[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-238822-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-238822-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","phonics-instructional-guide-multiple-tiers-for-success","Phonics Instructional Guide: Multiple Tiers for Success","","A guide for teaching phonics grounded in the Science of Reading, defining phonics as spelling-sound correspondence in an alphabetic language. It explains why strong phonics instruction is explicit and systematic, emphasizing a defined scope and sequence, built-in review and repetition, and transfer of skills through controlled decodable texts and guided spelling. It outlines how instruction progresses from known to new in easy steps and how students receive both grade-level whole-group lessons and targeted small-group support. It connects phonics to decoding and language comprehension and details tiered intervention across instruction levels.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/phonics-instructional-guide-multiple-tiers-for-success/238822/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/phonics-instructional-guide-multiple-tiers-for-success/238822.png","ImageObject",300,407,{"name":42,"@type":43},"Gelato","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-09-11",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",15,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does “explicit” phonics instruction mean?","Question",{"text":63,"@type":64},"Students are taught sound-spelling correspondences directly rather than relying on discovery methods. For example, they learn how a specific sound can be spelled with a particular letter.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does “systematic” phonics instruction emphasize?",{"text":68,"@type":64},"Instruction follows a clearly defined scope and sequence and builds from easy to more complex skills. It also includes review and repetition to support mastery.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the guide describe tiered intervention for different student needs?",{"text":72,"@type":64},"It provides grade-level whole-group instruction with differentiation and modifications, along with targeted small-group support. Small groups address gaps in mastery, reinforce current skills, or accelerate progress along the phonics scope and sequence.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},238822,1789139855,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":113},19241457091524,"https://us-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","PHONICS  \nSadlier School  \nPROFESSIONAL DEVELOPMENT SERIES  \nPhonics Instructional Guide: Multiple Tiers for Success  \nWiley Blevins, EdD  \nSadlier School  \n[www.SadlierSchool.com/FPR](www.SadlierSchool.com/FPR)  \nCopyright © by illill am H . Sad lr, Inc . Al l i hgh s resereserv d .  \nTABLE OF CONTENTS  \nTeaching Phonics Based on the Science of Reading  .......................... 1  \nTier 1 Instruction  ........................................................ 4  \nTier 2 Instruction  ........................................................ 6  \nHow Does the Program Address Intervention?  ............................... 7  \nTier 3 Instruction  ........................................................ 7  \nAbout the Author  ....................................................... 9  \nReferences  ............................................................. 9  \nRelated Program  ............................................... Back Cover  \nTEACHING PHONICS BASED ON THE SCIENCE OF READING  \nCoppy ight © by Wiilllliam H . Sad l ier, Inc . Alll l r ights resereserv d .  \nTEACHING PHONICS BASED ON THE SCIENCE OF READING  \nEnglish is an alphabetic language. We have 26 letters in our alphabet. Alone and in combinations, these letters and spellings stand for the 44 sounds in English. Phonics instruction is the teaching of these spelling-sound correspondences. Learning the basic phonics skills we typically teach in Kindergarten, Grade 1, and Grade 2 gives students a tool to access, or sound out, approximately 84% of the words in English text. That’s a powerful tool!  \nStrong phonics instruction starts with a defined scope and sequence that serves as the spine for the instruction and all associated activities. This scope and sequence must be developed to progress from easier to more complex, separate the teaching of confusing letters and sounds, and contain a built-in review and repetition cycle to ensure mastery of taught skills so students can transfer them to all reading and writing demands. This application of the phonics skills to reading and writing is essential because it is in this application where the learning “sticks.” This application begins with the reading of controlled, decodable texts and dictation, or guided spelling, wherein the teacher models how to transfer a student’s growing phonics skills to writing letters, words, and sentences as well as writing about the decodable texts read to deepen comprehension.  \nThe two words most closely associated with  \nthis strong phonics instruction are explicit and systematic. Explicit means that sound-spelling correspondences are initially taught directly to students, rather than using a discovery, or implicit, method. That is, students are taught, for example, that the /s/ sound can be spelled with the letter s. A discovery method is less effective for initial teaching because it relies on students having prerequisite skills, such as sophisticated phonemic awareness, that some do not have. As a result, the implicit method can leave some students behind—either not learning the new content or facing difficulties and confusion (Adams, 1990) .  \nSadlier School Professional Development Series | Phonics Instructional Guide: Multiple Tiers for Success 1  \nTEACHING PHONICS BASED ON THE SCIENCE OF READING  \nCoppy ight © by Wiilllliam H . Sad l ier, Inc . Alll l r ights resereserv d .  \nSystematic means that the instruction builds from easy to more complex skills with built-in review and repetition to ensure mastery. There are two critical aspects of systematic phonics. First, the instruction has a clearly defined scope and sequence, rather than being random. Second, it builds from the known to the new in easy steps that make the new learning more obvious and easier to grasp. Systematic does NOT mean that all children receive the same phonics instruction on the same day atthe same time and ONLY that instruction. Students need to receive both grade-level instruction during whole-group lessons (with ","cbCaik80tSRc2NWD","https://ap.wps.com/l/cbCaik80tSRc2NWD","pdf",2284516,12,"English","# Teaching Phonics Based on the Science of Reading\n## Tier 1 Instruction\n## Tier 2 Instruction\n## How Does the Program Address Intervention?\n## Tier 3 Instruction\n## About the Author\n## References\n## Related Program","[{\"question\":\"What does “explicit” phonics instruction mean?\",\"answer\":\"Students are taught sound-spelling correspondences directly rather than relying on discovery methods. For example, they learn how a specific sound can be spelled with a particular letter.\"},{\"question\":\"What does “systematic” phonics instruction emphasize?\",\"answer\":\"Instruction follows a clearly defined scope and sequence and builds from easy to more complex skills. It also includes review and repetition to support mastery.\"},{\"question\":\"How does the guide describe tiered intervention for different student needs?\",\"answer\":\"It provides grade-level whole-group instruction with differentiation and modifications, along with targeted small-group support. Small groups address gaps in mastery, reinforce current skills, or accelerate progress along the phonics scope and sequence.\"}]","Phonics Instructional Guide: Multiple Tiers for Success | PDF"]