erika.olson@gmail.com

• ReadWorks

• Dirigible balloon (poetry)

• Wonderopolis

• Commonlit

Session #2

Session #3

KG Recording Doc

EKC Community Phonics lesson planning templates

UFLI planning templates

UFLI slides lessons 1-34

How reading and writing can scaffold/build on each other to improve literacy for all

To develop Tier 2 vocab

Developing assessments to focus on specifc skills in relation to NF texts.

Education of parents about how to make reading not a chore? Choices of afterschool care?

How can we tailor a joyful experience for the whole community?

Got

A phenomenal comprehension of stories during read alouds

How to maximise the work done in reading to benefit writing and vice/ versa- while maintaining the engagement in each area.

Session #2

Editable conferring template

Heart word instruction video

UFLI resources for heart words

Printable cards

109 Power words (STB)

Session #3

UFLI routine

STB routine

Phonics check in template

Unit planning doc

Summary Sentences

Note taking structures

Session #2

Session #3

Small group planner

Session #2

Editable conferring template

Running record v-> m/s

Session #3

Conferring questions

Guided groups

Our Sandbox

Grade 1 resource folder

Session #2

PM monitor sheet

PM monitor doc

General phonics skills doc

Session #3

WS focused small group planner

Whole group phonics planner

decodable word lists

Our Sandbox

Curriculum Evaluation Tool

Language Scope and Sequence

Language Guiding Statements

Language Policy

Unit planning doc

Session #2

G3 shared folder

conferring - coaching readers

Session #3

Cold read with questions

Opinion/debate articles

Future learning/Wonderings: Further exploring the cold read as an assessment for WWAPT.

We would like to organize it by phase and grade level.

To work on together:

Decide on our reading targets which support our UoI

Identify 2-3 specific skills to teach into

Create assessment/ conferring note catcher to help guide groupings and further small group instruction

Future learning: resources to support reading targets

Develop assessment diagnostic/summative for reading and understanding nonfiction text, specifically relating to targeting main ideas.

Future learning: explore a variety assessment tools to support reading targets.

Planning a unit doc

Grade 4 resource folder

Examples of inferencing

Session #2

Example of cold read questions

Session #3

Grade-level-appropriate texts with every group

• Focus: features of non-fiction text

• All students were able to access it

• Emerging readers had more learning within the texts

• All students got something useful out of the reading experience, e.g. reading to learn, learning new vocab (big words), 

• Word tracking, round-robin reading, 

• Was a good challenge for the students who are not at this level

Grade level text

Small groups and whole class

• Students already knew a lot of the vocab

• Prior learning of the relevant vocab e.g. body systems

• Pebble Go to learn about labels

Shared reading requires kids to be tuned on to the content

Learning the words in their home language

Tried whole class shared reading

Sending the classroom library texts home and reading it again with a different focus in class has been effective. The repetition is really helpful. 

Students who need extra support, sending books home that specifically build their fluency. 

Series reading is engaging. 

Noticed gaps in knowledge of phonics

The team created a phonics assessment based on the UFLI progressions that targeted the learning needs of students that he noticed had gaps.

Sight words (heart words)- multisensory, orthographic mapping, grapheme-phoneme connection, word recognition, automaticity. Students have seen much growth in this area.

Next steps: Team to create UFLI phonics assessments (Groups 1-9) connected to scope and sequence, for Grade 2 next year. Grade 2 to do a deep dive into UFLI scope and sequence (creating lessons using UFLI texts as provocation/target specific skills for current students).

Class text repetition with a different skill focus each time e.g. transition and paragraphs, suggest revisit three times

Group share and then share back to whole class

Grouping students with those who have strengths

Students are enthusiastic

I read, you read, we read

Testing and practising with a partner, or with the teacher

Monitoring meaning and determining importance

Thinking about their thinking - is it a new idea, is there a surprise (writing on a post it note)

Choosing two strategies to check ‘how do I know’.

Read together for part of the text

-Capturing the main idea, co-create the main idea with the class

Students are doing well with categorising the information in the text as important, is it a connection, a summary or a key theme. 

Questions: Students who are not making the gains - what would be the strategies? 

How can we help the students who can’t access the whole class read? 

Inference strategies - how to bump up the inferencing. 

Reading Targets and Specific Skills for nonfiction opinion and persuasive texts.