Evaluation for 4.3
Materials provide explicit systematic instruction in phonetic knowledge and opportunities for students to practice both in and out of context (K-2).
The materials provide systematic instruction in phonetic knowledge and opportunities for students to practice both in and out of context. The materials include a rationale for foundational skill progressions. The IRLA includes formative assessment materials in order to identify the skills needed by each student, and the protocol identifies which individual skill level to begin with by identifying gaps in previous grade-level work. The leveled toolkit resources include small group lessons that are targeted for certain skills. Within those lessons, students are practicing the skills within authentic, meaningful text. High-frequency words are frontloaded in an analytic phonics approach, so the first 120+ Power Words are the focus of the 1G and 2G IRLA levels. High-frequency words continue to be covered through subsequent IRLA levels, including 1R and 2R, where they are referred to as “Tricky Words.”
Examples include but are not limited to:
The IRLA provides a systematic phonics progression for teachers to determine which skills are strengths, and what skills are needed for students. Lessons can then be delivered one-on-one or in small groups. All of the spelling patterns listed in the TEKS can be found in IRLA Toolkits 1R and 2R. In Toolkit 1R, Lessons 1–4 add instruction and three-syllable words; Lessons 5–7 address common suffixes, such as “-ed,” “-ing,” “-er,” “-est,” “-y,” “-ies,” and “-ly”; Lessons 8–11 address three-letter beginning blends, ending blends, and trigraphs; Lessons 12–18 add vowel pairs with silent letters, such as “kn-,” “gn-,” “-mb,” “-gh.” In IRLA Toolkit 2R, the focus is on multisyllabic and irregularly spelled words which are an expectation of the TEKS for this grade level. In the IRLA Toolkit 2R, lessons begin with flexible decoding of multisyllabic words, emphasizing fluidity with vowel patterns, digraphs, vowel splits, prefixes, inflectional endings, and other affixes.
In the IRLA Toolkits 1R and 2R, each lesson begins with a word work activity that teaches students vocabulary words and “tricky” words, such as “quote,” “patient,” “continued,” “difference,” “American,” “restaurants,” “often,” “nature,” “answer,” and “instead.” Students also apply phonetic knowledge to decode words. For example, in Lesson 3 of the 1R Toolkit, the word work includes prompts such as “What word on this page is printed differently? Why do you think that is? What words were tricky and how did you figure them out?” The focus in Lesson 6 is on finding suffixes, decoding three- and four-syllable words, and solving “tricky” words. The students are reading Mr. Putter & Tubby Pick the Pears. The lesson includes a Word Work Table for students to refer to as they are writing sentences using those words. In the 2R Toolkit, Lesson 3, word work focuses on identifying names and tricky words in the reading. In Lesson 5 of the 2R Toolkit, word work focuses on splitting vowels to read them correctly. The text Cesar Chavez includes words with multiples vowels such as Cesario, California, and cruel.
The decodable readers contained in the IRLA kits provide immediate, in-context practice for new spelling patterns the students are learning. When students participate in a read aloud or independent reading, the teachers and students can point out words related to their individual Power Goals. In the IRLA Toolkit 2R, Lesson 1, the teacher states that words will be longer and trickier, so students will need to try different sounds for the letters and chunks until they say a word that they recognize and that also matches what is printed in the book.
In the IRLA Toolkits 1R and 2R, lessons are included that address decoding words with prefixes and inflectional endings, which are skills identified in the TEKS. In all units, the Morning Meeting in every lesson is intended to be created with foundational language and composition skills in mind. Teachers are expected to model using known words/word families to approximate the spelling of new words; using known prefixes, suffixes, and roots; and utilizing word walls and other print in the room as a reference.
In all units, during Morning Message, the teacher can ask students for help writing words including grade-level Power Words or words that are part of individual student Power Goals. Sometimes, in the routine, after the message is written, a teacher can ask students to count or circle particular sight words. In Unit 1, a Morning Message contains three-syllable words (“disagreed” and “messages”); the students must apply spelling knowledge in order to decode. Also, in all units, during writing conferences, the teacher can remind students of word patterns with which they should be familiar based on individual and whole class instruction.