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How will those materials be used in the future or are we moving away from them?

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It would be very powerful to have a video lesson as a resource for a Heggerty lesson that connects to print.

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Can the district or schools provide materials to create sound walls?

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At what point do you begin working with decodable texts in kindergarten/with newcomers?  Is there are certain percentage of letters/sounds that should be mastered before moving to decodable texts?

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Is there an optimal sequence of skills with the order in which to teach them in?

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I've experienced a lot of students struggling between English and Spanish words/letters because we often try to teach them together which can often confuse the students rather than help them

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I've experienced a lot of students struggling between English and Spanish words/letters because we often try to teach them together which can often confuse the students rather than help them

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Sight words are different for different grades and learners

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Sight words are different for different grades and learners

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Spanish is more complicated than that. We really need to look at how do we structure our teaching to do it in both languages.   

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Spanish is more complicated than that. We really need to look at how do we structure our teaching to do it in both languages.   

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Implementation and assessment for dual language learners. Do we have resources to implement with efficacy sounds/structures in both languages?

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Implementation and assessment for dual language learners. Do we have resources to implement with efficacy sounds/structures in both languages?

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We are saying goodbye Balanced literacy and hello Structured literacy for all students?

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I would love to learn more on how to implement structured literacy in the classroom

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I would love to learn more on how to implement structured literacy in the classroom

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I ma wondering how materials will change now that our approach seems to be changing.

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I ma wondering how materials will change now that our approach seems to be changing.

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How are we implementing structured approach and with what materials?

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Brain Research- I wonder about second language learners, does their letter box in the brain expand when they are learning a new language or do they create a second letter box?

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Brain Research- I wonder about second language learners, does their letter box in the brain expand when they are learning a new language or do they create a second letter box?

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Glad that we will have consistent phonics instruction across the board!

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We discussed having a need for a bigger block of time for integrated literacy instead of different time segments for reading, writing and phonics.

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I love decodable books and think we need more but also love leveled books to dig deep into comprehension.  I like that the rope also mentions comprehension.  We need both.

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Understanding this connects to knowing why newcomers or low language proficiency students may not have the language comprehension to meet the grade level reading expectations YET.

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For Dual Language Students this means double the needs.  Resources both in curriculum, training and staff need to be put into place. 

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For Dual Language Students this means double the needs.  Resources both in curriculum, training and staff need to be put into place. 

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The rope reinforces the benefits of integrated units so that students build language comprehension for literacy

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The rope reinforces the benefits of integrated units so that students build language comprehension for literacy

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Really brings to the surface the amount of work people who are learning more than one language at a time are doing...

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It's difficult to realize that these fields of study (especially in dual-language acquisition) are still so recent, yet the push for the resources, support, and research for how best to support our dual-language learners continues to quickly grow.

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It's difficult to realize that these fields of study (especially in dual-language acquisition) are still so recent, yet the push for the resources, support, and research for how best to support our dual-language learners continues to quickly grow.

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How reliable is the data we have on K & 1 students given that the students did not take the test every month?

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How reliable is the data we have on K & 1 students given that the students did not take the test every month?

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Does the brain research suggest that children would learn sounds before learning letter names? It seemed to be represented that way in one of the visuals and I wasn't sure if it was a coincidence or planned that way.

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I'd love to learn more about the connection between handwriting and reading.  If it's a strong connection, has the district considered any handwriting programs?

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love the orthographic mapping to create meaning

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love the orthographic mapping to create meaning

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We talked about wanting to learn more in regards to the research (brain).  Exposing teacher candidates in programs to this research in depth and ourselves as well.  

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We talked about wanting to learn more in regards to the research (brain).  Exposing teacher candidates in programs to this research in depth and ourselves as well.  

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bilingual students are taught to use the images when developing language...  Now we get why...  

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bilingual students are taught to use the images when developing language...  Now we get why...  

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I wonder what percentage of the the DL students are strong readers in Spanish/Polish but not in English?

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I don't think we can have adequate data based on Istation.  

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I don't think we can have adequate data based on Istation.  

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 Will interventions in K & 1 change in our district?

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 Will interventions in K & 1 change in our district?

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After additional 1 on 1 assessments last year, I'm not sure I trust the iStation data! Looking forward to trying new things this year...

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All of this shows how crucial early literacy is. So excited our district is headed down this path.

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Support in K & 1 is even more crucial if new data shows that students who struggle by end of 1st grade will always struggle as a reader.

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Support in K & 1 is even more crucial if new data shows that students who struggle by end of 1st grade will always struggle as a reader.

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I was thinking adding a skills checklist to the F&P folders would be very helpful from year to year.

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Focused skills and targets will allow to us fill up the holes in our instruction from the past two years.  

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Focused skills and targets will allow to us fill up the holes in our instruction from the past two years.  

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We know there are skills lacking so now we can figure out how to fill those gaps.

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I don't know how much I trust the data from iStation... But I do think there is a lot of room for improvement with our literacy instruction \

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Because we want to give ALL of our students the opportunity to succeed despite their challenges. 

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Because we want to give ALL of our students the opportunity to succeed despite their challenges. 

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How does last year's data compare to previous years?

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How does last year's data compare to previous years?

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Phonemic awareness seems to be the most difficult for students. I would like to target these skills to mastery level 

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Phonemic awareness seems to be the most difficult for students. I would like to target these skills to mastery level 

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We can't leave good reading skills up to chance- they must be systematically taught.  And it is critical that this happens in K/1.

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We can't leave good reading skills up to chance- they must be systematically taught.  And it is critical that this happens in K/1.

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What kind of intervention is provided for the students who are not reading at-level, or who are even a few grade levels behind in their reading?

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SO as we look at early literacy do we have checklists that go back to 2-3 year old skills?- think beginning ELS students

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SO as we look at early literacy do we have checklists that go back to 2-3 year old skills?- think beginning ELS students

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Excited for this journey.

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I'm thinking of some opportunities for grade level teams to create some formative assessments using checklists that follow the foundational skill progression.

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All of the quotes/data really show just how important the early literacy skills are. It makes me sad to think about the large percentage of students who are already below average in first grade. :(. We have a lot of work to do

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To know what skills are missing / what to start with 

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To know what skills are missing / what to start with 

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ISBE said not to focus on previous grade level standards. Will there be any kind of academic launch in the curriculum scope and sequence?