Designing Coherent K-2 Phonics Instruction as part

of a Balanced-Literacy Approach

Grade One

*TRUST *TEACH *TRANSFORM

Dr. Lori A. Ridgely
DLLT Support:
❏ Hannah Martirano
❏ Karen McCarthy
 ● Limit sidebar conversations

● Limit personal cell phone

and laptop use
Norms
● Respect opinions that are
not your own

● Earn your learning

● This is what I tried.
● This is what worked.
● This is what didn’t
work.
Desired Results Balanced-Literacy

❏ Students read and comprehend

independently so they can react and
respond to increasingly complex
texts.
❏ Students create increasingly
sophisticated texts and see
themselves as empowered writers
who choose form purposefully to
deliver their content most effectively.

Know your readers as writers.

Respond to your writers as readers.
 How does our
work connect to ❏ WCPS Teaching Beliefs
❏ WCPS Powerful Practices
our WCPS ❏ WCPS Literacy Philosophy
❏ WCPS Striving Readers
beliefs? Philosophy
 Review 4A's Action Plan Process
Part A:
Assessing Videos:
Building Capacity/ ● Hannah Assessing Phonics

Phonics
● Melissa McCarter Assessing Phonics

How to Plan Differentiated Reading

Instruction for Grades K-3: Pages 19-24
○ What are your reactions?
○ What is your plan for
response?
 Group 1 Learning Goal: Teachers will use a variety
of resources in order to backward map
grade level foundational standards.
Part B: Focus Question: In which order would you
Collaborative Work place your phonics standards to create a
year-long progression that is flexible?
Materials:
● White Standard Cards
● CC Companion Resource
● A Fresh Look At Phonics by Wiley Blevins
● Chart paper
● Markers

Product:
● Take picture of work and add as an attachment on
Google Classroom by adding as a Stream and
‘share with the class’.
 Learning Goal: Teachers will use Dolch &
Group 2
Fry Word lists to backward map grade level
words lists.

Part B: Focus Question: In which order would you

place sight words to create a year-long
Collaborative Work progression that is flexible?
Materials:
● 15 copies of Fry Words
● 15 copies of Dolch Words
● Chart Paper
● Markers
● 15 copies each of F&P word work
pages (A-D; E-J; K-M)
Product: Backward Mapping of Sight
Words by Marking Period
 Learning Goal: Teachers will use a variety of resources
Group 3 in order to align F&P/Literably letter and word work to
marking period phonics instruction.

Part B:
Focus Question: How are the letter and word work for
each level aligned to our reading foundational skills?
(Ensure that teachers understand that standards are not

Collaborative Work set in stone for a marking period, standards need to be

flexible.)

Materials:
● The Fountas & Pinnell Literacy Continuum by Irene C. Fountas & Gay
Su Pinnell (leaders only)
● Literably (leaders only)
● F&P Hard Copies of Leveled Books (leaders only)
● Overhead projector for Literably
● Chart Paper
● Markers
● 15 copies each of F&P word work pages (A-D; E-J; K-M)

Product: Backward Mapping of F&P Letter and Word

Work for each MP.
Desired Results Balanced-Literacy

❏ Students read and comprehend

independently so they can react and
respond to increasingly complex
texts.
❏ Students create increasingly
sophisticated texts and see
themselves as empowered writers
who choose form purposefully to
deliver their content most effectively.

Know your readers as writers.

Respond to your writers as readers.
 How does our ❏ WCPS Teaching Beliefs
work connect to ❏ WCPS Powerful Practices
❏ WCPS Literacy Philosophy
each of our ❏ WCPS Striving Readers
Philosophy
documents?
 Part C:
Reflection/Next
Steps January Reflection

Knowing that you are the teacher as

critical-decision maker, how will you act
Next Class: February 11 upon and share evidence of
balanced-literacy (with phonics) with
your students?