57 SHELL EDUCATION PROFESSIONAL RESOURCES The Everything Guide to Phonics Instructional Routines, Word Lists, and More! Grades Pre·K–12 Pub Date: July 2024 Paperback 336 pages Trim Sizes: 8.5 in. x 11 in. by Shireen Rhoades Promote Reading Gains with Differentiated Instruction Ready-to-Use Lessons for Grades 3-5 Pub Date: September 2023 Paperback 272 pages Trim Size: 8.5 in. x 11 in. 9798765903421 by Laura Robb, David L. Harrison, and Timothy Rasinski Designed to be your go-to guide for all things phonics. · Provides quick and easy access to diverse instructional routines and carefully curated word lists · An intuitive, user-friendly structure allows for effortless navigation to support your instructional journey of phonics Help teachers focus on accelerating learning gains in literacy, using differentiated instruction. · Provides teachers with 36 lessons for grades 3, 4, and 5 · Meets students’ diverse reading needs with differentiated lessons · Focuses on four higher-order reading skills: visualize, infer, draw conclusions, and compare/contrast · Includes more than 40 engaging poems and texts at different reading levels to support differentiated instruction and intervention 2 Promote Reading Gains with Differentiated Instruction—133013 © Shell Education Chapter 1 Promoting and Nurturing Reading Gains More than 40 years ago, Richard Allington wrote a groundbreaking article: “If They Don’t Read Much, How They Ever Gonna Get Good?” His words ring true today: Too often the procedures commonly employed in remedial and corrective reading instruction seem to mitigate against developing reading ability by focusing more on the mastery of isolated skills with relatively little emphasis on or instructional time devoted to reading in context. To become a proficient reader, one needs the opportunity to read. (1977, 60) Most adults understand that students need to practice sports such as soccer, basketball, tennis, and football to become proficient enough to compete with other schools. Practice develops automaticity and self-confidence, and it can lead to enjoying a sport. The same is true of learning to read well. Students practice reading to develop decoding automaticity, fluency, and vocabulary so that they can read and comprehend grade-level texts. When students have a history of not reading, they don’t develop the skills needed to enjoy reading. Recently, Laura Robb has been supporting students who entered fifth grade reading four years below grade level. Teachers’ accommodations included reading books aloud or having students listen to audiobooks. Perhaps listening capacity was improving; reading wasn’t. In looking back on the instruction these students received in previous years, a pattern emerged. Students completed activity sheets designed to teach skills for reading, but they lacked opportunities to read books. By third grade, many of these students had practiced reading on a computer with a program that promised great progress. However, students read selections with only five or six short paragraphs, and they had to answer factual, right-there- in-the-text questions. Authentic reading builds stamina—the ability to concentrate on reading for 30 minutes or longer—but this program’s steady diet of only very short texts gave students no opportunity to build stamina. The teachers’ role consisted of reviewing computer-graded quizzes and letting the computer program decide what students should do next. By fifth grade, many students were unable to name a book they had read on their own. The reading comprehension data reviewed by Robb and the fifth-grade teachers revealed that students had made little to no progress while using the computer reading program as the children’s instruction wasn’t targeted to their specific needs. The absence of differentiated
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