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PreSet - Gail and Jeannie have ready for ctm.

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PreSet - Gail and Jeannie have ready for ctm.

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PreSet - Gail and Jeannie have ready for ctm.

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PreSet - Gail and Jeannie have ready for ctm.

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PreSet - Gail and Jeannie have ready for ctm.

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PreSet - Gail and Jeannie have ready for ctm.

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IDOE Dyslexia Toolkit-Science of Reading Documents

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IDOE Dyslexia Toolkit-Science of Reading Documents

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https://www.in.gov/doe/students/indiana-academic-standards/literacy/dyslexia/

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An official website of the Indiana State Government

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What is the science of reading?

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

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Being a proficient reader has an impact on a student's entire education. Teaching students to read is the work of educators. While some educators are well-equipped to take on such a significant task, others wish they were better prepared and supported to make an impact that could change a child's life. IMSE makes it easy for teachers to access and understand the core principles of Structured Literacy and the Science of Reading (SoR) through their professional development trainings and programs. IMSE programs are delivered by experienced teachers, all with a master's degree, who know how to ensure that teachers feel knowledgeable and supported in their ability to teach literacy.

Notably, over the past years, the Science of Reading has compiled information that holds important implications for empowering teachers with the knowledge to help students succeed in reading. In addition, intervention research estimates that the use of evidence-based prevention and intervention approaches in literacy, such as what IMSE offers, could decrease the number of below-level readers from 30% to 5%.

The Science of Reading: What it is

The Science of Reading is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more. The Science of Reading has evolved from a wide span of research designs, experimental methods, participants, and statistical analyses. This conclusive, empirically supported research provides us with the information we need to gain a deeper understanding of how we learn to read, what skills are involved, how they work together, and which parts of the brain are responsible for reading development. From this research, we can identify an evidence-based best practice approach for teaching foundational literacy skills called Structured Literacy.

David Kilpatrick stated, "We teach reading in different ways; they [students] learn to read proficiently in only one way." The Science of Reading (SoR) has demystified any wonder of how we learn to read and offers evidence backed by science to confirm that there is one right way to teach reading. In addition to this, the SoR provides vital information to drive IMSE's approach to instruction and to reach all learners.

The Science of Reading: What we know

The SoR helps us to understand the cognitive processes that are essential for reading proficiency. It describes the development of reading skills for both typical and atypical readers.

The SoR has debunked various methods used over the years to teach reading that were not based on scientific evidence.

Most reading difficulties can be prevented in young, at-risk students. In other grades, studies have demonstrated the effectiveness of intensive phonemic awareness training, intensive phonic decoding training, and opportunities for repeated practice with reading controlled text. Intervention in these skills leads to efficient orthographic mapping and the highest degree of success.

Teaching whole word memorization is limited, and learning phonics empowers students with an exponential effect.
If a child memorizes ten words, then the child can read ten words. But, if the child can learn the sounds of ten letters, the child can read...

350 three-sound words

4,320 four-sound words

21,650 five-sound words

Reading development can be divided into three stages:

Letters and sounds: Letter-sound knowledge is essential for both phonic decoding and sight-word learning.

Phonic decoding: Early phonological awareness skills enable the development of letter-sound knowledge and should be targeted for direct instruction through first grade. Advanced phonological awareness skills should continue to be assessed and practiced through third grade to ensure that a solid orthographic lexicon is established.

Orthographic mapping: Understanding orthographic mapping allows for teachers to support students who struggle to read. Orthographic mapping is the process that occurs when unfamiliar words become automatic sight words. The research on orthographic mapping explains how students develop this vast sight word bank for accurate and automatic word retrieval and also why students with reading problems struggle to develop this skill.

Phonics and phonemic manipulation must be proficient to allow for students to build a sight word bank or orthographic lexicon. To support this, students need sufficient practice and review in decoding and encoding, knowledge and application of concept skills, and exposure to decodable text.

Comprehension is the ultimate goal for reading. It is driven by two broad skill sets that are identified in the Simple View of Reading (SVoR).

The Simple View of Reading (SVoR) is further detailed in Scarborough's Reading Rope, which highlights the essential components of reading.

Phonics is an important component in early, effective literacy-based instruction.

Learning to spell is far more complex than just memorizing words. Encoding (spelling) is a developmental process that impacts fluency, writing, pronunciation, and vocabulary.

Most teachers have received little knowledge about language structures that are used in reading, speaking, and writing. The SoR has compounded information but has yet to make it into the professional development of all teachers.

Students with reading difficulties present on a continuum of severity and require highly skilled teachers who have the knowledge and expertise to provide intervention based on the SoR.

The findings of the SoR translate into practices called Structured Literacy™. Structured Literacy is an approach to teach reading that is based on the Science of Reading.

Structured Literacy: How we teach

Through Structured Literacy (SL), teachers implement methods that are appropriate for all students and particularly necessary for students with learning differences.

Orton-Gillingham is an evidence-based SL approach that uses research from the SoR and incorporates recommended multi-sensory instructional techniques. SL supports instruction that is explicit, sequential, systematic, prescriptive, diagnostic, and cumulative.

Instruction is assessment-driven. The diagnostic aspect of SL requires continued progress monitoring to measure outcomes and guide differentiation.

Students are provided repeated opportunities with decodable text that have ample representations of the phonetic elements for code-emphasis.

Through regular dictation of words and sentences containing the phonetic concept, students become skilled in spelling words within and outside of the text.

Structured Literacy: What we teach

The SoR identifies five essential components that make up the Simple View of Reading. Structured Literacy incorporates all five:

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Students who have difficulty decoding need a focus on phoneme-grapheme and blending automaticity for both real and nonsense words. Teachers are skilled at differentiating instruction based on assessment results.

Orthography helps students to understand why words are spelled the way they are spelled. Students learn to identify the overlapping features of words including word origin, phoneme-grapheme correspondence, position constraints, and patterns and conventions. This helps them to acquire the alphabetic principle.

Phonemic awareness is emphasized as a necessary pre-reading skill and teachers recognize and target the sequence of skills to build phonological awareness from early to advanced skill levels.

Regular words are taught according to phonetic patterns and irregular words are analyzed for their irregularities. When proficient readers encounter new words, they phonemically analyze the word for the regular grapheme-phoneme patterns and are able to identify the irregular element(s) with ease. Teaching weak readers to activate this process allows them to align the letters to the phonemes in their memory.

Morphology is the study of meaningful units within words. Students are able to expand their vocabulary when they are directly exposed to the study of root words, prefixes, and suffixes.

The Science of Reading has proven that a Structured Literacy approach is a necessary foundation for reading success. As teachers, we make a commitment to continue our education to support the learning of every student. IMSE's Orton-Gillingham training and programs make it possible for teachers to integrate evidence-based and research-based reading instruction and intervention strategies into Multi-Tiered Systems of Support (MTSS) to empower all students in every classroom.

Sign up for our LIVE virtual Orton-Gillingham training! We are now offering half-day, evening, and weekend options to best fit your schedule.

To learn more about the Science of Reading and Structured Literacy, check out the following great reads:

IMSE's approach allows teachers to incorporate the five components essential to an effective reading program into their daily lessons: phonemic awareness, phonics, vocabulary, fluency, and comprehension.

The approach is based on the Orton-Gillingham methodology and focuses on explicit, direct instruction that is sequential, structured, and multi-sensory.

It is IMSE's mission that all children must have the ability to read to fully realize their potential. We are committed to providing teachers with the knowledge and tools to deliver proven literacy education to students of all ages and abilities.

About The Author

Dr. Kirstina Ordetx is a Level 4 Master Instructor with The Institute for Multi-Sensory Education (IMSE). She holds a doctorate in Counseling Psychology with a concentration in pediatric neurology. Dr. Ordetx is an educational specialist with over 25 years of clinical experience, research, and consultation. She is a certified Structured Literacy Dyslexia Interventionist through the Center for Effective Reading Instruction, a Certified Nutrition and Wellness Consultant, Executive Functions Coach, and a registered Licensed Mental Health Intern. Dr. Ordetx has published two books that compile her research and practice in Theory of Mind. She has served on accreditation committees for the Florida Council of Independent Schools, is a university adjunct professor in developmental and child psychology, and presents at various national and international conferences. Dr. Ordetx is head of school for a private academy in Lakewood Ranch, Florida specializing in the multi-sensory education of students who have language and learning-based differences. She is the Executive Director of the Pinnacle Pediatric Therapy Group, a multi-disciplinary, pediatric therapy clinic.
Please connect with us on Facebook, Twitter, and Pinterest to get tips and tricks from your peers and us. Read the IMSE Journal to hear success stories from other schools and districts, and be sure to read the OG Weekly email series for refreshers and tips.

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Being a proficient reader has an impact on a student's entire education. Teaching students to read is the work of educators. While some educators are well-equipped to take on such a significant task, others wish they were better prepared and supported to make an impact that could change a child's life.

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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education.

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Teaching reading fluency-Tim Rasinski-Reading Solutions UK

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Teaching reading fluency-Tim Rasinski-Reading Solutions UK

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Teaching reading fluency - Tim Rasinski - IRC22

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Tim Rasinski on fluency and equity in reading instruction-NWEA

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Tim Rasinski on fluency and equity in reading instruction-NWEA

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NWEA is excited to welcome award-winning reading instruction professor Timothy Rasinski, as well as our esteemed literacy experts Lynne Kulich and Cindy Jiban, for a live webinar examining the relationships between oral reading fluency, access to grade-level texts, and equity. Dr. Rasinski centered his research on oral fluency and is now one of the nation's leading experts on this foundational reading skill. A critically acclaimed author and scholar, he was even inducted into the Reading Hall of Fame in 2010.
You began your career as a classroom teacher outside Omaha, Nebraska. How did you make the transition into research and scholarship?
I connected with him to learn more about his research and what's on tap for the November 19 webinar, "Fluency and equity: Helping all kids access grade-level text." His responses have been edited for length and clarity.
What was it about oral fluency that captured your attention?
I was teaching and working on my master's degree at the time, at the University of Nebraska. I had a professor who looked at one of the papers I had submitted and called me into his office and said, "Did you ever think about getting a doctorate?" And my answer was no. I didn't think I had it in me. He was very complimentary and said, "You've got to look into that." It really illustrates the influence and power of a teacher. Whether it's a teacher working with a child or a 28-year-old graduate student, teachers can influence the future.

I was an intervention teacher working with struggling readers on word recognition, phonics, vocabulary, and comprehension. I couldn't seem to budge many of them off the dime. They could decode words, they had good vocabularies, and when I read to them, they understood. So what was causing these students difficulties in their reading?

It just so happened that I was working on my master's degree and profs had us reading articles on reading fluency. I don't think I even knew what fluency was, but suddenly it began to make sense to me. I began to apply some of the fluency methods I was learning about and, all of a sudden, some of them took off. It was really pretty dramatic.
After years of research and study, how have you come to define oral reading fluency?
At that time, I'm talking about the late '70s, early '80s, there really weren't a lot of people doing a lot of research into reading fluency. So it was a really good chance for me to get into something I wanted to learn more about and do the actual research myself.

There are two main components. One is this thing called automatic word recognition, the ability to recognize words so effortlessly that you put minimal effort into word decoding. And what that means is we can devote most of our mental effort to the more important tasks in reading, which involve comprehension.

I was an intervention teacher working with struggling readers [and] couldn't seem to budge many of them off the dime. [...] I began to apply some of the fluency methods I was learning about and, all of a sudden, some of them took off. It was really pretty dramatic.

You and I, we're the best examples of automatic word recognition. When we read, hardly ever do we have to stop and sound out a word or examine a word or think about the meaning of a word. They're just automatically recognized. I have often used this saying when speaking about fluency: "The goal of phonics instruction is to get kids not to use phonics." We don't use phonics when we read, hardly ever, just when we come to a word we haven't seen before.
For this webinar, you'll join NWEA literacy experts to discuss a growing shift in the literacy landscape: The push to help struggling readers level up by focusing on fluency and scaffolding instruction so these kids have access to rich, relevant, grade-level texts as soon as possible. In your view, why is access to grade-level texts so imperative?
So that's one part of it, but there's this other part to fluency. It's this thing called prosody, or expression. Linguists call prosody the melody of language. In terms of reading, we're talking about the ability to read with expression, to raise and lower your voice, to speed up and slow down, to have dramatic pauses, all these things that make reading sound like natural language.
With so much at stake, could this also be seen as an equity issue?
If students are having difficulty reading material at their own grade level, they're going to miss out on a lot of content, whether it's social studies, science, or mathematics. And we know that much of comprehension depends upon knowledge. If you can't read the material that builds your knowledge, then when you get into that material, you're going to have trouble understanding it because you won't have the background knowledge to support it. So it just becomes this whole snowball effect where one thing leads to another and, all of a sudden, children are significantly behind and unmotivated and we run the risk of losing them.
So much of making these changes to support early readers also depends on having a reliable way to measure where students are in their learning and monitor their progress. What tools or resources do you suggest?
Yes. The whole notion of equity simply means we want kids to be able to reach their full potential. If you're a fifth-grader reading third-grade material or a third-grader reading second-grade material, you're behind your classmates. You're behind the expectations. And unless we can find ways to accelerate those kids' reading achievement, they will be permanently struggling in their academic achievement.

A lot of it is just observation. If you're looking at a kid who's not a fluent reader and really behind in their reading development, you can simply listen to them read for a minute or two and tell they're having trouble. That word-by-word reading and monotone, lack of expression, lack of enthusiasm are easy to spot as students read orally. But what we also need is a good metric to measure levels of fluency.

I have often used this saying when speaking about fluency: 'The goal of phonics instruction is to get kids not to use phonics.'

A very popular way of measuring the automaticity component of fluency is by reading rate, so how fast kids read in a minute's time. And it's not a bad measure, to be honest with you. But the problem becomes when we flip it, when we turn this assessment into an instructional method. By that what I mean is, "Well, we measure fluency by speed of reading. Okay, then let's encourage kids to read fast." It is very understandable why well-meaning teachers and well-meaning school administrators emphasize, "Let's get our kids to read faster to increase their reading rate and fluency score. Let's spend 10 or 15 minutes of every day and try to read a passage faster than the day before."

What happens is kids do read faster, of course, but you don't always see improvement in real fluency and comprehension. I want kids to become fast readers, but I want them to become fast the way you and I became fast. We just read a lot. I don't ever remember a teacher getting out a stopwatch and saying to me, "Let's beat yesterday's time." We just read a lot. We developed automaticity and with automaticity, speed just came along.

That's where NWEA has come up with some pretty good approaches for actually getting a handle on where kids are with fluency. The importance of actually having a measure is that you can identify where kids are at and then come back four weeks later to see if they've made any progress. If they are making progress, keep doing what you're doing; but if they're not, try something else. It's important to have a good, reliable, and valid measure of fluency, even though we can easily observe kids to know whether or not fluency is a problem.
In the webinar, you and our panel will detail specific practices teachers can implement to improve fluency and help kids access grade-level texts. But as Cindy Jiban wrote in a recent blog post for Teach. Learn. Grow., reading is really a team sport, with parents and caregivers doing work at home as well. What should educators recommend to families to keep their kids moving forward?

The whole notion of equity simply means we want kids to be able to reach their full potential.

Finally, it's not every day I get the chance to talk with someone in the Reading Hall of Fame. So I have to ask: When you get a chance to read for fun, what types of books do you enjoy?
Probably the easiest thing is simply listening to their children read and being very supportive and encouraging.

I have, along with my colleague Nancy Padak, developed a program called Fast Start. It's basically about using a short text, like a nursery rhyme or a poem, and we ask teachers or parents to go through this little routine where the adult will read the poem to the child once or twice and then invite the child to read with them once or twice. Then, finally, they'll invite the child to perform it, to read it out loud to the adult. We have a little mantra: "Read to, read with, listen to your child read." The child's reading performance is then followed by a brief word study of some of the words from the poem.
To hear more, register for "Fluency and equity: Helping all kids access grade-level text." If you're unable to attend the live event, register to receive a link to the recording.
What we can do as teachers, as educators, is provide that encouragement, that support, for families so they feel comfortable doing that with their children.

Oh, boy. I hate to say it, but a lot of it is just academic stuff. I read journals and articles. I do like historical fiction and biographies. David McCullough, the professor who writes a lot of biographies of history, and Doris Kearns Goodwin. A lot of that stuff.

It's interesting because if you look at my family, we're all different. My wife likes fiction. My son likes science fiction. We run the whole gamut, and of course it's all good. It proves we need to provide children with a wide range of material so they can find that sweet spot for themselves.

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Timothy Rasinski on fluency and equity in reading instruction - Teach. Learn. Grow.

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NWEA is excited to welcome award-winning reading instruction professor Timothy Rasinski, as well as our esteemed literacy experts Lynne Kulich and Cindy Jiban, for a live webinar examining the relationships between oral reading fluency, access to grade-level texts, and equity.

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Amplify-The Importance of fluency instruction: Tim Rasinski

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Amplify-The Importance of fluency instruction: Tim Rasinski

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Susan and Tim Rasinski, author of The Megabook of Fluency: Strategies and Texts to Engage All Readers, discuss his work at the reading clinic at Kent State University, the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and automaticity. He stresses the importance of fluency and finding ways to be artful while teaching reading.
Quotes:
"Fluency is the bridge and we can't ignore it."
"Speed is the consequence of automaticity-automaticity is not the consequence of speed."
Resources:
The Megabook of Fluency: Strategies and Texts to Engage All Readers by Tim Rasinski
Why Reading Should be Hot! by Tim Rasinski
Email: trasinsk@kent.edu
Website with articles and blog: timrasinski.com
Twitter: @trasinski1
Kent State Reading Clinic
Additional resources:
Fluency: The Neglected Reading Goal by Richard Allington
After Decoding: What? by Carol Chomsky
The Method of Repeated Readings by Dr. S. Jay Samuels
Jean Chall's Stages of Reading Development
Tim Shanahan interview on The Science of Reading

Want to discuss the episode? Join our Facebook group Science of Reading: The Community.

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s1-04. the importance of fluency instruction: tim rasinski

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‎Science of Reading: The Podcast: S1-04. The importance of fluency instruction: Tim Rasinski on Apple Podcasts

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Susan and Tim Rasinski, author of The Megabook of Fluency: Strategies and Texts to Engage All Readers, discuss his work at the reading clinic at Kent State University, the aspects of good fluency instruction, what constitutes fluency, and how reading speed is correlated to word recognition and autom...

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Teacher question Shanahan's response: : I keep hearing that teachers don't know the science of reading. But all the teachers that I talk to say that they teach phonics. What's really going on?
I suspect that both the critics and the teachers are telling you the truth.

Unfortunately, we don't have a national education inspectorate that monitors classroom trends in the U.S. We all guess what may be happening based on our own narrow experiences. That means you could visit classrooms in your community, and I could in mine, and we might see very different patterns of teaching

But there is more to it than that kind of variation.

However, before we go there, we need to clarify one important point: The "science of reading" includes more than phonics and phonological awareness.

Phonics is certainly an important part of the science of reading, but it's not the whole thing.

Any real "science of reading" would include all the methods or approaches that have been found, through research, to give kids a learning advantage in reading.

That means oral reading fluency instruction should be part of the science of reading. And, vocabulary and morphology teaching, too. There are also a number of instructional approaches that have been found to boost reading comprehension by teaching thinking strategies or enhancing written language performance (e.g., cohesion, sentence combining/reducing). And, guiding kids to write about text is scientific, as well.

Any science of reading would concern itself with the amount of reading instruction provided and there are quality factors that need to be included. For instance, kids learn more when teachers provide clear purposes for the lessons, when there is plenty of interaction among teachers and students, and when teachers explain themselves clearly. Those are just examples, of course; there is even more.

But, with that said, back to your original question.

A reason for the seeming discrepancies in what you're hearing about teaching has to do with the lack of precision in how we talk about these things. What is phonics instruction and what is a sufficient amount of phonics teaching? How many minutes a day do your teachers teach phonics?

Most primary teachers when asked if they teach phonics are, in my experience, likely to say, "Yes." However, when I visit some of those classrooms, what they mean by phonics is pretty pale and thin; often no more than marking up a worksheet. Bloodless teaching not likely to help kids to figure out the decoding system.

When teaching the simple sound-symbol correspondences, teachers should make sure the kids can hear those sounds and distinguish them from other sounds; they should make sure kids can recognize these letters within words; they should make sure the kids can sound out unknown words or even nonsense words using those correspondences; and they should be able to read and write words with those elements, too.

Showing kids a spelling pattern and its pronunciation is a necessary step, but it's not sufficient, if the goal is enabling kids to read and spell. Phonics teaching should provide opportunities to decode and spell words, to sort words, to recognize misspellings, and to gain proficiency in using all this information.

Although the numbers of phonics skills to be taught is usually pretty limited, the amount of phonics instruction kids should be receiving is considerable. Experts usually recommend 20-30 minutes or so of daily phonics instruction in grades K-2 (in other words, about 200 hours of such teaching). That means there is a need for thoroughness and depth; we want mastery, not familiarization.

The teacher who I mentioned earlier, the one who may be doing no more than having kids mark up the daily phonics worksheet, can honestly say she is "teaching phonics," since those lessons are being dispensed.

But she, if probed, may also honestly admit that she knows nothing of the science of reading (in this case, the nature of the orthographic-phonemic aspects of the English language and the research on effective decoding instruction).

She may even complain, again quite rightly, that she received inadequate preparation at her local university. Her reading class was instructed by someone who thought guessing the words based on the pictures or on context were good ways of reading words (they are not; good readers don't do it that way), or perhaps they had a philosophy that scorned the value of explicit phonics instruction, despite the research.

And, the parents?

Those who see their children guessing words and struggling to read, grumble about the injustice of it all. They want more phonics. And, the reading community is as frustrated with those parents as the parents are with them.

Many reading professors simply can't understand why these moms and dads demand phonics so vociferously when there are other aspects of reading science that are important.

The parents can't understand why their kids' teachers don't know how to teach decoding and providing terrific classroom libraries and free time to read really don't help those kids who simply can't read the words. (And, telling them to look at the pictures and guess borders on cruelty).

Now multiply this through the entire system. What I just described about phonics may be true in Mrs. Jones' first-grade class, but not in Mrs. Smith's down the hall. It might describe phonics instruction in one school, while in others it is the fluency, or vocabulary, or comprehension instruction that is so strenuously grounded in an ignorance of the knowledge of a science of reading.
See comments here >
We need a substantial commitment to all those things found to benefit kids learning - not just to the ones we may like best.

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What Is the Science of Reading? | Reading Rockets

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Teacher question: I keep hearing that teachers don't know the science of reading. But all the teachers that I talk to say that they teach phonics. What's really going on? Shanahan's response: I suspect that both the critics and the teachers are telling you the truth.

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https://docs.google.com/document/d/12SzGdscCb6MMfB0JrNx7ZLwYW_yB5LjfsSy_4lV-SzA/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Blend It Book Decodables
Start Right Readers
HMH Word Study Studio
Printable Diagnostic Screening and Assessment
Teaching Pal/myBook
Essential Questions-making connections to the text
Vocabulary Routines
Display and Engage
Anchor Charts-graphic organizers
Read Aloud Book Stiks
Learning Slides
Read and Respond Journals

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Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.

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https://www.bcscschools.org/site/handlers/filedownload.ashx?moduleinstanceid=872&dataid=12783&FileName=Bartholomew%20Strategic%20Plan%209-21-2022.pdf

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decode words, letter names and sounds, blend, 

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decode words, letter names and sounds, blend, 

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oral language, phonological awareness, phonics, vocabulary, fluency (and then comes comprehension)

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how you read aloud is how you read in your head

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how you read aloud is how you read in your head

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Working Definition:  Use from IDOE add decodable text

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Working Definition:  Use from IDOE add decodable text

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COMPREHENSION

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Oral Reading Fluency
Map Growth: Nonfiction/Literature
Progress Monitoring for ORF
Skills checklist

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Printable Diagnostic Screening and Assessments
Guided Reading Benchmark Assessment Kit
Weekly and Module Assessments
Selection Test

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IREAD3
IREAD3 2nd grade opt-in
ILEARN 3-6

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Weekly
Module
Screening Assessments

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Use of Assessments-Weekly or Module
HMH Diagnostic Screening and Assessments
Teaching Pal/myBook

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Phonemic Awareness
Phonic Routines

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Phonological Awareness
Phonics
Fluency
Vocab
Comprehension

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Foundational
Skill Plans
Quizes

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All students have access to learn, grow, and demonstrate success with HMH Into Reading.--District wide

Staff will be able to remove barriers and provide options for student learning through the Universal Design for Learning (UDL) framework.

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Attract and Retain a Diverse, High Quality Staff

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Attract and Retain a Diverse, High Quality Staff

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If staff know what to use and how to use then we will retain staff.

Feel a sense of belonging with your team as you are all working together

Staff engaged and have a sense of self-efficacy in the work of the district.

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Creating Defined Routines for Reading Instruction

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Creating Defined Routines for Reading Instruction

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Creating an environment where students can grow from where they are in reading.

Model fluent reading and give opportunities for students to productively struggle with reading orally and independently reading.

Create an environment where collaborative discussion is a critical part of the reading block

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April 6th PD
Summer conference-new teachers
Building level Power-ups
Monday Notes: One highlighted tool for Reading Fluency that principals/teachers can use
Screencast of Tidbit for a staff meeting on a Reading Strategy or component
PD Days: Curriculum document (already started)on what components can be used and learned
Leadership Series: around district routines and strategies
Having SMART Goal and Big Rocks for the beginning of the year to discuss with staff.
Must Do /May Do list
Must Use/May Use list

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Administrators-Need to know the plan to be able to communicate to their staff
Coaches-Understand the plan and resources so they can help implement the plan
UDL Facilitators-Understand the plan and resources so they can help implement the plan
Teachers- Understand the plan and resources so they can help implement the plan. What resources are working? Where can things be added?

Must Do/May Do in a reading block
Must Do/May Do routines

Need voices to ask clarifying questions on the plan

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How and not the what

Wonders:

grades 2-6 will give at least 1 module assessment per nine weeks

Grades 2-6 will give at least 2 weekly assessments

other like guidance