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Teach to mastery of phonics patterns. This may (and probably will) mean taking more time on certain patterns than our curriculum prescribes. Also, constant review of already learned rules/patterns.

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Teachers, Specialists, IC, EAs, Admin, Families

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Teachers, Specialists, IC, EAs, Admin, Families

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Create a bridge between literacy instruction in the classroom and at home, starting with students with little to no exposure to literacy before school.

Admin:
Create survey to assess family access to literacy at early grades.

Teachers/IC:
Determine students with higher risk factors who are entering school (little exposure to books or being read to, little to no exposure to school before kindergarten, etc.).

Teachers/Specialists/EAs:
- Work collaboratively to utilize WIN time for exposure and access to text and books.
- Provide ways to share these stories with student's families (something to take home, recorded Seesaw, picture retell, etc.).

Students:
Share stories with their families with extra incentive for feedback from families.

Families:
Listen to students sharing about new books and take part in a book show-n-tell for the classroom.

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Provide students with more time in text that is appropriate to the reading skills independently mastered. For example, making sure that students who are not reading at grade level, have time to read text at their specific reading level.

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Give families simple tips for ways to help their child when they are reading with them at home. For instance, if a child is struggling to read a word, how to help them break it down.

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Families- access to and training on Seesaw

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Families- access to and training on Seesaw

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We need to teach families how to use Seesaw as a basis for integrating schoolwork into family life. How can we ensure all families get access to Seesaw/students' learning?

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Make a BIG 5 for the grade level below for them to work on.

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Ask students to tell the teacher the goal for learning by the end of the lesson.

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Grade levels create their own checklist/agenda for effective PLCs

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Embed explicit instructional strategies in core instruction: "I Do We Do You Do." Many "We Do's" may be required for students to reach mastery.

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Use what we've got (curriculum) and jazz it up (teaching style/supplementals) to make engaging, meaningful learning experiences

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Collaborate with teachers about students' targets

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Come to school ready to learn and play. Be prepared to ask for what you need, be flexible, and be kind.

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Monitor and celebrate growth in students

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opportunities to observe colleagues throughout the year.

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Families - Read with your child at least 20 minutes/day, or ensure your child is reading to self at least 20 minutes/days.

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Families - Read with your child at least 20 minutes/day, or ensure your child is reading to self at least 20 minutes/days.

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There is no statute of limitations on training phoneme awareness skills when they are weak. If students at any age are poor readers, check their phoneme awareness skills, and address them if they are inadequate.

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Families - Attend Title 1 reading school events.

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Families - Attend Title 1 reading school events.

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Specialists and classroom teachers may benefit from different bullet points/separate columns/different set of expectations/different way of seeing themselves in supporting the instructional target...

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Collaborate with gen. ed to wrap around all learners

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(EAs) - Attend and participate in Templates trainings, and other school and district offered professional development about small group reading instruction.

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(EAs) - Attend and participate in Templates trainings, and other school and district offered professional development about small group reading instruction.

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Have an EA at every grade level that can support during W.I.N time.

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Practice "backwards" lesson planning, by starting with the standard and planning lesson instruction and activities directly aligned with that specific standard.

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Ongoing team design of learning experiences that welcome to all types of kids into the learning.

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Implementing a targeted intervention for a student at Tier 2 or specially designed instruction at Tier 3 does not mean we stop our universal supports or core instruction at grade level with our student at Tier 1 - - it’s in addition - - we’re layering on additional support and instruction.

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(EAs) - When entering a classroom to support literacy instruction, inquire from the teacher about the specific learning target(s) for students.

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(EAs) - When entering a classroom to support literacy instruction, inquire from the teacher about the specific learning target(s) for students.

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(T) - Learning targets about literacy are posted in the classroom, and criteria for success is modeled and/or displayed for students.

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(T) - Learning targets about literacy are posted in the classroom, and criteria for success is modeled and/or displayed for students.

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Give students protected reading time.

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Do one of these Padlets at the the beginning of the school year about Literacy instruction in your classroom. :)

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Design instruction centered around district curriculum

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(Admin) - Ensure that the building schedule provides 90 minutes for core reading instruction (whole and small group) and 30 minutes of writing.

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(Admin) - Ensure that the building schedule provides 90 minutes for core reading instruction (whole and small group) and 30 minutes of writing.

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(T) Engage in collaborative inquiry with grade level colleagues in PLCs about effective practices of literacy instruction.

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(T) Engage in collaborative inquiry with grade level colleagues in PLCs about effective practices of literacy instruction.

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Observe instruction

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(IC) model and provide coaching to grade level teams and individual teachers about best practices of literacy instruction.

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(IC) model and provide coaching to grade level teams and individual teachers about best practices of literacy instruction.

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Every student can learn to READ

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Teachers - Utilize district adopted literacy materials when instructing literacy.

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Teachers - Utilize district adopted literacy materials when instructing literacy.

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Read and discuss weekly learning targets with students

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Collaboration time to discuss what the students are learning in the classroom.

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(Admin) - Ensure that literacy instruction is based in the "Big Five" and "simple view of reading."

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(Admin) - Ensure that literacy instruction is based in the "Big Five" and "simple view of reading."

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Provide learning opportunities around best practice

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Learn continuously best practice

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Will use the FAR Cycle in their PLCs

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Read with student every night (in home language)

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(T) - Construct literacy lessons adhering to the "Big Five" components of literacy and "the simple view of reading."

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(T) - Construct literacy lessons adhering to the "Big Five" components of literacy and "the simple view of reading."

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Share learning targets with families