Phonics Portfolio [Insert name here]
Section I: MS CCR Grades K-5
MS College and Career Readiness Standards for Phonics:
Kindergarten:
RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
First Grade:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3b Decode regularly spelled one-syllable words
RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.
RF.1.3f Read words with inflectional endings.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Second Grade:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a Distinguish long and short vowels when reading regularly spelled one syllable words.
RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
RF.2.3d Decode words with common prefixes and suffixes.
RF.2.3e Identify words with inconsistent but common spelling-sound correspondences.
RF.2.3f Recognize and read grade-appropriate irregularly spelled words.
Third Grade:
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
Fourth Grade:
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Fifth Grade:
RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Section II: Assessment
Directions: Pick one of the assessments discussed (or another that you found but be sure to cite source). Cut and paste your assessment choice and include an explanation and rationale of how and when you would use this type of evaluation and why you feel it is the best choice. Please note that the assessment should not be specifically for a strategy you named; it should be for phonics in general.
Example:
[cut and paste an assessment here]
Section III: Five Phonics Strategies
Learning Strategy Analysis
Vowel Pattern Method
WHO should learn/use this strategy?
K- 1st
WHAT is the definition of the term? Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.
HOW do you actually teach/do this strategy? List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.
1.
2.
3.
EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).
WHY should a student learn/use this learning strategy? (At least 3 rationale / benefits)
1.
2.
3.
Differentiating Student’s Learning: (Adapting parts of the lesson to accommodate individual needs, backgrounds, strengths, and preferred ways of learning) Note: These will be general suggestions. The teacher must first know the student and his/her needs and adapt accordingly to best serve students and provide meaningful and appropriate instruction.
ELL:
Struggling Readers:
Advanced:
Sensory Modalities
Visual:
Kinesthetic:
Tactile
Auditory
Facilitating Student Metacognition: (Knowing themselves as readers, learners, thinkers) List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)
1.
2.
3.
Learning Strategy Analysis
Synthetic Method
WHO should learn/use this strategy?
K- 1st
WHAT is the definition of the term? Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.
HOW do you actually teach/do this strategy? List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.
1.
2.
3.
EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).
WHY should a student learn/use this learning strategy? (At least 3 rationale / benefits)
1.
2.
3.
Differentiating Student’s Learning: (Adapting parts of the lesson to accommodate individual needs, backgrounds, strengths, and preferred ways of learning) Note: These will be general suggestions. The teacher must first know the student and his/her needs and adapt accordingly to best serve students and provide meaningful and appropriate instruction.
ELL:
Struggling Readers:
Advanced:
Sensory Modalities
Visual:
Kinesthetic:
Tactile
Auditory
Facilitating Student Metacognition: (Knowing themselves as readers, learners, thinkers) List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)
1.
2.
3.
Learning Strategy Analysis
Phonogram Method
WHO should learn/use this strategy?
K- 1st
WHAT is the definition of the term? Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.
HOW do you actually teach/do this strategy? List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.
1.
2.
3.
EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).
WHY should a student learn/use this learning strategy? (At least 3 rationale / benefits)
1.
2.
3.
Differentiating Student’s Learning: (Adapting parts of the lesson to accommodate individual needs, backgrounds, strengths, and preferred ways of learning) Note: These will be general suggestions. The teacher must first know the student and his/her needs and adapt accordingly to best serve students and provide meaningful and appropriate instruction.
ELL:
Struggling Readers:
Advanced:
Sensory Modalities
Visual:
Kinesthetic:
Tactile
Auditory
Facilitating Student Metacognition: (Knowing themselves as readers, learners, thinkers) List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)
1.
2.
3.
Learning Strategy Analysis
Literacy Application
WHO should learn/use this strategy?
Kindergarten through
WHAT is the definition of the term? Briefly describe the strategy and name the creator and/or research paper supporting it, if applicable.
HOW do you actually teach/do this strategy? List the preparational and implemented steps. Keep these generic so they can be used with any piece of literature.
1.
2.
3.
EXAMPLE of the learning strategy. This can be a picture with an explanation or a web link to someone demonstrating the strategy (include explanation).
WHY should a student learn/use this learning strategy? (At least 3 rationale / benefits)
1.
2.
3.
Differentiating Student’s Learning: (Adapting parts of the lesson to accommodate individual needs, backgrounds, strengths, and preferred ways of learning) Note: These will be general suggestions. The teacher must first know the student and his/her needs and adapt accordingly to best serve students and provide meaningful and appropriate instruction.
ELL:
Struggling Readers:
Advanced:
Sensory Modalities
Visual:
Kinesthetic:
Tactile
Auditory
Facilitating Student Metacognition: (Knowing themselves as readers, learners, thinkers) List at least 3 questions you would ask students to make them think about their own learning as it applies to the strategy)
1.
2.
3.
Section IV: Two Websites
On another page titled “Web Sources,” list two website addresses of sites that help with phonics. These sites could be for teacher use, parent use, or student use. The sites could discuss all the reading components but lead us to the specific section that discusses phonics. Write a brief description using at least three sentences of the site under the address (do NOT cut and paste from website: paraphrase in your own words).
Example:
[cut and paste website link here]
This website is great for parents in that it provides…
[cut and paste website link here]
This website is great for students because it contains fun games that practice segmenting and blending. An example is….
