Ideas

Because, “there will always be more good ideas than there is capacity to execute,” (The 4 Disciplines of Execution), at ARC we work collaboratively across divisions to refine/revise/re-prioritize the Product Development plan to meet the needs of our customers.


We are experimenting with this forum as a space for ARC teammates to share ideas.


Phonics Entry Requirements for 1B-2R included in Foundational Skills for reference

Teachers not making the connection between the 1B, 2B, 1R, and 2R Phonics checks in Entry Requirements as a means to diagnose specific gaps in phonics skills for Power Goal instruction. They have the Power Goal identified in the Entry Requirements, but are not making the transition over to the more specific Power Goals in foundational skills.

Is there a reason that the Phonics Entry Requirement does not appear in the Foundational Skills section like it does in 1G/2G? In those levels, when teachers click on Foundational skills they see the consonant check, Power Words Check, etc. In 1B and above they’ve got to remember and click back to look at the entry requirements (at least 4 additional clicks). I wonder if it should be embedded in the Power Goals for Foundational Skills for reference? Or perhaps in the Entry Requirements there is a note/link that says something like, for more specific Power Goals to support learning 1-syllable words, click here...or click on Foundational Skills?

  • Lacey Geyer
  • Oct 22 2021
  • Unassigned
SchoolPace
  • Attach files
  • Guest commented
    12 Apr 13:02

    From Saratoga Springs:
    I'm hoping you could consider adding PA & phonics checks to the IRLA at the foundational skill level.

    Phonological Awareness: Add checks that have multiple forms to see if a student can tell you "What's the first sound in fish?" If they provide the /f/ sound, then we mark it green.

    Then do a different check. What's the last sound in fish? If they say /sh/, then we mark it green. Maybe 5 different words.

    (This can be done for all the phonological awareness skills.)

    ex: segmenting words: Break the word apart. Teacher says: catnip. Student says: cat - nip

    blending words: Teacher says : cat - nip Student says: catnip

    Phonics:

    I'd love to see phonics checks for cvc words, (multiple forms of the check so students don't memorize the words and then there are enough forms for us to progress monitor weekly (for our Tier 3 students that are brought up to our Child Study Teams, we need to reflect upon data that is done weekly)

    -closed syllables with blends/digraphs

    - long vowels (magic e and vowel teams)

    Phonics checks could be expanded into diphthongs and such as well.

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