Literacy Leadership Communication Tool- Roberts by Brittany Roberts

Selecting Vocabulary Words

robertsb36 — 2022-09-17 20:40:06 UTC

This article defines Tier 2 vocabulary and encourages teachers to focus their instruction on words seen most commonly in text.

Why is Oral Language Development Important?

robertsb36 — 2022-09-29 23:46:56 UTC

Students cannot read sentence structures that they do not or cannot produce verbally.

The "P" Word- Phonics

robertsb36 — 2022-10-08 20:24:58 UTC

This article addresses the questions that have been looming around our district K-2 regarding our new phonics routines within ECRI. See what answers the article provides regarding effective practice.

Why is Phonological Awareness Important?

robertsb36 — 2022-10-08 20:26:27 UTC

Students must have an awareness of the speech sounds of our language in order to blend and segment words. Phonological awareness is a prerequisite to reading.

Why is Phonics Important?

robertsb36 — 2022-10-08 20:27:38 UTC

Phonics contains the spelling patterns students need to read and write. While many educators suggest that English spellings do not make sense, 84% of English words are decodable with phonics knowledge. After pairing phonics with word origins (etymology), 96% of English words are decodable (Flanigan et al., 2022).

Thinking about Leveled vs. Decodable Readers

robertsb36 — 2022-10-21 00:25:46 UTC

This video demonstrates the reason for the shift from leveled reading to additional decodable reading. Student reliance on guessing based on context and illustrations develops ineffective reading.

Reading Instruction- 2002-2022

robertsb36 — 2022-10-21 00:28:05 UTC

Listen to reporter Emily Hanford as she investigates the misunderstandings that lead our school population towards illiteracy, or at least ineffective reading.

Decodable Texts

robertsb36 — 2022-11-12 16:48:55 UTC

This resource is available for teachers to print. Students can scan the QR codes to access free, digital decodable texts based on specified skills. This is a living document; additional texts will be added over time. Texts can also be found at this link: https://iseesam.com/reading-for-all-learners-home-education-and-send-home-digital-edition/?fbclid=IwAR3SrOsLy9Q_ICxL4be6HCIhXBAvgO8GeLPJPHqNkbIJrtEdgfjqD-FhmhQ

IMSE Resource Hub

robertsb36 — 2022-11-12 16:51:07 UTC

Check out these resources to support early reading in the classroom. Resources are available for general phonics practice, syllabication, and specific phonics principles.

IMSE Reading Strategy Posters

robertsb36 — 2022-11-12 16:53:43 UTC

Have you noticed that the Reading Recovery strategy posters have been removed? The limitations of the strategies from the three-cuing system are changing the way we view literacy. Support students by using reading strategy posters that encourage directionality, decoding, and syllabication.

Teaching Writing Webcast

robertsb36 — 2022-11-28 14:34:22 UTC

This webcast highlights Writer's Workshop, while reminding teachers of the prerequisite, explicit teaching necessary for student writing.

Teaching Spelling

robertsb36 — 2022-11-28 14:58:09 UTC

How should we assess spelling? Read to learn about the components of spelling that should inform our instruction.

English Language Development Standards Framework

robertsb36 — 2022-11-28 14:59:48 UTC

A resource detailing language usage and scaffolds across WIDA levels for grades K-12.

Wiley Blevins Phonological Awareness Assessment

robertsb36 — 2022-11-28 15:00:34 UTC

Wiley Blevins Phonemic Awareness Assessment- Comprehensive assessment for phonemic awareness including recognition and production of rhyme, phoneme isolation, blending, segmenting, deletion, and substitution.

ILA Children's Right to Read

robertsb36 — 2022-11-28 15:01:45 UTC

The ILA Children's Rights to Read is a pledge to address reading as a social justice issue. The document highlights ten rights for every reader.

Tara West Resource Hub

robertsb36 — 2022-11-28 15:27:27 UTC

Tara West is an educator offering a variety of free resources to support phonological awareness and phonics. Many of her resources support orthographic mapping.

DuoLingo ABC

robertsb36 — 2022-12-08 01:05:37 UTC

DuoLingo ABC is an application that reinforces phonics skills. The application mirrors the sequence of skills that the most common curriculums follow. This Screencast provides a brief overview.

Google Form

robertsb36 — 2022-12-08 01:10:49 UTC

To improve this literacy communication tool, please provide any applicable feedback.

You must be logged into your district email to submit.

Textual Lineage

robertsb36 — 2023-01-23 23:51:42 UTC

Consider the texts that have left the greatest impact on you. Often, these texts contained relevant themes or familiar characters that allowed us to use the text as a mirror, window, or sliding glass door. Reading is a call to action. Here are some of the texts that informed my journey.

Digital Text- Authentic Brochure

robertsb36 — 2023-01-29 15:32:34 UTC

This digital text is an example of a brochure for the Statue of Liberty. It can support discussions around U.S. Symbols or Immigration in Social Studies. Source from this link: http://npshistory.com/brochures/stli/1979.pdf

What is Multidisciplinary Learning?

robertsb36 — 2023-01-29 15:35:58 UTC

Multidisciplinary learning is learning across multiple disciplines. Teachers can pair two disciplines (i.e. science and literature) to address standards.

What is Inquiry-Based Learning?

robertsb36 — 2023-01-29 15:37:17 UTC

Inquiry-based learning revolves around a compelling, open-ended essential question. Students participate in learning that extends beyond their background knowledge. Students may demonstrate their learning by completing a project or solving a problem (PBL).

Digital Text- Video

robertsb36 — 2023-01-29 15:40:15 UTC

Videos and digital media also serve as digital texts. Text is any source of information.

What is Digital Text?

robertsb36 — 2023-01-29 15:40:43 UTC

Digital texts support interdisciplinary learning. When planning for content instruction, consider authentic texts used within the discipline. If you do not have access to the text, consider a digital option (videos, podcasts, blogs, brochures, articles).

Digital Text- Virtual Field Trip

robertsb36 — 2023-01-29 15:43:41 UTC

Images and media also serve as digital texts. This text was created using Nearpod and offers interactive, panoramic images.

ReadWorks

robertsb36 — 2023-01-29 15:45:20 UTC

This website offers free, differentiated reading about a variety of topics. The articles may support students in researching.

What is Comprehension?

robertsb36 — 2023-02-10 00:45:58 UTC

Comprehension is NOT the end goal of reading. Comprehension serves as a path for students to develop the skills necessary to take action. (Fisher et al., 2021)

Views of Reading

robertsb36 — 2023-02-10 00:50:31 UTC

Recently, the simple view of reading has taken the spotlight. Many critics realize that any view of reading has implications. This article expands upon this view of reading and provides alternative perspectives. Notice the similarities between the views as the pillars of literacy instruction. Recommended Pages: S30 (Executive Functioning) and S33 (Active View of Reading).

The Science of Reading Comprehension Instruction

robertsb36 — 2023-02-10 00:55:46 UTC

Reading comprehension requires a combination of foundational literacy skills and brain processes. These basic and higher-order skills develop simultaneously (Fisher et al., 2021). Recommended pages: 664 (Graphophonological Semantic Cognitive Flexibility- Reading EF) and 667 (Explicit Instruction with Gradual Release)

Inquiry-Based Learning- Elementary

robertsb36 — 2023-02-10 00:58:48 UTC

This article highlights a 2nd grade teacher's experiences with inquiry-based learning. It demonstrates how content is taught alongside literacy objectives, even with young learners. Students from all backgrounds (achievement, socioeconomic) made academic gains.

Model Interactive Read Aloud

robertsb36 — 2023-02-11 16:19:33 UTC

Explicit comprehension instruction requires teacher modeling through think-alouds. Students are gradually given responsibility throughout the learning process before being expected to use the skill independently. This video models an interactive read aloud for making connections.

Maximizing Small-Group Reading Instruction

robertsb36 — 2023-02-12 16:28:02 UTC

This article discusses small-group instruction for reading. The article suggests leading groups based on an instructional focus- decoding, fluency, comprehension- and forming groups accordingly.

Book Talks

robertsb36 — 2023-02-25 16:18:27 UTC

Book Talks provide a suspenseful preview of a text. Effective book talks begin with a hook, provide a brief synopsis to share background knowledge, and end on a cliff hanger. Consider how Book Talks may support your students in finding motivation to read or in developing the background necessary to comprehend a text. Students can even creat their own.

Sample Book Talk- Gr. 4-7

robertsb36 — 2023-02-25 16:20:32 UTC

Watch.

Sample Book Talk- Gr. K-8

robertsb36 — 2023-02-25 16:21:36 UTC

This YouTube channel has a plethora of book talks, accessible for students K-8.

What is Vocabulary?

robertsb36 — 2023-02-26 17:11:03 UTC

Vocabulary words fall within three general categories. Tier 1 words are common place, colloquial language words. Tier 2 words are more common in written language. Tier 3 words are content area words. Educators should select vocabulary terms for direct instruction based on the necessity of the word understanding in texts or everyday life. A vocabulary routine is essential for word learning.

Semantic Gradients

robertsb36 — 2023-02-26 17:11:56 UTC

Engage students in identifying the nuances between words using a semantic gradient. This strategy words best when the words selected are synonyms for one another.

Word Sort

robertsb36 — 2023-02-26 17:13:00 UTC

This strategy requires students to categorize words on the same topic. It could be adapted as a sort between examples and non-examples. You may also choose to use a picture sort.

Vocabulary in Interactive Read Alouds

robertsb36 — 2023-02-26 17:14:40 UTC

This video models an interactive read aloud lesson focused on vocabulary. Notice the use of multifaceted instruction using a picture sort and acting. Also, listen to the universal participation at the conclusion of the lesson.

Vocabulary- Wordless Picture Books

robertsb36 — 2023-03-07 01:03:37 UTC

Wordless picture books provide students from diverse backgrounds to comprehend a text in whatever language they are comfortable. Students can label concrete nouns in the illustrations, orally tell the story developed by the illustrations, or write words to match the illustrations.

Sample Book Talk- Gr. 2-5

robertsb36 — 2023-03-08 00:17:33 UTC

Watch.

Sample Book Talk-Gr. K-2

robertsb36 — 2023-03-08 00:19:10 UTC

Watch.

Helping Your Child Define and Retain New Words- Parent Resource

robertsb36 — 2023-03-08 23:59:52 UTC

The linked video can be posted or shared with grownups to help them in supporting their students' vocabulary use and development.

What is Authentic Writing?

robertsb36 — 2023-03-26 13:00:17 UTC

Authentic writing is writing that either simulates a real-world need for writing or is written to an audience beyond the classroom teacher.

What is a Mentor Text?

robertsb36 — 2023-03-26 13:01:13 UTC

A mentor text is any text, published or otherwise, that demonstrates an author's craft. The text may be written in a certain genre, or use sentence structures that students can emulate.

Classroom Example- Authentic Writing

robertsb36 — 2023-03-26 13:02:55 UTC

This video demonstrates authentic writing for an audience beyond the classroom teacher. Listen for the mini-lessons the teacher taught to scaffold the writing for students. Observe the student motivation.

Classroom Example- Mentor Text

robertsb36 — 2023-03-26 13:04:47 UTC

This teacher demonstrates how students move through the writing process using a mentor, or focal, text.

Classroom Example- Excerpts

robertsb36 — 2023-03-26 13:06:00 UTC

This teacher demonstrates a writing lesson that highlights sentence structures and descriptive language. She uses excerpts from mentor texts.

Mentor Text 'Library'

robertsb36 — 2023-04-11 22:53:09 UTC

This resource links to various mentor texts that may be used to support writing across grade levels. Read the "How To Use" heading to find reasons to use the text.

NEW INFORMATION

robertsb36 — 2023-04-11 23:00:07 UTC

New information is indicated with yellow.

After Reading

robertsb36 — 2023-04-11 23:01:26 UTC

When you finish browsing, please complete the feedback form in the link under the "Feedback" heading. Thank you!

Translanguaging

robertsb36 — 2023-05-11 14:28:09 UTC

Multilingual students recall experiences through multiple languages. Often, these students use a combination of the languages each day. Translanguaging supports diverse learners in using their languages in their writing.

Checklist for Culturally Sustaining Literate Environment

robertsb36 — 2024-06-01 15:14:53 UTC

Use this checklist to evaluate your classroom environment for meeting the needs of culturally and linguistically diverse students.

Addressing Diversity Through Texts

robertsb36 — 2024-06-14 21:18:26 UTC

This video introduces learningforjustice.org, which provides a multitude of resources to inform instruction surrounding and addressing on social justice issues.

Culturally Responsive Classroom Library

robertsb36 — 2024-06-14 21:20:39 UTC

Reference Appendix B of this article provides for a Y/N questionnaire to determine if texts are anti-bias.

Lesson Planning- SIOP Model

robertsb36 — 2024-06-24 14:12:30 UTC

This resource provides several options for planning lessons that meet the needs of all learners in class, including multilingual students. It is based on the SIOP Model.

What is Sheltered Instruction Observation Protocol (SIOP)?

robertsb36 — 2024-06-24 14:14:44 UTC

SIOP is a method that requires teachers to plan according to student background, strengths, and needs. This resource provides additional information about the model.

Planning PD for Multilingual Learners

robertsb36 — 2024-06-24 14:17:44 UTC

General education teachers share the responsibility for supporting and educating multilingual learners (MLs). See how classroom teachers can interact with ELD teachers to develop consistent structures to support MLs.

Student Selection Infographic

robertsb36 — 2025-05-11 15:49:30 UTC

This infographic highlights specific recommendations based on research for selecting students to receive interventions.

Reflection

robertsb36 — 2025-05-11 15:51:47 UTC

After speaking with a reading specialist colleague, recommendations for advocacy are included in the reflection.

Intensifying Instruction/ Intervention

robertsb36 — 2025-07-07 13:55:22 UTC

When progress monitoring data shows a lack of response to instruction and/ or interventions, adjustments should be made to intensify the current program. These adjustments may include increased duration, increased frequency, reduced group sizes, and positive behavior supports.

Using Gradual Release in Intervention

robertsb36 — 2025-07-07 14:03:53 UTC

Educators can lead students to independently applying skills from core instruction, skill-groups, and interventions using the gradual release of responsibility (GRR) model. Clear routines and teacher talk help to create effective intervention sessions. Read the teacher talk as the scaffolding is reduced throughout in Table 1.

What is RTI?

robertsb36 — 2025-07-07 14:05:40 UTC

RTI is a preventative model for academic and behavioral success. It creates a tiered system of supports for students who are at risk.

Assessment in RTI

robertsb36 — 2025-07-07 14:08:00 UTC

This article lists and describes assessment procedures to use within the Response to Intervention framework.

Motivating Students in Intervention

robertsb36 — 2025-07-07 14:10:59 UTC

This article suggests the use of gamification, interesting objects, and appropriate challenges to increase student engagement in intervention sessions.