While we hope that most students have mastered basic decoding skills by grade three, some students will need additional support. The purpose of this guide is to provide resources for you to assess and differentiate for students’ needs in phonics, sight word recognition, fluency, and phonemic awareness. This will help students to meet the foundational standards in the Common Core, to meet reading standard 10 (independently read complex text at grade level), and most importantly, to become successful readers and scholars. The primary goal of the instructional activities in this guide is to support students in developing proficiency and automaticity with decoding skills. Decoding (reading) and encoding (writing) are closely related skills, and the activities in this guide address both. Because of the pivotal and primary role reading plays in academic success, you will want to pay particularly close attention to students’ proficiency with decoding and fluency.
As a teacher of students in third grade or beyond, you won’t want to provide whole-class phonics instruction – though more advanced word study such as word analysis should be a part of your curriculum. Rather, you’ll want to identify the needs of individual students and meet those needs through small group and individual instruction. This is because many of your students will already have mastered the phonics skills they need.
Assess and differentiate for students’ needs in phonics, sight word recognition, fluency, and phonemic awareness.
Ervin, Daniel. "Highline Public Schools Intermediate Word Study Differentiation Guide". OER Commons. Institute for the Study of Knowledge Management in Education, 07 Jun. 2019. Web. 03 Mar. 2021. <https://www.oercommons.org/authoring/54895-highline-public-schools-intermediate-word-study-di>.
Ervin, D. (2019, June 07). Highline Public Schools Intermediate Word Study Differentiation Guide. OER Commons. Retrieved March 03, 2021, from https://www.oercommons.org/authoring/54895-highline-public-schools-intermediate-word-study-di.