Skills-Based Small Groups

Step 1

Use data to determine students' areas of weakness in phonemic awareness and phonics.

Diagnostic Data

Formative Classroom Data

Additional Phonics Screeners

Additional Phonics Screeners

Additional phonics screeners can be used to identify targeted areas for phonics instruction, but all students may not need an additional assessment. Additional screeners that could be used are:

  • Really Great Reading Decoding Assessments (free and recommended by PALS/VLP)

  • Orton Gillingham Phonics Assessment (to be used by trained participants)

  • LETRS Phonics Inventory (to be used by trained participants)

  • Decoding screeners that accompany phonics interventions approved by the school and division may also be used.

Step 2

Form groups based on similar needs.

Data: Skill-Based Small Groups

This presentation is from the August 2022 PD held at each of the elementary schools.


Please reach out to an administrator, instructional coach, campus dyslexia advisor, or Allison Bosse for support in forming student groups.

Step 3

Determine where in the phonics progression students need support. Both progressions below include the same skills in the same order. The Comprehensive Phonics Progression includes additional information and resources for each skill.

Simplified Phonics Progression

Comprehensive Phonics Progression

SCPS Phonics Progression (11-2022).pdf
Small Group Skill Progression

Step 4

Design an instructional plan to explicitly teach the skill and provide students practice.

University of Florida Lesson Design Template

Sample Small Group Skill Template
Instructional Design: Skill-Based Small Groups

This presentation is from the August 2022 PD held at each of the elementary schools. Please reach out to an administrator, reading specialist, instructional coach, campus dyslexia advisor, or Allison Bosse for support in designing instruction for these skill-based small groups.

Step 5

Gather supplementary materials, like decodable texts to help students apply phonics features in their reading.

Decodable Texts at Each School (K-8)

2022 Decodable Purchase Summary

Additionally, check out free phonics lesson plans and decodables on Tools 4 Teachers' West Virginia Phonics site.

Step 6

Monitor student achievement and progress.

Grades K-5

If a student's iReady and formative classroom data show that they need support decoding K-1 phonics features, they should receive a decodable text assessment in lieu of a running record.

Who? Use this flow chart to determine who should take a decodable text assessment.

What? Decodable text assessments can be found in this folder.

When? Decodable texts assessments are given near the end of each quarter in lieu of running records for students whose phonics skills are at a K-1 level. See the Assessment Calendar for details.

Why? Research and our own data show that leveled texts in K-1 do not align with our phonics progression and therefore don't accurately reflect students' reading achievement. Decodable text assessments directly align with the phonics progression for students working on K-1 phonics skills.

Monitoring &Communicating Progress: Teachers can use the Phonics Checklists to monitor student progress and communicate with families.

Grades 6-8

Monitor student progress on specific phonics skills that have been taught during intervention. Consider using a decoding or spelling inventory, such as those offered through: