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Japanese Team Collaborative Coaching Sessions

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Japanese Team Collaborative Coaching Sessions

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Session #1

Session #2

Editable conferring template

Running record v-> m/s

Session #3

Conferring questions

Guided groups

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Session #1

Session #2

Session #3

KG Recording Doc

EKC Community Phonics lesson planning templates

UFLI planning templates

UFLI slides lessons 1-34

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Session #1

Grade 1 resource folder

Session #2

PM monitor sheet

PM monitor doc

General phonics skills doc

Session #3

WS focused small group planner

Whole group phonics planner

decodable word lists

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Session #1

Session #2

Editable conferring template

Heart word instruction video

UFLI resources for heart words

Printable cards

109 Power words (STB)

Session #3

UFLI routine

STB routine

Phonics check in template

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Leadership session

Our Sandbox

Curriculum Evaluation Tool

Language Scope and Sequence

Language Guiding Statements

Language Policy

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Jenniffer Seravallo demonstration video

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Session #1

Unit planning doc

Session #2

G3 shared folder

conferring - coaching readers

Session #3

Cold read with questions

Opinion/debate articles

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Reading Program Document

Our Sandbox

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How do we foster a love of reading for all our students?

Education of parents about how to make reading not a chore? Choices of afterschool care?

How can we tailor a joyful experience for the whole community?

Got

A phenomenal comprehension of stories during read alouds

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Erika Olson

erika.olson@gmail.com

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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https://erinkentconsulting.com/community

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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About the Community | Erin Kent Consulting (EKC)

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A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

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Analyzing sentence and text structure, writing about reading. Tips for connecting reading and writing to enhance both.

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From Shifting the Balance

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3-5 Download_Template for Planning Interactive Text Experience.pdf

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You can use this resource, or your students can use this resource to learn more about the etymology of words.

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Session #1

Planning a unit doc

Grade 4 resource folder

Examples of inferencing

Session #2

Example of cold read questions

Session #3

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The newest addition to Scholastic's "Science of Reading" collection is an early literacy handbook written by a teacher for teachers. This book is about decoding and phonics. Lindsey uses her impeccable body of research to create a powerful translational work interpreting reading science. She employs a scaffolded approach to teaching foundational skills, starting with decoding and oral language, moving through phonemic awareness and sound-spelling knowledge, and ending with fluency. Of particular value is the focus on bridging to practice: activities and lessons presented here can be used immediately in the classroom. The book is predicated on the "Essential Instructional Swap" of substituting ineffective activities for more effective, evidence-based routines. For example, "Fewer Rhymes, More Phonemes" and "Less Pointing to Text in Predictable Books, More Engaging in Shared Reading." The depth of research backing this text cannot be overstated. Lindsey refers to the findings of meta-analyses throughout, and the book sports a beefy and current reference section. VERDICT This title can be used as a handbook for professional educators; its clear organization and focused language will be useful for early literacy teachers.-Jennifer Townesα(c) Copyright 2011. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

" Reading Above the Fray is a wonderful resource, a book I read from cover to cover. The scholarship is impeccable, citing the central and most impactful studies surrounding foundational skills and their importance to reading acquisition. Authored by a passionate educator, the book is rich in stories, lessons, activities, and ideas. It is a joy to read and will become a well-worn guide for teachers and students of reading!"Book Smart: How to , Julia masterfully connects the deep research base on how kids learn to read to what teachers can do tomorrow in their classrooms. What I love even more about the book is her focus on the joy of helping students develop the tools they need to achieve reading success."

- ANNE E. CUNNINGHAM, Professor, Learning Sciences and Human Development, University of California, Berkeley; author of Develop and Support Successful, Motivated Readers Letter Lessons and First Words: Phonics Foundations That Work

"This book speaks to something near and dear to my heart-the power of early literacy to lead to lifelong learning and immeasurable opportunities. With clarity and precision, Dr. Lindsey cuts through the distracting noise around reading instruction. Her book should be required reading in preservice and inservice programs. With it, we can chart a course forward to literacy for all."

- SHARIF EL-MEKKI, Chief Executive Officer, Center for Black Educator Development

"One of the best books I've read on decoding and phonics. With passion for teaching, Dr. Lindsey interprets reading science in ways that are directly transferable to the classroom. Her book is chock full of techniques, activities, and strategies-a veritable 'go-to' resource. This is exactly the kind of translational work the field needs!"

- SUSANNE NOBLES, Chief Academic Officer, ReadWorks

"Accessible, timely, and easy to use, this is a book that needed to be written for teachers, literacy coaches, and school administrators looking to develop efficient and effective literacy instruction. Dr. Lindsey simplifies the complexities of foundational skills instruction, synthesizes research by bridging it to practice, and provides routines that can be implemented the very next day. I predict it will become a primary resource that educators return to time and again."

- REBECCA MILES, Early Literacy Consultant and Coach Coordinator, Berrien Regional Educational Service Agency

"If you think a professional book about decoding and foundational skills can't be engaging, think again! Dr. Lindsey artfully combines wit, wisdom, and classroom realism with evidence-based routines that we can implement immediately. Most important, she centers each chapter on children, calling us to value and build upon the strengths, perspectives, and cultural assets they bring. This book is a win for educators and, by extension, the children and families they serve!"

- ANNIE PETROZZELLI SPEAR, Literacy Specialist, Consultant, and Author

"Elementary teachers have been waiting for this one! Dr. Lindsey explains not only the 'why' behind the essential elements of decoding, but also provides explicit guidance and routines to help any teacher swap out ineffective practices for more effective and efficient research-based ones. She makes it easy to align instruction to reading science
and teach 'above the fray.'"

- KATHARINE NOONAN, English Language Arts Instructional Coach, District of Columbia Public Schools
- HEIDI ANNE MESMER, Professor of Literacy Education, Virginia Tech; author of Reading Above the Fray

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Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice)

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Julia Lindsey's evidence-backed routines help young readers decode words efficiently so they can spend more energy on comprehending--and enjoying--what they read! You'll find:1. need-to-know essentials of how kids learn to read.2. principles of high-quality foundational skills instruction.3. teac...

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A series of read alouds with free downloadable activities for studying words.

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A bit of advice from the EKC community

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From Shifting the Balance

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Multi-Year Morphology Plan Example - The Six Shifts    .pdf

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Decodable passages with boxes for pictures are at the bottom of the page.

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following:

phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme,

labels for the sound wall displays, including the place and manner of articulation for consonants, and

grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

We have also provided printable version of the Individual Sound wall charts. You may choose to glue them into a file folder for each student or print them front/back to laminate. These may also be enlarged and printed as posters if your classroom space does not allow for the full UFLI Sound Wall displays.
Individual Sound Wall: Consonants Individual Sound Wall: Vowels

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Printable Resources | UF Literacy Institute

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following: phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme, labels for the sound wall displays, including the place and manner of articulation for consonants, and grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

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UFLI Passages
The Measured Mom-Fiction  Nonfiction
Core Knowledge Student Readers
Beyond Decodables
Speld Phonic Books
Open Source Phonics (Passages)
Flyleaf Publishing
Starfall

Other decodable books to purchase

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Suggested Phonics Scope and Sequence KG-G2 (UFLI).pdf

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k-2 Coaching Readers- Prompts & Questions

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Conferring Cheat Sheet (language comprehension)

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Conferring Cheat Sheet (language comprehension)

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The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual “Equipped for Reading Success” by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with […]

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UFLI Foundations: Progress Monitoring and Differentiation

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Whole Group vs Small Group Phonics Discussion

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Whole Group vs Small Group Phonics Discussion

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Small Group Phonics in the Classroom – Good Idea or Not? | Shanahan on Literacy

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This blog explores whether it makes sense to differentiate phonics instruction so students can be taught at their levels. The research does not support the idea.

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Podcast: Jennifer Seravallo & Wiley Blevins

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Podcast: Jennifer Seravallo & Wiley Blevins

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What's important for phonics instruction? Whole class? Small group? What does responsive phonics teaching look like?

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Listening to Jennifer Serravallo in Conversation with Wiley Blevins | Everand

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Blog - Make Phonics and Word Study MEANING-full

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Blog - Make Phonics and Word Study MEANING-full

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10 EASY Ways to Embed More Meaning Into Decoding Instruction

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This blog post addresses the importance of systematic and explicit phonics instruction, emphasizing the need for lessons to move from simpler to more complex sounds and to provide high-volume practice for students. While phonics instruction is crucial, the post criticizes a common trend where lessons focus solely on decoding without integrating meaning-making activities. It argues that decoding skills should not overshadow comprehension and vocabulary development. The post offers ten practical strategies to incorporate meaning into phonics lessons, emphasizing the significance of connecting decoding practice with understanding word meanings. Additionally, it introduces the concept of “Magic Words” blending lines to integrate meaning into phonics instruction. The post concludes by cautioning against overemphasizing phonics at the expense of comprehension, advocating for a balanced approach that integrates decoding practice with meaningful engagement with texts.

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Supporting MLLs with Shifts in Reading Instruction

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Supporting MLLs with Shifts in Reading Instruction

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ELC+ Conversational Framework for Working with Kids (supporting LC)

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ELC+ Conversational Framework for Working with Kids (supporting LC)

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Here are some favorite websites for finding grade level texts connected to classroom learning:

ReadWorks

Dirigible balloon (poetry)

Wonderopolis

Commonlit

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Want- set up personal dictionaries with 'heart words' : come up with a system to make it easy for students to access.

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Puxi 2019-20 SAS Essential Literacy Agreements (2)

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EY literacy phases with Common Core 'look fors'

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Support in using age-level reading texts in our units of inquiry to utilize a more transdisciplinary approach to language learning. Using formative assessment to collect and track data that will inform next steps and driving learning.

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We provide free reports that help you evaluate instructional materials because high-quality content matters to teachers, to kids, and to our collective future.

Select a subject to browse reports

Student Learning

Rigorous college and career-ready standards can improve and deepen student learning. What is taught matters.

High Expectations for All

Not all students have the same access to high-quality instructional materials and this perpetuates the opportunity gap.

Equity

When teachers are provided with high-quality materials and aligned professional learning, this increases the opportunity for all students to learn and grow.

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We provide free reports that help you evaluate instructional materials because high-quality content matters to teachers, to kids, and to our collective future. Select a subject to browse reports Student Learning Rigorous college and career-ready standards can improve and deepen student learning. What is taught matters.

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Want- understand why we are seeing gaps in vocabulary understanding. How do we work towards growing broader comprehension.

How to maximise the work done in reading to benefit writing and vice/ versa- while maintaining the engagement in each area.

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Can be helpful as discussion prompts (Reading League)

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Session #1

Unit planning doc

Summary Sentences

Note taking structures

Session #2

Session #3

Small group planner

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Grouping with Phases of Word Recognition

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Bilingual Families: A Practical Planning Guide

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Bilingual Families: A Practical Planning Guide

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Our Sunflower Session for 2024-25

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Exploring a variety of assessment strategies that are bang for buck!

How reading and writing can scaffold/build on each other to improve literacy for all

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Want: Developing shared language within the grade as well as building a collection of grade level shared reading to support UOIs. ( different text structures within the context of our unit)

To develop Tier 2 vocab

Developing assessments to focus on specifc skills in relation to NF texts.

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Want - try to implement "reader's workshops" to JL.

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YIS Parent Session Multilingual Language Development Oct 2024

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We would like to have more conversations about student reading and writing across the age ranges. This would enable us to share best practices, data, identify next steps for individual students and discuss resourcing.

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Something we want to try: Compliment conferences, looking at the dimensions of conferring questions to align questions for the upcoming unit.

Future learning/Wonderings: Further exploring the cold read as an assessment for WWAPT.

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We will standardize the method for reading summaries and try it out.

We would like to organize it by phase and grade level.

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To work on together:

Decide on our reading targets which support our UoI

Identify 2-3 specific skills to teach into

Create assessment/ conferring note catcher to help guide groupings and further small group instruction

Future learning: resources to support reading targets

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G1 Next Steps - We are starting Dictation Check-ins based on progression of phonics, then we plan to use the color coded spreadsheets to track this. Wondering/Future Learning - time management, what's going on when conferring with other students in G1, and conferring team discussion... discussion how we can restructure certain aspects of our language time.

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Something to try: Grade 2 will move forward with complimenting conferencing. We could do this during daily five, small groups or when children are changing readers. We will now consider the logistics/mangement of this moving forward.

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Something to try:

Develop assessment diagnostic/summative for reading and understanding nonfiction text, specifically relating to targeting main ideas.

Future learning: explore a variety assessment tools to support reading targets.

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What we've been doing:

Grade-level-appropriate texts with every group

Focus: features of non-fiction text

All students were able to access it

Emerging readers had more learning within the texts

All students got something useful out of the reading experience, e.g. reading to learn, learning new vocab (big words),

Word tracking, round-robin reading,

Was a good challenge for the students who are not at this level

Grade level text

Small groups and whole class

Students already knew a lot of the vocab

Prior learning of the relevant vocab e.g. body systems

Pebble Go to learn about labels

Shared reading requires kids to be tuned on to the content

Learning the words in their home language

Tried whole class shared reading

Sending the classroom library texts home and reading it again with a different focus in class has been effective. The repetition is really helpful.

Students who need extra support, sending books home that specifically build their fluency.

Series reading is engaging.

Noticed gaps in knowledge of phonics

The team created a phonics assessment based on the UFLI progressions that targeted the learning needs of students that he noticed had gaps.

Sight words (heart words)- multisensory, orthographic mapping, grapheme-phoneme connection, word recognition, automaticity. Students have seen much growth in this area.

Next steps: Team to create UFLI phonics assessments (Groups 1-9) connected to scope and sequence, for Grade 2 next year. Grade 2 to do a deep dive into UFLI scope and sequence (creating lessons using UFLI texts as provocation/target specific skills for current students).

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What we've been doing:

Class text repetition with a different skill focus each time e.g. transition and paragraphs, suggest revisit three times

Group share and then share back to whole class

Grouping students with those who have strengths

Students are enthusiastic

I read, you read, we read

Testing and practising with a partner, or with the teacher

Monitoring meaning and determining importance

Thinking about their thinking - is it a new idea, is there a surprise (writing on a post it note)

Choosing two strategies to check ‘how do I know’.

Read together for part of the text

-Capturing the main idea, co-create the main idea with the class

Students are doing well with categorising the information in the text as important, is it a connection, a summary or a key theme.

Questions: Students who are not making the gains - what would be the strategies?

How can we help the students who can’t access the whole class read?

Inference strategies - how to bump up the inferencing.

Reading Targets and Specific Skills for nonfiction opinion and persuasive texts.