Phonics in Action Grade 1 “This is so good!” said Josh. “Yes,” said Dad. “It is good that we rushed!” he said. Josh and Dad went in. “Hi, Mom!” Josh said. “Hi!” she said. “No time to chat!” said Dad. Then Dad said, “Shhh!” “What?” Josh looked at Dad. “We can go,” Dad said. “But we have to be fast!” Rush, Rush, Rush! (fold) (fold) 5 8 4 Weeks 3–4 Foldable Decodable • FD3 © Loyola Press. All rights reserved. Phonics in Action Grade 1 Other bees go out. They can fly a long way. Buzz, buzz! All bees have six legs. Their legs have fuzz! Bees can walk with their legs. And they can smell with their legs! Do you see the eyes? This bee can see well with them. Which colors can he see? He can see all colors but red. Buzz, Buzz! (fold) (fold) 5 8 4 Weeks 5–6 Foldable Decodable • FD5 xiv How Phonics in Action Works SAMPLE long, said, there,
How Phonics in Action Works Handwriting • Students practice writing letters and words daily in Student Edition activities. • Students practice writing high-frequency words weekly. Note: Phonological and phonemic awareness skills build throughout the program in a standard developmentally appropriate scope and sequence, as do phonics skills. In many cases, the sample words used in phonological and phonemic awareness segments incorporate the phonics skill for the week. However, there are times when the phonemic awareness skills are presented separately from the phonics skills. To aid in transition between phonemic awareness and phonics segments, offer visual and auditory cues, such as having students stand and stretch, or by offering a cue such as, “We’ve completed our phonemic awareness activity. Now let’s move on to phonics!” Word Analysis 1 Teacher introduces and models the skill. Day 3 2 Teacher and students practice the skill together, using the decodable passage in the Student Edition. Day 3 3 Students practice reading words with the skill in the Foldable Decodable. Day 5, every second week High-Frequency Words 1 Teacher introduces the week’s high-frequency words, with special attention to words with irregular spellings, or “heart words.” Day 3 2 Students practice reading and spelling the words using the High-Frequency Words page in the Student Edition. Day 3 3 Students revisit the decodable passage to identify the words in context. Day 3 4 Students practice writing the week's high-frequency words. Day 3 5 Teacher and students use the words to build sentences, and then students continue independently. Day 5, every first week 6 Students practice reading the words in the Foldable Decodable. Day 5, every second week Have students use the Writing Paper Printable to practice writing each high-frequency word. Handwriting xv Phonics in Action SAMPLE Students practice writing letters and words daily
Progress Monitoring and Informal Assessment During each week, Phonics in Action provides opportunities for formative assessment. Each week includes a phonics Quick Check. On Day 5 of each week, teachers may use the Student Edition page for informal assessment. For students who need more support with words with long-o vowel teams, reteach and provide guided practice using the Reteach 23a Printable. Extend learning by offering these options for small-group, partner, or independent work. • Extend 23b Printable Reteach & Extend Reteach & Extend guides teachers to reteach the skill with the Reteach Printable or extend learning with the Extend Printable or other activities. Analyze the results of the Diagnostic Assessment and determine next steps using guidance provided in the Teacher Edition. Administer the Diagnostic Assessment at the beginning of the school year, when a new student arrives, or whenever you need to determine where a student needs additional help. Assessments K–2 Diagnostic Assessment The Phonics in ActionDiagnostic Assessment can be used with students in grades K, 1, and 2. The purpose of the assessment is to evaluate a student’s phonological knowledge, alphabet knowledge, and his or her ability to read words with the target sound-letter correspondences. Find a detailed explanation for administering the Diagnostic Assessment on the Diagnostic Assessment Administration Form Printable. Access the Diagnostic Assessment Printable Student and Teacher Forms in the Digital Library. Diagnostic Assessment Directions: Listen carefully to your teacher. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4219 Diagnostic Assessment Printable 1 ALPHABET KNOWLEDGE: Alphabet Recognition Skills Assessed • Recognize and identify the letters of the alphabet. • Recite the letters in alphabetical order. Step 1: Ask: What do you know about the ABCs, or alphabet? Step 2: Show the student Diagnostic Assessment Printable 1. Then ask: • What is on this page? Response: • What is the first letter of the alphabet? Response: • Do you know any letters of the alphabet? Point to the letters you know and say their names. Response: • Can you tell me the order of the letters of the alphabet, beginning with the letter A? Point to the letters and say their names. Response: ALPHABET KNOWLEDGE: Letter Names Skills Assessed • Recognize lowercase letters. • Recognize uppercase letters. Step 1: Say: Now let’s look at these letters. Show the student Diagnostic Assessment Printable 2. Use a blank sheet of paper to cover all the rows below row 1. Step 2: Ask: Can you tell me the name of each letter in this row? After the student reaches the end of a row, uncover the next row. Then repeat the question. • Row 1: Were all letters correctly identified? If not, list the incorrect letters below. • Row 2: Were all letters correctly identified? If not, list the incorrect letters below. • Row 3: Were all letters correctly identified? If not, list the incorrect letters below. • Row 4: Were all letters correctly identified? If not, list the incorrect letters below. • Row 5: Were all letters correctly identified? If not, list the incorrect letters below. • Row 6: Were all letters correctly identified? If not, list the incorrect letters below. https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4220 Diagnostic Assessment Form Printable 1 Student’s Name Date DIAGNOSTIC ASSESSMENT MATERIALS Printables: Diagnostic Assessment Administration Form; Diagnostic Assessment; Grade 1 Reteach and Extend HOW TO USE THE DIAGNOSTIC ASSESSMENT The Diagnostic Assessment evaluates the student’s ability to read words with the target soundletter correspondences and must be administered individually using the Diagnostic Assessment. Detailed explanations as how to administer each section of the Diagnostic Assessment are provided on the Diagnostic Assessment Administration Form. As you administer the Diagnostic Assessment • explain why the Diagnostic Assessment is important. • provide encouragement. • give breaks when needed. • acknowledge effort and perseverance. The following skills on the Diagnostic Assessment are developmentally appropriate for Grade 1 students, based on the Phonics in Action Scope and Sequence. • Alphabet Knowledge: Alphabetical Order; Upper- and Lowercase Letter Recognition • Phonological Awareness: Rhyme; Alliteration; Syllable Awareness • Phonemic Awareness: Categorize Initial Phonemes • Phonics: Decoding Words, Parts 1–9 WHEN TO ADMINISTER THE DIAGNOSTIC ASSESSMENT Beginning of the Year Administer the Diagnostic Assessment to all students during the first weeks of school. Pay particular attention to students who may be new to your school this year and/or students who struggled in kindergarten. Once all students have been assessed, identify groups of students who have similar instructional needs. During the Year Administer the Diagnostic Assessment at any time during the year when a new student joins your class. This will give you a comprehensive understanding of the student’s phonological awareness and phonics skills. Also make notes as you observe each student’s daily classroom performance in reading orally, responding to questions, and/or completing student practice pages. This type of ongoing, informal assessment may also reveal learning strengths and weaknesses. Take advantage of day-to-day opportunities to monitor individual student progress and offer targeted support as quickly as possible in addition to celebrating successes. Administer a specific portion of the Diagnostic Assessment to help you pinpoint where the student may be struggling. Some words that students read on the Diagnostic Assessment are make-believe words. Be sure students clearly understand this before beginning each section of the Diagnostic Assessment. Multilingual Learners Diagnostic Assessment Directions: Listen carefully to your teacher. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z https://phonicsinactionk2.com © Loyola Press. All rights reserved. Phonics in Action W4219 Diagnostic Assessment Printable 1 212 Diagnostic Assessment ANALYZING THE DIAGNOSTIC ASSESSMENT RESULTS When looking at results, preconceived ideas can cloud your analysis. It is critical to analyze the data objectively to draw conclusions about students’ individual learning needs. Analyzing Data Guide your data analysis by having a specific question in mind, such as What patterns do I notice when the student reads words with long vowel sounds? Regularly analyzing student data can be powerful in pinpointing students’ strengths and instructional needs. Creating an inquiry routine allows you to view data through intentional questions, take notes about your observations, and make inferences and/ or draw conclusions to answer your questions. Often the answers you find will prompt you to ask new questions and dig deeper. And you will be well positioned to take timely action, implement solutions, and reflect on action steps to improve your students’ progress. Be open with students and families about assessments, making it shared information. Families will appreciate your transparency. Connect to Home Providing Additional Support Students who perform well on the Diagnostic Assessment have mastered the skills and apply them easily to on-level reading. Consider the following next steps for this group of students. • Provide independent or collaborative opportunities for extension. • Provide teacher-led small-group instruction to students to enrich shared strengths and promote growth. Students who perform adequately on the Diagnostic Assessment will benefit from additional targeted support. Consider the following next steps for this group of students. • Provide individualized instruction and/or additional supports that have been effective in promoting growth. • Provide teacher-led, small-group instruction to students with similar instructional needs. • Continue to monitor students’ progress. Use the Extend Printables one-onone or in small-group settings to enable students to apply skills to longer, more complex words. Extend • Students who perform unsuccessfully on the Diagnostic Assessment will need intervention. Consider the following next steps for this group of students. • Adjust scheduling to prioritize personalized instruction to meet each student’s needs. • Continue individualized instruction, interventions, and/or additional supports that have been effective in promoting growth. • Provide teacher-led, small group instruction to students with similar instructional needs. • Monitor students’ progress and respond quickly to provide additional support. Use the Reteach Printables oneon-one or in small-group settings and provide explicit instruction. Reteach 213 https://phonicsinactionk2.com • Diagnostic Assessment Observe students. If necessary, write oa, oe, and ow on the board and find the words that contain these vowel teams together. Quick Check You may choose to use Student Edition page 139 for informal assessment. See Reteach & Extend. Informal Assessment xvi Assessments SAMPLE Row 6: Were all letters correctly identified? • Provide independent or collaborative • Provide teacher-led small-group • Provide individualized instruction • Provide teacher-led, small-group • Continue to monitor students’ • Students who perform • Adjust scheduling to prioritize • Continue individualized instruction, • Provide teacher-led, small group • Monitor students’ progress and
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