ALIGNS TO THE SCIENCE OF READING
Phonics, Reading, and Me™ helps students acquire letter-sound correspondences and language awareness to achieve reading proficiency.
This program is guided by the latest insights from researchers and practitioners, and by decades of research focused on proficient reading and writing development.
Phonics, Reading, and Me uses a systematic approach, moving sequentially from the most high-utility, simple-tocomplex skills as students also grow in reading comprehension (Lyon, 1998; Seidenberg, 2017). Explicit instruction in each lesson efficiently integrates skills and gives students extensive practice in phonics or morphology, phonemic awareness and fluency, decoding, spelling, and responsive writing.
Highly decodable text sets include print books and digital texts, each closely tied to a lesson’s primary skill. The texts in each set and unit are all topically tied to build knowledge (Wexler, 2020). They give students practice using prior skills and high-frequency words.
Systematic, Explicit Instruction
• Scope and sequence from Set A to Set D builds from simple to complex.
• Every lesson gives teachers language to explicitly communicate and model the skill.
• A skill is introduced by the teacher, a small group applies the skills to supported reading of decodable text, and then students practice in pairs or triads and on their own.
Connected Text
Every print book and digital text meets the same principles for skills application.
• 80% decodable; cumulative review.
• Up to 30% of words focus on the primary skill; opportunities to apply new phonics skill.
• Texts include examples of secondary skill.
• Shared vocabulary with knowledge-building words per interconnected skills practice.
Multimodal Practice
• Extensive, varied practice cements skills in working memory.
• Differentiated supports ensure all students grasp the skill.
• Modes of reading: digital, familiar reading with mini books, responsive writing with Reading Response Journal, spelling, and word study with manipulatives.
Interconnected Skills
The program offers a base of skills that lead to comprehension.
READING Comprehension
TM
Fluency Alphabet Knowledge Word Recognition Phonemic Awareness Morphology Word Study PHONICS Before Reading (3–5 minutes) Introduce Phonics Focus: Long Introduce the skill by using the chant other prompts on the Long Sound-Spelling Say: The letters together and together both stand for the long Write the vowel teams whiteboard, as well as sheep words aloud together as you and Warm Up with Phonemic Awareness ---------------------------------------------------------------------------------------------Phoneme Segmenting and Blending: Say the word. Guide children to segment word into its sounds, and then blend those sounds together to say the whole word. seat /s/ / /t/ week /w/ /k/ beach /b/ / / /ch/ cheek /ch/ ē/ /k/ please /p/ /l/ /ē /z/ sweet /s/ /w/ / / /t/ WORDS BOOK Primary Skill Words green, see, sheep, feet, meet, beep beach, please, sea, bleat Secondary Skill Words High-Frequency Words Regular: that, a, can, see, will, use, get, in, with, we what, for, the, do, to, have, you, my, Story Words (not decodable) Knowledge Building Words sheep and goats make number things, people, or animals that sheep: animals that have lot of wool their bodies STUDENT BOOK RICH Get to you’re ready to support children when KNOWLEDGE Sheep have their wool their hair taken off don’t get too hot in summer. Inflatable inner tubes are water toys. Sand can be very hot beach summer or at tropical location. Sheep word singular (one sheep) (three sheep). said when does something fun. belong means something right place, like children belong school. “This is neat!” means that someone likes something. Speech bubbles are used each character talking. Words for sounds appear on of the body Prepare to Read ------------------------------------------------------------------------------------------------------------------------------Review words, concepts, and other text complexities of the book to anticipate children’s challenges. Consider the oral language proficiency, background knowledge, and decoding skills of each small group. NEEDED Blending Support groups who need extra practice, select these words on a whiteboard: fed leaf heat children are having difficulty reading the words, model stretching out sounds that are continuous (e.g., model how to smoothly blend the sounds together (e.g., /lll/ / /f). NEEDED Articulation Support Support phoneme articulation by addressing how your lips and tongue are used to produce the sound. With the long sound, your forms the widest smile compared to all other vowel sh bee Long –- ie LWTears.com | 888.952.4968 © 2023 Learning Without Tears
Phonemic Awareness
• Phonemic awareness is taught specifically and explicitly (Kilpatrick, 2016).
• Warm up in every lesson in Sets A and B prime phonics skills.
• Lessons include articulation support—instruction on how sounds are made, including mouth movements.
Phonics
Focused on orthographic mapping—mapping sounds to letter patterns—and applying phonics skills and decoding skills in words and connected text (Ehri, 2020).
Includes foundational phonics in Sets A and B; advanced phonics in Sets C and D.
Grapheme-phoneme correspondences applied in both phonics (decoding) and spelling (encoding) (Moats, 2005).
Morphology
• Inflectional endings
• Base words and related words
• Roots – Latin and Greek
• Prefixes and suffixes
• Attaching meaning to word parts after students have learned how to decode
Strategies for Reading Words
• Students learn “graphophonological-semantic cognitive flexibility” (Duke & Cartwright, 2021): the ability to actively switch between using knowledge of letter sounds and meaning features of words.
• Students learn tools for reading complex and long words, and apply strategies to read connected text: e.g. find letters and word parts they know, blend the sounds and parts, and flex to try another way until the word sounds like one they know from their oral language (Kearns, 2015).
References
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44. doi:10.1002/rrq.411
Ehri, L. C. (2020). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55, S45-S60. Kearns, D. M. (2015). How elementary-age children read polysyllabic polymorphemic words. Journal of Educational Psychology, 107(2), 364–390.
Kilpatrick, D A., Ph.D. (2016) Equipped for Reading Success: A Comprehensive, Step-By-Step Program for Developing Phoneme Awareness and Fluent Word Recognition. Casey & Kirsch Publishers. Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55(6), 14-18. Moats, L. C. (2005). How spelling supports reading. American Educator, 6(12–22), 42.
Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York, NY: Basic.
Wexler, N. (2020). The Knowledge Gap: The Hidden Cause of America’s Broken Education System--And How to Fix It. Avery.
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