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https://static1.squarespace.com/static/55ca46dee4b0fc536f717de8/t/5d6bf722be3d8f0001886e3e/1567356707060/Transcend%27s+Conditions+for+Innovation.pdf

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https://docs.google.com/document/d/1FV1J_nzx0zqHLXgNW2jmv3rXNuI2DQ4jlp0n3p37Fro/edit?usp=sharing

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Sample Elementary Storyboard Template- Weekly View Template

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https://www.smore.com/y9kp5

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Children must first learn to decode/sound-out words before they can understand the meaning of text. We want our students to look at every letter in the words, apply phonics knowledge, and sound words out!

Grades K-2 especially will focus on acquiring the skills to crack the code of our alphabet to the speech sounds in English. There are 44 speech sounds in English and 250 ways to read and spell them!

We will no longer teach students to use the "three-cueing system". Three-cueing is the practice of teaching kids to identify words by using strategies other than decoding. In the three-cueing system, students are taught that they can identify a word by deciding if it makes sense (including having students look at the pictures to guess the word), if it would structurally/ grammatically 'fit' in a sentence, or if it looks right rather than closely examining the phonics patterns in the word and sounding it out. We want our students to look at every letter in the words, apply phonics knowledge, and sound words out!

Assessments/Early Intervention

Students will be assessed using AimsWeb Plus as our universal screener for all students in grades K-2 and MAP in grades 3-8. These nationally normed assessments give us an indication of how easy or difficult reading is for your child.

Teachers will give additional assessments as needed to find out which areas students need help with.

The best solution to the problem of reading difficulty is early identification and intervention. If your child shows a weakness in any area, they will be given interventions to help them become stronger in their area of weakness and will be frequently monitored so that we can see if the intervention is working and their skills are improving.

Phonemic Awareness

This is the ability to get to the individual sounds in words by listening and to identify and manipulate those sounds orally.

Research has indicated that phonemic awareness is extremely important.

While this skill will be emphasized in grades K-2, we will make sure all students at KCSD have this necessary foundation.

Small-Group/WIN Time (What I Need Time)

"Guided Reading" will now be referred to as Small Group or WIN Time.

Students will be grouped according to various reasons: needs in phonemic awareness, phonics, fluency, vocabulary or comprehension, but they will not be grouped based on a Guided Reading level.

Your child will NOT be assigned a Fountas & Pinnell reading level, such as A, or M, or R (any level A-Z) as in the past.

Decodable Texts

Our early readers will be working with decodable texts. These are books or passages that only include words that the students can 'decode' (sound-out) according to the skills they have been taught thus far.

Students need practice with the phonics skills they are learning and these books and passages provide that practice.

Knowledge Building and Vocabulary

The research tells us that building knowledge and vocabulary contributes significantly to their reading comprehension and should be taught beginning in the earliest grades.

Our students will have the opportunity to build a broad knowledge base of history/social studies, science, and the arts.

Kids will have access to complex text, often read aloud by their teacher, and in the process, will gain more complex vocabulary.

Comprehension

ECRI & Heggerty

These are two new programs that have been implemented in KCSD this year that support the Science of Reading.

Students will progress through an order of phonics skills, progressing from simple to complex, that will be followed throughout the early grades.

The ultimate goal of all reading instruction is for students to understand what they read.

The model of The Simple View of Reading (see below) demonstrates that reading comprehension occurs only when students have both Decoding/Word Recognition Skills and Language Comprehension skills.

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Children must first learn to decode/sound-out words before they can understand the meaning of text. We want our students to look at every letter in the words, apply phonics knowledge, and sound words out! Grades K-2 especially will focus on acquiring the skills to crack the code of our alphabet to the speech sounds in English.

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https://docs.google.com/document/d/1NNnEJFT82gCRjsMsIxrQ5P5XDHAm7NpElKQXazj31DA/edit?usp=sharing

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https://www.ascd.org/el/articles/storyboarding-your-curriculum

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When curriculum is laid out like a journey, students become curious and engaged.

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https://vimeo.com/539745094

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A Protocol for Unwrapping Standards - Sharon V. Kramer

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https://spnetwork.org

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https://www.aasa.org/professional-learning/learning-2025

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Vision & Action for Today's Learners

AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education is a movement that calls for holistic redesign of the public school system by 2025.

The initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community and philanthropy, and is guided by the commission's report, An American Imperative: A New Vision of Public Schools.
Join colleagues as we impact the future of public education.

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Learning 2025 Student-Centered, Equity-Focused, Future-Driven Education | AASA

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AASA Learning 2025: Student-Centered, Equity-Focused, Future-Driven Education is a movement that calls for holistic redesign of the public school system by 2025. The initiative is grounded in the foundational work of the AASA Learning 2025 National Commission, comprised of thought leaders in education, business, community and philanthropy, and is guided by the commission's report, An American Imperative: A New Vision of Public Schools.

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https://wvde.state.wv.us/ctn/Informational%20Documents/One%20Step%20at%20a%20Time.pdf

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https://www.youtube.com/watch?v=VyTEj6hyg_Y

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Collective Leader Efficacy Strengthening Instructional Leadership Teams