Directions: This Chart And Information Will Help You Underst

Directions This Chart And Information Will Help You Understand How Yo

This chart and information will help you understand how your assessment information will be used to plan lessons for your students. Each part of the assessment is directly correlated to the 3 different lesson plans found in the textbook. You must use the correct lesson plan format based on how each of your students score on the assessment. Three chapters in the book provide specific activities to use when planning instruction to meet individual needs. Units (for Lesson Plan) Assessment- Parts A, B, and C Subunit: Where to start based on # correct on the assessment # of Weeks Lesson # Letter/Sound Focus Letter Lessons Part A: # Correct Start at Subunits p.

Letter Names/Sound Lesson Plan p.103 A1: Name Upper Case Letters-26 0-5 Letter Cycle 1- What’s In A Name Names A2: Name Lower Case Letters- Letter Cycle 2- First Pass Letter/Sounds A3: Name Letter Sounds- Letter Cycle 3-Review/Solidify Letter/Sounds 21+ Letter Cycle 4-Word Building Words-HF & Decodable If the score is 20/26 or lower= stop assessment. Use pages 78-127 to create lessons. If the score is 21/26 or higher= Go to Part B First Words Part B: # Correct Start at Subunits p. Short Vowels Lesson Plan p.147 Consonant/Review (Optional start point) 1-2 (if needed) 1-2 Letter/Sound Review B1: Short Vowels 8/10 We Are Family Short Vowels B2: Digraphs 3/5 Two for One Consonant Digraphs B3: Beginning Blends 13/15 Beginning Blends Beginning Blends B4: Final Blends 6/8 Final Blends Final Blends Misses 2 or more on any section B1, 2, 3, 4 = stop assessment.

Start instruction at the 1st subunit with 2 incorrect responses. Use pages to create lessons. If scores 0-1 incorrect all sections= Go to Part C. Beyond First Words Part C: # Correct Start at Subunits p. Other Vowel Sounds Lesson Plan p.185 C1: Silent e 3/5 Sneaky Silent e 5 1-5 Silent e C2: Vowel Digraphs 13/15 Teamwork 8 6-13 Vowel Teams C3: R- Controlled 8/10 R the Robber R- Controlled Vowels C4: Diphthongs 3/5 Diphthongs Diphthongs Misses 2 or more on a section C1, 2, 3, 4 = stop assessment.

Start instruction at 1st subunit with 2 2 incorrect responses. Use pages to create lessons. If scores 0-1 incorrect on all sections, needs different curriculum. Acceptable Activities -Letter Lessons L Plan (Part A) Acceptable Activities -First Words L Plan (Part B) Acceptable Activities- Beyond First Words L Plan (Part C) 1.All ABC Review Activities: ABC Rings, Bingo, Go Fish! Find-It, Alphabet Arc, Sing and Point with Alphabet Chart.

2.Hear-It Activities: Silly Sentences, Tommy Tiger, Breaking Pictures, Picture Sorts, Which One? Share a Sound, Mother May? 3.Target Letter Activities: Matching, Scavenger Hunt, Letter Dominoes, Draw a Sound, Picture Sorts, Letter Sound Match, Pick-up, Hopscotch, Slap-It 4.Spell-It Activities: 1 Word Review Activities: Word Rings, Bingo, Go Fish! Find It 2 Hear-It Activities: Rhyming Circle, Unifix cubes, Sit Down, Secret Word, Tapping Sounds, Chugging Words, Picture Sorts, Tommy Tiger, Which One? Share a Sound, Robot Talk, Mother May I?

3 Decode-It Activities: Unifix cubes, Silly Words, Word Sorts, Word Match, Word Wheels/Flip Books, Side-by-Side, Cutting Up Words 4 Spell-It Activities: Dictation with Dry-Erase, Word Building, Making Words, Alphabet Arc 1 Decode-It Activities: Word Equations, Word Sort Fill-In, Word Sort, Word Changer (Silent e), Vowel Flexing, Highlighting Vowels, Unifix Cubes, Side-by- Side, Word Wheels, Charting Words Found in Literature 2 Spell-It Activities: Dictation, Word Building, This or That? Making Words, Dictation with Dry-Erase Boards 3 Read-It Steps: Bookwalk, First Read, Second Read, Praise and Practice, Reread Directions: Use the information from the chart above, assessment documents, and lesson plans in your book to complete the document and/or answer the questions that follow.

Sample Paper For Above instruction

The assessment framework outlined in the provided chart is a comprehensive guide for teachers to tailor literacy instruction based on individual student performance. By analyzing student scores on different parts of the assessment—namely, parts A, B, and C—educators can determine the appropriate starting points and targeted activities aligned with specific learning needs. This approach ensures systematic instruction that scaffolds students' phonemic awareness, decoding skills, and sight word recognition effectively through structured lesson plans derived from the specified chapters in the textbook.

Introduction

Effective literacy instruction necessitates a nuanced understanding of each student's current reading abilities. The assessment structure described integrates multiple components, including letter recognition, phoneme-grapheme correspondence, word decoding, and vowel sound recognition. The goal of this framework is to facilitate differentiated instruction that aligns with the student’s cumulative performance, thus optimizing learning outcomes through targeted interventions and activities.

Understanding the Assessment Components

The assessment is divided into three parts: Part A focuses on letter names and sounds; Part B emphasizes short vowels, digraphs, and blends; and Part C addresses more complex vowel sounds, including silent e, vowel digraphs, r-controlled vowels, and diphthongs. Based on students' scores in each part, teachers can select from corresponding lesson plans detailed in the textbook chapters 4, 5, and 6.

Lesson Planning Based on Student Scores

For students scoring between 0 and 5 on Part A, instruction should commence with letter name recognition activities—such as bingo and alphabet arc—on pages from 78–127—focused on phonemic awareness and letter recognition. Students scoring 21 or higher in Part A are ready to progress to Part B, emphasizing short vowels, digraphs, and blends, with specific activities like word rings and picture sorts.

Similarly, students with different scores in Part B will begin their instruction at the subunit matching their performance, ensuring focus on weaker areas such as initial consonant blends or final blends, and utilizing recommended exercises like decoding activities and target letter activities.

Instruction Strategies and Activities

Activities are categorized by type, including ABC review, hear-it, target letter, spell-it, decode-it, and read-it activities, all selected to match student needs and assessment results. For example, a student needing reinforcement in vowel digraphs may engage in vowel team matching or word sorts, whereas students working on silent e will benefit from activities like secret word or word wheels.

The diverse set of activities—such as bingo, matching, scavenger hunts, and word building—are designed to provide multisensory, engaging experiences that reinforce phonics concepts and promote active learning.

Instructional Adjustments and Differentiation

If a student’s assessment scores indicate significant gaps—for example, low performance across parts A, B, and C—teachers should consider alternative instructional approaches or curriculum modifications. For instance, a student scoring very low (

Conversely, high-performing students can be challenged further by introducing word-building activities, decoding complex diphthongs, or engaging in fluency practice with decodable texts.

Conclusion

Utilizing assessment results to inform instruction ensures targeted, effective teaching that addresses individual learner needs within a structured framework. Teachers can employ the specified lesson plan templates, activities, and materials from chapters 4, 5, and 6 to scaffold student learning progressively, thereby promoting literacy development aligned with their current readiness levels. This procedural, data-driven approach facilitates differentiated instruction, enhances student engagement, and supports mastery of foundational reading skills.

References

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• National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH Publication No. 00-4769.
• Snow, C. E., & Uccelli, P. (2009). The Challenge of Academic Language. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of Early Literacy Research (pp. 333–350). Guilford Press.
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• Hiebert, E. H., & Reutzel, D. R. (2010). I Don’t Write the Curriculum, I Just Teach It: A Review of the Literature on Teacher's Role in Curriculum Development and Implementation. Reading Research Quarterly, 45(1), 16–36.
• Shanahan, T. (2012). What Teachers Need to Know About Vocabulary. The Reading Teacher, 65(6), 410–415.
• Vaughn, S., & Wanzek, J. (2014). Effective Reading Interventions for Struggling Students: The Role of Intensive Short-Term Interventions. Journal of Learning Disabilities, 47(4), 332–345.
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10.
• Scarborough, H. S. (2005). Connecting Various Dimensions of Reading. In A. E. Farstrup & S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 83–103). International Reading Association.