57 SHELL EDUCATION STUDENT ACTIVITY BOOKS The Everything Guide to Phonics Instructional Routines, Word Lists, and More! Grades Pre·K–12 Pub Date: July 2024 Paperback 336 pages Trim Sizes: 8.5 in. x 11 in. by Shireen Rhoades Promote Reading Gains with Differentiated Instruction Ready-to-Use Lessons for Grades 3-5 Grades 8–12 Pub Date: September 2023 Paperback 272 pages Trim Size: 8.5 in. x 11 in. 9798765903421 by Laura Robb, David L. Harrison, and Timothy Rasinski Designed to be your go-to guide for all things phonics. · Provides quick and easy access to diverse instructional routines and carefully curated word lists · An intuitive, user-friendly structure allows for effortless navigation to support your instructional journey of phonics Help teachers focus on accelerating learning gains in literacy, using differentiated instruction. · Provides teachers with 36 lessons for grades 3, 4, and 5 · Meets students’ diverse reading needs with differentiated lessons · Focuses on four higher-order reading skills: visualize, infer, draw conclusions, and compare/contrast · Includes more than 40 engaging poems and texts at different reading levels to support differentiated instruction and intervention © 151921—The Everything Guide to Phonics 25 Instructional Routines Phonemic-Awareness Instruction Blend Word Parts Objective: Orally blend word parts (phonemes, onsets and rimes, syllables, or words) to create a whole word. Preparation: Prepare a list of words for students to blend. Instructional Steps 1. If blending phonemes, say, “Words are made up of different sounds called phonemes. Today we will blend phonemes together to make whole words. I will give you the different parts of a word. You will put the pieces together like a puzzle.” For Words with Two Parts 2. Extend your right arm out in front of you, with your hand cupped, as if you are holding a word part. Simultaneously, say the first word part. For example, if blending the phonemes in zoo, say, “/z/.” Repeat the motion with your left hand for the second part of the word. Say, “/ū/.” Have students repeat what you say and make the same motions, first with their left hands and then their right hands. 3. Join your hands together while you blend the two word parts. Have students make the same motion. Ask, “What’s the word?” (zoo) For Words with Three or More Parts 2. Hold your left arm out to the side, and model tapping your shoulder, elbow, and wrist (for three-part words) or your shoulder, upper arm, forearm, and wrist (for four-part words) as you say each word part. Have students repeat what you say and make the same motions with their right hands and left arms. 3. Sweep your hand down your arm to represent blending the sounds into the word. Have students make the same motion. Ask, “What’s the word?” English Language Support • Some students’ native languages are heavily based on consonant-vowel syllables. Build blending success with these students by having them blend syllables before blending discrete sounds. This routine is based on What the Science of Reading Says: Literacy Strategies for Early Childhood by Jodene L. Smith. 2 Promote Reading Gains with Differentiated Instruction—133013 © Shell Education Chapter 1 Promoting and Nurturing Reading Gains More than 40 years ago, Richard Allington wrote a groundbreaking article: “If They Don’t Read Much, How They Ever Gonna Get Good?” His words ring true today: Too often the procedures commonly employed in remedial and corrective reading instruction seem to mitigate against developing reading ability by focusing more on the mastery of isolated skills with relatively little emphasis on or instructional time devoted to reading in context. To become a proficient reader, one needs the opportunity to read. (1977, 60) Most adults understand that students need to practice sports such as soccer, basketball, tennis, and football to become proficient enough to compete with other schools. Practice develops automaticity and self-confidence, and it can lead to enjoying a sport. The same is true of learning to read well. Students practice reading to develop decoding automaticity, fluency, and vocabulary so that they can read and comprehend grade-level texts. When students have a history of not reading, they don’t develop the skills needed to enjoy reading. Recently, Laura Robb has been supporting students who entered fifth grade reading four years below grade level. Teachers’ accommodations included reading books aloud or having students listen to audiobooks. Perhaps listening capacity was improving; reading wasn’t. In looking back on the instruction these students received in previous years, a pattern emerged. Students completed activity sheets designed to teach skills for reading, but they lacked opportunities to read books. By third grade, many of these students had practiced reading on a computer with a program that promised great progress. However, students read selections with only five or six short paragraphs, and they had to answer factual, right-there- in-the-text questions. Authentic reading builds stamina—the ability to concentrate on reading for 30 minutes or longer—but this program’s steady diet of only very short texts gave students no opportunity to build stamina. The teachers’ role consisted of reviewing computer-graded quizzes and letting the computer program decide what students should do next. By fifth grade, many students were unable to name a book they had read on their own. The reading comprehension data reviewed by Robb and the fifth-grade teachers revealed that students had made little to no progress while using the computer reading program as the children’s instruction wasn’t targeted to their specific needs. The absence of differentiated
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