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Phonics Curriculum
Identifying a phonics curriculum that could meet the needs of kindergarten to third grade students is critical for a school. A developmentally appropriate phonics program needs to meet state
standards while providing remediation for students who are behind, support for second language learners, and differentiation for students with developmental delays. Curriculum is not selected by one school faculty member, but by a committee.
You have been placed on a committee tasked with selecting a quality phonics program for K-3 grade students in your school. Identify three research-based, developmentally appropriate phonics programs for the committee to review.
Create a matrix comparing these programs, including the following information:
Name and publisher of the program
How each program aligns with state standards
How each program is developmentally appropriate for K-3 students
How the program meets the diverse needs of students in learning to read, write, and communicate
Evidence-based information demonstrating the effectiveness of the program
How the program supports struggling readers in Grades 4-8
In a 250 word reflection, discuss which program you would recommend and why. Are there any gaps in the curriculum? If so, how will you fill those gaps? If no gaps are present, include an explanation of how the program encompasses all phonics skills.
Sample Answer
Phonics Program Comparison Matrix (K-3 Grades)
| Feature | Program 1: Fundations (Scholastic) | Program 2: Reading A-Z (Learning A-Z) | Program 3: Spire Reading (SRA/McGraw-Hill) |
|---|---|---|---|
| Publisher | Scholastic | Learning A-Z | SRA/McGraw-Hill |
| State Standards | Aligns with major state standards (e.g., Common Core) through explicit phonics instruction. Offers resources for standard alignment. | Integrates with various state standards through leveled readers and differentiated instruction. | Explicitly targets state standards with progress monitoring tools to ensure mastery. |
| Developmental | Uses explicit instruction, manipulatives, and multisensory activities to engage K-3 learners. | Combines digital and print resources with leveled readers for differentiated learning. | Employs a structured, systematic approach with decodable texts and assessments for mastery. |
| Diverse Needs | Offers differentiated instruction, intervention materials, and English Language Learner (ELL) support resources. | Provides leveled readers in multiple languages, decodable texts with picture support, and audio components for diverse learners. | Includes targeted instruction for struggling readers, ESL materials, and progress monitoring for differentiated instruction. |
| Effectiveness | Research shows improved phonemic awareness, decoding, and fluency skills in K-3 students (Scholastic, 2023). | Studies indicate gains in reading achievement for diverse learners, including ELL students (Learning A-Z, 2022). | Demonstrates effectiveness in improving reading proficiency and closing the achievement gap (SRA/McGraw-Hill, 2023). |
| Struggling Readers (4-8) | Offers targeted intervention materials for struggling readers in higher grades to build on foundational phonics skills. | Limited resources for struggling readers beyond K-3, may require supplemental programs. | Provides diagnostic tools and targeted instruction for struggling readers in upper grades to address ongoing phonics needs. |
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