Small Group Planning Using Target Skill
PA
Instructional Profile
5B or 6
Basic Phonics
(5A-F) IP5B or 6
Skills:
 PA
~Rhyme
~Sentence
segmentation
~Syllable segmentation
~Onset Rime
blend/segment
Card 4 Onset-rime
~Phoneme
Card 5 Phoneme
Blend
Card 6 Phoneme
Segmenting
Phoneme deletion
Phoneme
manipulation
Skills:
 Sounds/Blending
~Card 2 sounds
~Card 9 continuous sound
 Sound-Spellings &
Blending
~Card 7 sound/spellings
~Card 8 sound by sound
~Card 10 word reading
spelling focused
 High frequency words
~Card 3
 Read decodable text
~Card 11,12,13,14

Explicit Phonics Lesson
 PA – 3 minutes
 Sounds – 3 minutes
 Blending – 10 minutes
 Decodable text – 10
min.
 Dictation – 10 min.
 Word Work – 10 min.
Sound Isolation
~Sound matching
~Initial sound
~Final sound
~Medial sound
See PA Activities for
Small Group
Instruction
Continue to
incorporate vocabulary
(specific word & word
learning) and
comprehension (skills
& strategies).
See Materials Table
for materials.
Resources for all areas:
See PA Activities for
Small Group Instruction
Continue to incorporate
vocabulary (specific word
& word learning) and
comprehension (skills &
strategies).
See Materials Table for
materials.
Multisyllabic
(5G/H) IP5A
Skills:
 Consonant
 Vowels
Skills for the six syllable types:
 Vowel pairs
 R controlled vowels
 Consonant le
 Open syllable v/cv
 Closed syllable vc/cv, vc/ccv,
vc/cccv
Exercises to build syllabication:
 Prefix, suffix, root words and
meanings of each
 Card 10 examples 1-7
Break down into single skills by:
 Use student activity page from
Ashlock Training
 Circle vowels
 Divide to show consonant-le
 Write V or C for syllable division
pattern (vccv, vcv)
 Think about each syllable type
and pronounce each syllable.
 Pronounce word.
 http://downloadpdfz.com/pdf/vc
v-pattern-words
 http://www.readingrockets.org/s
trategies/syllable_games/
 Card 16 Phonics Decoding Strategy
Continue to incorporate vocabulary
(specific word & word learning) and
comprehension (skills & strategies).
See Materials Table for materials.
Fluency
(Passed) IP4
Skills:
 Word parts
 Words
 Phrasing
 Chunked Text
 Connected Text
 Prosody, intonation,
expression
Exercises to build
fluency:
 Read with a model
reader
 Choral reading
 Readers Theater
 Partner Reading
 Echo Reading
 See fluency
activities from the
Ashlock Training.
 Practice with
independent level
passages
Continue to incorporate
vocabulary (specific
word & word learning)
and comprehension
(skills & strategies).
See Materials Table for
materials.
Above/Benchmark
IP 1,2,3
Skills:
 Phonics/Word Work
 Multisyllabic
 Fluency
Vocabulary Card 17:
Specific Word Instruction
 Practice Activities: See vocabulary
activities from Ashlock Training.
Word Learning Strategy
 Practice Activities: See vocabulary
activities from Ashlock Training.
~Word Structure
~Syntactic Clues
~Context Clues
Comprehension Card 15:
Teach students to:
 Answer questions
 Ask questions
 Use story structure to recall story content
 Integrate ideas from text
 Use graphic organizers for conceptual
understanding.
Sample activities: Narrative/Expository
Cards, Getting the Gist, Sticky notes,
Paragraph shrinking, graphic organizers for
skill work:
(http://www.readingquest.org/strat/home.h
tml)
http://www.sanchezclass.com/readinggraphic-organizers.htm
See Materials Table for materials.
Florida Reading First Student Centered Activities: http://www.fcrr.org/curriculum/studentcenteractivities.shtm
Foundational Skills-----------------------------------------------------------------------Continuum-------------------------------------------------------------Vocabulary/Comprehension
Small Group Planning Using Target Skill
On Your Lesson Plan
1. List the “target” of instruction for “PA” and “Phonics” or “Fluency” based on information from “Steps to Put Students into
Instructional Groups” worksheet.
2. List the “intensity level” of the group (benchmark, strategic, intensive).
3. List the amount of time group is teacher-led.
4. List the materials to be used. See materials table.
5. Plan small group.
6. Refer to the “Literacy Work Stations” table as you plan for literacy centers.
7. Based on the intensity level, deficits of the group, and instructional profile, determine the amount of time spent on the “Big Five” for
the week.
a. Examples:
Instructional Profile 6
Intensive
Instructional Profile 5B(Basic Phonics
5A-F)
Instructional Profile 5B(Basic Phonics
5A-F)
Instructional Profile 5A(Multisyllabic
5G/H)
Instructional Profile 5A(Multisyllabic
5G/H)
Instructional Profile 4(Fluency Passed)
Intensive
Instructional Profile 1,2,3
Instructional Profile 1,2,3
Strategic
Intensive
Strategic
Strategic
4 days of PA/Phonics
(decodable text)
3-4 days of PA/Phonics
(decodable text)
2-3 days of PA/Phonics
(decodable text)
3-4 days of Multisyllabic
(decodable text)
2-3 days of Multisyllabic
1 day vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
2-3 days of vocabulary/comprehension
(leveled reader)
1-2 days of vocabulary/comprehension
(leveled reader)
2-3 days of vocabulary/comprehension
(leveled reader)
5 days of fluency practice
along with the other “Big
Five”
Benchmark 3-4 days of
1-2 days of fluency, word work
vocabulary/comprehension
(leveled reader)
ABove
Novels incorporating all of the “Big Five”