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We used a variety of phonological approaches in our literacy instruction which helped students begin developing their reading and writing skills.

Sound Boxes - CVC and Nonsense words

Word Talks

Better Alphabet Song

Sound Wall

Literacy Stations

Shared Reading

Evidence

Acadience Data Growth

F & P Levels

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During our Word Works, if we implement the SOR Sound Wall from the beginning of the school year in conjunction with our Secret Story Song on a daily basis, then students will use the Sound Wall as a living, interactive tool that allows the student generated words to be added to the existing Sound Wall.

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Kristen Reilly:

Vocabulary Routines:

-Through Read Alouds: Pre-planning specifice words as well as authentically coming across a word (Model)

Morphology- Word talks, lifting lines, student findings (detective discoveries),black books

Specific Moves:

-Consistent modeling and making students accountable when they come across words (naming the strategy)

Evidence/Growth:

-Student Writing

-Student Conversations

-Students utilizing strategies independently

-Students comprehension

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Routines:

Word Talks through read alouds

Word talks through grade level alignment

Inquiry Word Talks

Mystery Word Activities (draw/sentence work/writing

Black book stories

Student Driven Independent Reading Posters

Suffix parts of speech change

Small Group Etymology

High Leverage:

Speech Change

Read Alouds

Inquiry

BBS

Independent Reading Posters

Growth:

All of the above

Scale? Refine? Drop?

Not sure yet...

If I continue to embed word talks across content areas then children will able to understand, discuss and write with confidence.

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If I use explicit vocabulary instruction supported by visuals, realia and student friendly definitions to make words meaningful, accessible and transferable, then students will deepen comprehension and develop academic language fluency.

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If we continue using the read aloud to expose students to excerpts from complex texts with unknown words and phrases then students will be able to activate strategies when reading and writing.

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What worked:

Last year we implemented the science of reading progression. Students were placed in literacy stations based on the their needs, check-ins, strengths and science of reading progressions. We also utilized Secret Stories as a fun way for students to recall and practice phonics.

High leverage:

After station work the students practiced in a text what they were working on. The students were able to show and name what they were working on to the teachers and their peers.

Evidence:

The students were able to move through the progression and showed growth in acadience.

If we have students practice reading a text timed during literacy stations then we can foster, track fluency and stamina. Reading fluency is the ability to read text accurately, quickly, and with proper expression

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What worked?

Secret Stories, word talks, literacy stations based on the needs of the learner

Focusing on the 5 levels of phonological awareness: using rhyming and poetry,

segmenting and blending onset & rimes, fluency through pyramids

High leverage

Students were able to apply the strategies taught to figure out unfamiliar words independently.

Growth

All students made growth in acadience and reading progressions.

If I continue use secret stories, word talks, and centers daily then students will continue to work towards comprehension and independence in reading.

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What we did:

The secret stories alphabet song was a daily focus to help students learn sounds and match to letters.

Students did ELA centers (approximately

2-3 weekly) that rotated based on needs.

Word talks included word patterns (onset and rime).

Sound Wall implemented

Evidence:

Acadience Data showed how many letters and sounds students knew.

If we continue, to expose students to letters, sounds and word patterns, students will be able to successfully transfer knowledge to show growth in acadience (Letter recognition,first sound fluency, cvc, and nonsense words).

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If we provide students exposure to word talks and explicit instruction to determine word meaning and create opportunities to use new vocabulary in their reading and writing then students will be able to make meaning of unfamiliar words and strengthen their comprehension across genres.

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If we continue plan targeted lessons around the Science of Reading syllable types during word talks and read aloud students will become more fluent readers.

If teachers model how to tackle reading multi-syllable words students will be able to apply those strategies in their independent work.

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If we continue to do word talk inquiry then students will be able to independently apply word solving skills in both reading and writing.

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Read the chapter from the read aloud and pulled out tier 2 words. Created padlet- connected the words to pictures, included screenshots of the word in the text they appeared in. Put the words on a word all they we used to play games and discuss, review and give clues. Included prefixes and suffixes. Assigned homework for creating sentences with the words. Allowed kids to find and their own words to the list for future discussion and inquiry. Used those words for word talks. If the kids were able to use the words in discussion and writing and assessments it showed success. If I continue to create fun ways to learn new words using padlet, word talks read aloud, then the children will be successful in owning them.

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If we plan targeted and differentiated literacy stations based on the Science of Reading progression and the Secret Story system, students will be able to demonstrate the ability to read fluently through Acadiance data nonsense word assessing, formal/informal assessments in class, and Fountas and Pinnell reading assessments.

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If we pull vocabulary words during our read alouds and model how to determine meaning, then students will be able to determine meaning of unknown words and utilize these words in their speaking and writing.

If we expose students to analyze words during word talks, the students will be able to make meaning and connections to other words they come across.

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If I continue to integrate the vocabulary work from previous professional developments into my read aloud the students will be able to emulate that structure when they are working both with their peers and independently.

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If I incorporate word talks, students will gain an understanding of how words are constructed, enabling them to infer the meanings of unfamiliar words. This skill will support their comprehension and performance across all subject areas.

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If I continue to explicitly model during the read aloud how readers use strategies to figure out unknown words, then students will be able to emulate and problem solve when reading independently.

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If I plan targeted word talks to expose students to a varity of words students will improve in recognizing words in reading and writing.

If I model how to figure out the meaningof unknown words through our read aloud then students will have those tools to do the same independenly.

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If we engage in strategically planned and inquiry based word talks then students will be exposed to various spelling patterns, parts of speech enhancing their writing, reading and oral language.