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Is it important to have common guidance in letter formation, such as the scripts on 367 and 368?

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Should we anticipate mastery at the end of the week? Why or why not?

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How do weekly assessments inform your instruction?

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I find the Grapheme-Phoneme Correspondences beneficial on pages 347-351. How might these support your instruction?

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What can we learn from students encoding only for progress monitoring?

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I notice the getting ready lessons set students up for the routines that will be used in UFLI. How will this support teaching and learning in your classroom?

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📚 Get Ready to TEACH the GETTING READY LESSONS A–J | Back-to-School Educator Overview

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How can the sound wall support students? How can we introduce this wall to students who have not previously had UFLI?

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Notice the vocabulary that is used to describe articulatory gestures, lines, and letter formation. Is it important to have system-wide vocabulary that we use? How might these benefit students who are facing difficulty in reading?

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Kindergarten used the Getting Ready Lessons this year. As you skim these lessons, what are some takeaways you have? Would these be beneficial among other student populations?

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The scope of sequence was created with intentionality in progression of skills. What do you notice about the skill progression? Why was it designed this way?

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Partner Reading Rules

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Have you tried partner reading in the past? If so, what was successful? What made this challenging?

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Can you think of students in your classroom who could use differentiated decodable text reading? How can we make this accessible to all students in your classroom?

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What are the three parts of the final step in the lesson "Connect Text"? (page 32)

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What are the steps for teaching a new irregular word? (page 31)

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Reread the "Sample Teacher Language" on page 30. Are you providing practice in both encoding (spelling) and decoding (reading)? How can you incorporate both into your lesson?

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The new concept day 2 is shorter. Are students showing an understanding that allows this review to be quick, or is time a concern?

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Are you using a correction procedure? How can you best monitor students during a whole group lesson? How can you provide immediate feedback? (page 26)

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How are you encouraging student response (page 19)?

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What parts of the Day 1 lesson sequence are challenging (if any)?

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Share any thoughts or things you found important and/or helpful.

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National Reading Panel, 2000

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How are you gauging student understanding?

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Does your reading block support the suggested lesson sequence?

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UFLI Foundations: How to Implement Day 2 Lessons

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UFLI Foundations: How to Implement Day 1 Lessons

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UFLI Foundations: Progress Monitoring and Differentiation

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What did you notice about the teacher language for word chaining? (page 15)

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What did you notice about the teacher language for word chaining? (page 15)

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Why is progress monitoring important? (pages 12-13)

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Why is progress monitoring important? (pages 12-13)

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What are the key features of effective instruction?

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What are the key features of effective instruction?

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UFLI is an excellent tier 2 program, and can be easily adapted to fit student needs. We are currently using it in kindergarten and 2nd grade.

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What are new learnings about effective instruction you can share? Share an "AHA!" moment, or something that reinforced what you already know. (pages 8-10)

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What does research say about phoneme segmentation and blending? (page 8)

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Simple View of Reading Video

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The Science of Reading Basics, Part 2: The Simple View of Reading

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How does the simple view of reading help teachers understand how reading comprehension develops? (pages 6-7)

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Grow:

Finding ways to best store supplies so they are prepared for lessons, whether students are on the carpet or in their seat.

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Grow:

I hope to learn more about how to best support teachers throughout the UFLI implementation process. I am continuing to lean on online resources, videos, and collaborators to support this transition for CES teachers.

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Ms. Spicer's class did a nice job while learning routines today, and they shared their celebratory "yee-haw" with me.

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Mrs. Wilp's class stopped me in the hallway to ask about a letter-sound. We are growing together, as I am continuing to work on my letter-sounds, too.

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How could the Literacy Coach support the implementation of UFLI?

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What questions do you have about UFLI?

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How is UFLI implementation going?