Module 3: Build Students’ Decoding Skills
This module assumes you know and can do the following: (click to open drop-down)
Students with reading difficulties have been identified.
Teachers need a word-reading routine to support decoding instruction.
Click here to receive additional resources related to this module to put in your educator toolbox.
Competency
Continually assess student progress against clearly defined standards, goals, and outcomes to identify specific topics in which each student needs additional support to achieve mastery of a concept or skill.
Learning Outcomes
I can identify and implement strategies to support students with difficulties in reading unfamiliar and complex multisyllabic words in large and small groups.
I can build students’ decoding skills so they can read complex multisyllabic words.
What I will DO in this module
Go through each of the four recommendations- have teachers choose based on current student intervention needs.
Build other modules in a way that has teachers go back to module 2 for more learning on the other recommendations.
LEARNING PATHWAY
Start with the pre-assessment (below) to determine your path.
Playlist Self-assessment
Complete this (pre)self-assessment based on what you currently know, understand, and can do today.
LAUNCH
LEARN ABOUT
Read p. 11 of the Providing Reading Interventions for Students in Grades 4-9.
What are you connecting with?
What is multisyllabic word-reading instruction?
Engage with…
How could multisyllabic word-reading instruction support your students who have difficulties reading unfamiliar and complex multisyllabic words?
LEARN
TALK ABOUT
Do you have students who…
Have difficulty identifying sounds made by common vowels and consonants?
Have difficulty with vowel teams like -dge and consonant combinations like -ough?
Not sure? Find out.
Check out a word-list reading measure like the Advanced Decoding Survey for Grades 3-12.
Check out an oral reading fluency measure like:
For MS:
3-Minute Reading Assessments: Word Recognition, Fluency, and Comprehension: Grades 5–8 (book for purchase).
Passages Fluency Timed Reading (free)
For HS:
Which one of these measures will help you determine student needs? Implement it with your students to identify their needs.
REFLECT
SHARE
With a colleague, share how you’ve implemented word reading routines in your classroom.
What worked?
What needs to be adjusted?
THINK ABOUT
How will you monitor the impact of implementing a word reading routine?
MODULE RESOURCES
CELEBRATION OF LEARNING
As appropriate, opportunities to crowdsource knowledge or design ideas within or across districts.
Use your favorite form of communication to reach out to one or more teachers of reading outside of your building and ask what they use to gain information on student reading needs. Share your ideas from this module with them.
CHECKPOINT
Use the Checkpoint to help you check your thinking and doing with the learning targets in this module, determine whether you are ready to move on to the next module, and select “must do” or “may do” content of this module that is needed for additional clarification and/or practice.
Still struggling with why we might use diagnostic assessments? Check out these resources:
Ready to implement word reading instruction? Go to: “How to carry out the recommendation” on pp. 4-11 to go deeper.
