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This screener can be used with students who are below level on the phonics iReady section. Once the student is screened, you can create lessons based off of the pattern they are deficient in.

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Phonemic Awareness Screener from Heggerty

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Phonemic Awareness Screener from Heggerty

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Grade 3 Workshop Gradual Release by Unit

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Grade 3 Workshop Gradual Release by Unit

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Essentials should be done whole group to firm up tier I. If you have students who need support in the area of phonics, you can uses Essentials structure and words to reteach the phonics pattern again in small group. Utilized multisensery strategies.

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Phonemic Awareness is the students ability to hear and manipulate spoken sounds. This is the foundation of phonics. You can begin here with your lowest students reteaching Heggerty skills to mastery.

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Students should be able to read the word fluently on 3 different occassions before it is considered mastered?

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Tongue twisters are entertaining, but they also force third-graders to pay close attention to how they enunciate words. Provide your third-graders with a variety of tongue twisters and have them read them aloud to each other. Once they have the hang of reading tongue twisters, encourage them to write their own to share with their classmates. Along those same lines, having third-graders read nonsense words also forces them to enunciate. Give students a list of nonsense words and time them to see how quickly they can read the list. Let the students reread the lists several times to help build their skills and improve their time.

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Matching phonetic blends, such as "sl" or "cr," with potential end sounds, such as "ed" or "ow," helps build third-graders' ability to sound words out. Write a blend on the board and encourage third-graders to write as many words that have that blend as they can think of. Ask the students to share their lists. Repeat the activity with different blends. The Scholastic website suggests playing a bat and ball game. Write different blends on baseball-shaped paper cutouts and then give students a bat-shaped cutout with a variety of possible word endings. Ask the students to write a list of the words they can make by combining the letters on the bat with the letters on the ball. Extend the activity by having the third-graders write sentences with the words they've made.

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Invite your third-graders to do show and tell, but with a twist. Ask students to bring an object from home and have them share the items one at a time. Before the students talk about their object, however, they need to sound it out and attempt to spell it phonetically. Encourage students to choose something that has two or three syllables to make the activity age appropriate. As an alternative, provide the third-graders with objects that you've selected and have them try to spell them phonetically.

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Have a phonics race with your third-graders. Divide the class into two teams and them give them a blend, such as "bl." Set the timer for two or three minutes and challenge the teams to come up with as many words as they can with that blend. The team with the most words gets a point. Continue playing with different blend sounds. Another activity requires students to think about individual letter sounds. Give students a letter, such as "g," and ask them to write sentences that include as many words with that sound as they can think of. Invite students to share their sentences with their classmates. Repeat the activity with different letters.

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This book has quick lessons to increase students ability to manipulate sounds. We have it in the Coaches Office.

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I noticed that my students are weaker in Informational Comprehension domain than the Literature Comprehension domain. I noticed that almost all my students excelled at the High Frequency Words domain. In the Vocabulary Domain, only about half of my students scored proficient.

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* 29 Red - phonics/chunking/syllabication small groups
*Overall students scored high in high frequency words
* Only 2% reading on grade level

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There are a few kids (8 out of 42) who placed Grade 3 or below in PH. Though alarming initially, I had to consider that 2 students receive SPED services, 3 receive ESOL services, and 1 student attended SOAR based on ACAP scores last year. Their data aligned when considering those aspects. The remaining two students are new to the school, so I could not yet be sure what K-3 looked like for them (MTSS, RTI, etc.). More students placed lower in Literature than Informational Text, which was surprising. This tells me that there are some aspects of Literature that they are not yet familiar with. As for informational text, I will continue to utilize Newsela and MyON news articles in my instruction to strengthen Informational Text skills. Vocabulary had the largest amount of Grade 3 (29 students) and the smallest amount of 2-3 Grade Level Belows. This is promising data and encourages me to continue to provide meaningful vocabulary instruction and practice in the classroom.

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I noticed that many of the students are missing their basic foundational skills. Phonics and Phonemic Awareness will be a big part of small group this year.

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4/38 students have a deficiency in Phonic. (1 EL student and 3 SPED students)

23/38 students have a deficiency in Vocabulary.

To enhance vocabulary-I will use MyOn and Storyline online. Also, Use other resources to enhance vocabulary. Use graphic organizers to help students dig deeper into the text and to enhance close reading skills.

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I have 8 kiddos that are struggling with Phonics (res), 3 students that are low on frequency words (red), 20 students two grade level below on vocabulary, with the others 12 on yellow , and 13 on grade-level for vocabulary. My main focus will be comprehension and vocabulary prior to next diagnostic. 10 students are (red) on comprehension and Lit. The plan is to continue deeper instruction with comprehension using plot diagrams with every close read story, graphic organizers to engage the reading skills effectively. We are also chunking the passages daily for 2-3 days (if needed). Students understand the close reads better and have enhance discussions with their peers more effectively. This is due to a higher number of low students in my classroom.
As part of their checklist: students are using morphology, prefix, suffix, and word families practices to increase their vocabulary and phonics.

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About half of my students are having trouble with general comprehension and comprehending informational text. Almost half are also behind in phonics.

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I love a challenge! I have one this year and I am looking forward to meeting the needs of my students. BOY data shows that 53% of my students (both classes) scored 2 grade levels behind, while 26% are 3 or more grade levels behind. Out of 42 students, 34 are 2 or more grade levels behind grade level expectations. Four students are one grade level behind, while only 3 are on-grade level. And at the top, I have ONLY one student that scored mid-level 5th grade. Bottom line, over 80% of my students are in the red zone! I'm up for the challenge though!

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While I agree the previously set score is too high considering the various dynamics that are working against us during this time. I also can see where if we lower the score this year we're still setting kids up to fail in following years. I'm not sure what the best solution to this problem would be because we are looking at years of dealing with delays related to COVID.
Newton

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I think the cut score being lowered will allow more students to pass to fourth grade. The students who are passing with sufficiency scores will need further remediation in fourth grade because they will still be preforming below grade level. I do think the scores should be stepped up each year until level 1 and 2 are insufficient and levels 3 and 4 are proficient.

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I agree and further understand why the change was made.  Especially when Dr. Mackey explained the following: "In 2021 the board set an initial cut score based on our last test and we're all in a very difficult position because we are doing retention in the same year we are doing a new test in the same year that we are testing new standards, so remember we had standards that were a decade old," said Mackey. "In the meantime the Literacy Act came in so we established a reading subtest based on the old standards that were not aligned with science of reading, we now have a reading subtest aligned to the science of reading because our standards are, so we have to have a cut score and cut scores are different."

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Lowering the score has its pros and cons. On one hand, I agree with Zeigler that it does not represent grade level efficiency. But at the same time, I believe this is the year of students in 3rd grade who started school during COVID and are already significantly behind. So lowering the score will allow more students to move to the next grade, however, those students will most likely also struggle in the 4th grade.

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In my opinion, lowering the cut score will allow more students to pass to fourth grade. However, those struggling students will continue to need explicit instruction in order to make the yearly growth annually.