Findings of three decades of research confirm the importance and effectiveness of systematic phonics instruction, particularly in kindergarten and first- and second-grade classrooms (Armbruster et al., 2001). Assessments MLPP Literacy Words Their Way Screener: Assessment for 1 to 1 Beginnings Spelling Inventories Reading by Fountas Primary Spelling Instruction and Pinnell Inventory Informal Long and (2011) Elementary Spell. Phonics Short Word Inventory Inventory p. Vowels Writing Upper Level 112, 130-136 p. 224 Elementary Informal Writing Spelling Inventory Decoding Samples Inventory p. p. 225 113, 137-149 Observation Opportunities Are they applying their phonics knowledge in their writing? Word sorts or pattern building games Benchmarks 3rd Grade: Uses phonics knowledge to spell increasing numbers of words correctly. 2nd Grade: Uses phonics knowledge to spell words correctly. 1st Grade: Uses phonics knowledge to spell words correctly; still “ear spelling” and uses phonics knowledge to read all kinds of words. Kindergarten: Uses phonological awareness to “ear spell” words for writing and knows that words are made of sounds. Pre-Kindergarten: Uses phonological awareness to “ear spell” words for writing; uses first letter of word to represent whole word and/or represents beginning and ending sounds of words with letters. Oral Language WHY? The acquisition of oral language skills often begins at a young age, before students begin focusing on concepts such as sound-symbol correspondence and decoding. Because these skills are often developed early in life, children with limited oral language ability at the time they enter kindergarten are typically at a distinct disadvantage (Fielding et. al, 2007).
Findings of three decades of research confirm the importance and effectiveness of systematic phonics instruction, particularly in kindergarten and first- and second-grade classrooms (Armbruster et al., 2001). Assessments 1 to 1 Long and Short Vowels MLPP Literacy Beginnings by Fountas and Pinnell (2011) Word Writing p. 224 Writing Samples p. 225 Words Their Way Spelling Inventories Primary Spelling Inventory Elementary Spell. Inventory Upper Level Elementary Spelling Inventory Screener: Assessment for Reading Instruction Informal Phonics Inventory p. 112, 130-136 Informal Decoding Inventory p. 113, 137-149 Observation Opportunities Are they applying their phonics knowledge in their writing? Word sorts or pattern building games Benchmarks 3rd Grade: Uses phonics knowledge to spell increasing numbers of words correctly. 2nd Grade: Uses phonics knowledge to spell words correctly. 1st Grade: Uses phonics knowledge to spell words correctly; still “ear spelling” and uses phonics knowledge to read all kinds of words. Kindergarten: Uses phonological awareness to “ear spell” words for writing and knows that words are made of sounds. Pre-Kindergarten: Uses phonological awareness to “ear spell” words for writing; uses first letter of word to represent whole word and/or represents beginning and ending sounds of words with letters. Oral Language WHY? The acquisition of oral language skills often begins at a young age, before students begin focusing on concepts such as sound-symbol correspondence and decoding. Because these skills are often developed early in life, children with limited oral language ability at the time they enter kindergarten are typically at a distinct disadvantage (Fielding et. al, 2007).