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Use my leadership to ensure our admin and teachers read and incorporate this into planning and PDS

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I hadn't figured out how to explain why the foundational skills were all selected and the way of saying that they don't cross over grades was really helpful

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I'm glad I had the intuition to prioritize small group instruction and also administer SIPPs assessments with my students.  I did not wait for district guidance.  I agree that Foundational Literacy Skills are critical and am still learning how to effectively teach the skills in a differentiated manner 

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I'm glad I had the intuition to prioritize small group instruction and also administer SIPPs assessments with my students.  I did not wait for district guidance.  I agree that Foundational Literacy Skills are critical and am still learning how to effectively teach the skills in a differentiated manner 

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The report has been essential for my district to redesign priority standards, I just wish they would share it with the teachers.... 

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The report has been essential for my district to redesign priority standards, I just wish they would share it with the teachers.... 

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It’s a great reminder that distance learning will look different and we, as teachers, will not be able to cover everything. Having these guidelines helps teachers see which standards to prioritize. Makes sense about about foundational skills, especially since it’s not taught in other grades.

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This will help organize my next unit plan. 

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This will help organize my next unit plan. 

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I need to check the prioritized standards with my current plans to make sure I am optimizing my time.  What a great resource!

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Next steps: Check to see if our district changed our priority standards to reflect the SAP recommendations. 

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Next steps: Check to see if our district changed our priority standards to reflect the SAP recommendations. 

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So important to share with primary teachers especially.  So much is on their plate, this would be such a useful tool to guide collaboration.

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So important to share with primary teachers especially.  So much is on their plate, this would be such a useful tool to guide collaboration.

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With so much going on, it is helpful to zoom in on key priorities and see meaningful growth happen with this focus. 

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With so much going on, it is helpful to zoom in on key priorities and see meaningful growth happen with this focus. 

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Use to inform small group instruction and IEP goals. Also, critical to share with other teachers. 

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Use to inform small group instruction and IEP goals. Also, critical to share with other teachers. 

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At my particular school site, we are still using a less structured literacy curriculum, and folks are highly interested in teaching "comprehension skills", and so sometimes I get pushback for talking about how crucial it is that we develop both kids' phonics and foundational skills and content knowledge/ vocabulary.

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This is affirming. We've definitely been focusing on the foundational skills in TK-2. Sometimes it feels hard to cut other important things, this confirms that that is the right move for the situation we are in.

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Need to share with teachers, especially K-2 teachers (with regard to Foundational Skills) so we can focus and make sound instructional decisions. 

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Need to share with teachers, especially K-2 teachers (with regard to Foundational Skills) so we can focus and make sound instructional decisions. 

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I am so glad there is a focus on foundational skills because it is so important. I am interested and reading more of the report to understand their focus. 

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I am so glad there is a focus on foundational skills because it is so important. I am interested and reading more of the report to understand their focus. 

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I'm glad the foundational skills are all prioritized and that there is guidance as to which other standards are the most important to teach in the other domains. 

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I'm glad the foundational skills are all prioritized and that there is guidance as to which other standards are the most important to teach in the other domains. 

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I see this as being helpful in supporting teachers in their ELA planning. I will continue to push small group foundational skill instruction and progress monitoring. 

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I see this as being helpful in supporting teachers in their ELA planning. I will continue to push small group foundational skill instruction and progress monitoring. 

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So important to prioritize students' needs.

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So important to prioritize students' needs.

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This helps us to prioritize foundational skills/learning to read in primary. So helpful to recognize that we can't teach everything and must prioritize.

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This helps us to prioritize foundational skills/learning to read in primary. So helpful to recognize that we can't teach everything and must prioritize.

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I feel validated in that our RTI support efforts have been to push in to K and 1st to work specifically on these foundational skills.  T

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I feel validated in that our RTI support efforts have been to push in to K and 1st to work specifically on these foundational skills.  T

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Helping me to think about how to prioritize for my adult learners.

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Helping me to think about how to prioritize for my adult learners.

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It's so helpful to get ideas for how to use technology comfortably. Quick pacing is necessary not only for student engagement, but also for helping students develop automaticity.

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I am going to add the addition of a sentence with a blank for the students to choose which word fits.  Perhaps having them add their word in the chat.

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I see this as a great tool for my ELD group before we start a story.

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I see this as a great tool for my ELD group before we start a story.

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Planning time for this.  Love the routine and I know that the only way I will be able to teach in the seamless way George did is to plan, take a dive and try it out.  At the same time, want to know where to get lessons, how to plan and time to plan

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Planning time for this.  Love the routine and I know that the only way I will be able to teach in the seamless way George did is to plan, take a dive and try it out.  At the same time, want to know where to get lessons, how to plan and time to plan

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When planning the lessons- do you follow the alphabet? Ex. ba, be, bo. bu, bi-focusing on b words

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When planning the lessons- do you follow the alphabet? Ex. ba, be, bo. bu, bi-focusing on b words

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I know that's how we used to do it.

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Using their prior knowledge on blends and sounds to divide words and make words. 

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Using their prior knowledge on blends and sounds to divide words and make words. 

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I'm wondering if the sequence of skills taught came from a literacy program or if you are following a scope and sequence from somewhere else?

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I'm wondering if the sequence of skills taught came from a literacy program or if you are following a scope and sequence from somewhere else?

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I found the fill in the sentence helpful with the word bank. 

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I found the fill in the sentence helpful with the word bank. 

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Thank you for this routine! I use "REWARDS" with the upper grade kiddos which is a very similar to this routine. This makes me feel good that I'm using a template that is effective for the kiddos=). What I will add is using words from an essential question to make it even better=)

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Do you use the Words their Way spelling assessment to see where kids are at, or a different one?

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Do you use the Words their Way spelling assessment to see where kids are at, or a different one?

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Love the fast pace, and integration of both syllable rules as well as prefix / suffix meanings

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Love the fast pace, and integration of both syllable rules as well as prefix / suffix meanings

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So often we stop explicitly teaching once students become basic readers. It is great to have lessons that work on the higher level skills. 

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So often we stop explicitly teaching once students become basic readers. It is great to have lessons that work on the higher level skills. 

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love how intentional the word choice was. That makes so much sense. 

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love how intentional the word choice was. That makes so much sense. 

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These lessons are so great for such a wide age of learners.  So many of us have kids at this level in our classes.  My kids love working with prefixes and suffixes.

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These lessons are so great for such a wide age of learners.  So many of us have kids at this level in our classes.  My kids love working with prefixes and suffixes.

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I have taught similar routines but it has been a few years so I appreciated the refresher. I liked how you used the words from the Benchmark lesson to make the learning relevant.

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I have taught similar routines but it has been a few years so I appreciated the refresher. I liked how you used the words from the Benchmark lesson to make the learning relevant.

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What areas do you do each time if a group is meeting multiple times? And do you do guided spelling before or after reading application, assuming there is reading application?

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Teaching reading IS rocket science.

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Too many of my 5th graders need syllabication training.  Now is the time:)

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Too many of my 5th graders need syllabication training.  Now is the time:)

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The understanding of where a reader is when they read a word. To know if its feasible or not feasible. It can help teachers target where the student needs some help. 

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The understanding of where a reader is when they read a word. To know if its feasible or not feasible. It can help teachers target where the student needs some help. 

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Exciting to know we can change the way students process information. 

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Exciting to know we can change the way students process information. 

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When we understand that our brains are not hard-wired to read (like they are to talk) we better understand the importance of explicit instruction.

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It's helpful to be able to see the neuro-imaging and what happens in the brain when students are taught to decode and not guess.

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It's helpful to be able to see the neuro-imaging and what happens in the brain when students are taught to decode and not guess.

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It's helpful to see how the reading circuit works and how a dsylexic brain is a beautiful brain and how it was there before the reading brain.

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the ability it has to rewire/reteach for those struggling readers.

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We are building a new circuit when teaching our children to read.

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We are building a new circuit when teaching our children to read.

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No wonder some of our kids struggle!

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Guessing when reading is more harmful than anything. Also, the brain is elastic and reading abilities, although not natural, can be improved.

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Guessing when reading is more harmful than anything. Also, the brain is elastic and reading abilities, although not natural, can be improved.

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Seeing the brain when the child is really guessing hammers home how important this is!! So much curriculum is not created with the science of reading as a foundation. 

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Seeing the brain when the child is really guessing hammers home how important this is!! So much curriculum is not created with the science of reading as a foundation. 

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I also didn't learn this in my teacher prep programs-- I was taught the 3 cueing system, and the reading-is-a-psycholinguistic guessing game theory.

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So interesting!! It makes so much sense!

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So interesting!! It makes so much sense!

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This is a skill that needs to be taught to all students

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This is a skill that needs to be taught to all students

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Amazing how science can lead us to understand that reading is not natural like speaking and we have to help the neuroplastic brain re wire! 

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Amazing how science can lead us to understand that reading is not natural like speaking and we have to help the neuroplastic brain re wire! 

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The fact that brain cells can regenerate is so important.  

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The fact that brain cells can regenerate is so important.  