Becoming Data Leaders

©Jo Robinson

Oregon K-12 Literacy Frameworkand

K-3 Statewide Outreach• This framework is designed to provide teachers, administrators, parents, and

other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.

• As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.

• This framework is organized around the following components:

• Goals (Module 1)

• Assessment (Modules 1, 2, and 3)

• Instruction (Modules 1, 4, 5, and 6)

• Leadership (Module 7)

• Professional Development (All Modules)

• Commitment

For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

Today’s Session

Oregon Beacon Schools

• The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:

• Humboldt Elementary (Portland)

• Jefferson Elementary (Medford)

• Lincoln Street Elementary (Hillsboro)

• Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.

• Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

A leader is someone you will follow to a place you wouldn’t go by yourself.

Joel Barker

Principal Leadership Responsibilities Correlated with Leading Second Order Change

• Flexibility

• Ideals and Beliefs

• Intellectual Stimulation

• Knowledge of curriculum, instruction and assessment

• Optimizer

Leading Schools: Distinguishing the Essential from the Important MCREL 2004

Principal Leadership Responsibilities Negatively Associated with

Second Order Change

• Communication• Culture• Input• Order

May decrease so that other responsibilities may increase

May be done by others not principal

Take the lead.

• Say, “This is what I want to see when I visit classrooms.”

• Follow up with mailbox notes about expectations to remind teachers i.e.,– a list of student engagement strategies – sample graphic organizers

• After brief trainings by the coach at staff meetings or day long trainings by other experts stand up and say “I want to see the whole staff working on this during the week.”

• While watching a demo with the teacher say “I want to see the whole staff working on this during the week.”

Best principal question at all meetings:

What will bring more students to level in reading?

“I want to see……”

Best principal statement in private:

Gentle pressure relentlessly applied

Vickie Phillips, Portland Public Schools

Greatest Achievement Benefits When Principals

1. Set non-negotiable goals for achievement and instruction

• Set specific targets for all grades• Expect research-based instructional strategies in all

classrooms

2. Continually monitor school progress toward achievement and instruction goals and keep them a driving force behind school actions

3. Insure that time, money, personnel, and materials are allocated to accomplish achievement and instructional goals to the point of cutting back or dropping initiatives that are not aligned with achievement and instruction goals

Little benefit from:

• Allowing site-based latitude to determine objectives

Benefit from:• Allowing some discretion in how to meet district objectives• “Defined autonomy” = within common understandings

and research about good teaching

It’s not what you “expect”

it’s what you “inspect,”

that shows teachers what you really want.

Hold Monthly Data Meetings with Program and Benchmarking Data

• Principal/coach lead staff in analyzing data to design changes

• Teachers:– Bring DIBELS data– Bring weekly program data– Bring concerns about strategic and intensive

students– Suggest related practice and program delivery

ideas• Together:

– Revisions are made in instruction/interventions– Children are moved to correct groups– Interventions are started

Hold Monthly Data Meetings

MOST IMPORTANT RESULTS: – Teachers and coaches give each other ideas to

use and suggest changes in classroom instruction that increase achievement

– Adjustments in classroom instruction and grouping are made after the meeting because of data analysis

– Teachers actually start changes in instruction the next day

– Coaches find answers that team could not find

Data Analysis Discussion Questions for Monthly Grade Level Meetings

• Which students are below grade level, at grade level and above grade level in each skill?

• What clusters do you see in the data? • What do these clusters tell you is needed in your

classroom instruction?• What group interventions will you use for students

who are below level? Who will implement? When?• Which students need individualized interventions and

what will their interventions be?• Which students appear to need out-of-class

interventions? Who will implement? When?• Which students are ready for accelerated instruction?

Who will implement? When?

Reading Data Analysis Worksheet for Grade LevelsGrade Level K Data Analyzed: DIBELS Date 1-28Grade level members and others present at this meeting:Mary Smith Susan Jones Maria GonzalesMercedes Thomas Bev Snodgrass John ParishOur job: As a team we are responsible for all students to be at level by this June.•List the names of students below grade level and list the area(s) that is below level.•Discuss each child that is below level, one by one, bringing additional data.•Discuss and determine changes needed in reading group placement or teacher to ensure that each child is receiving 90 minutes of appropriate level instruction. Look at the data for clusters of students that could be grouped for instruction.•Discuss and determine changes needed in reading interventions above and beyond the 90 minutes of instruction to ensure that each child is receiving the appropriate intervention.(Which interventions can be provided in small groups? Look at the data for clusters of students that could be grouped for intervention. Which interventions must be one-on-one?)•Decide and list which staff member will make sure the changes in reading group and intervention will happen.•Decide when the team will meet again (within a month) to look at intervention resultsDate of next grade level team meeting February 7th .•Distribute copies of this completed worksheet to every grade level teacher, your reading coach and your principal.

NameArea(s) below level or with unsatisfactoryprogress

90 min at appropriatelevel ofinstruction (yes/no)

Name currentreadingintervention

Listchanges in group and/orintervention

Staff memberresponsible for changes

John Letter Naming Fluency

10 (<15 At Risk)

yes None Add to

Mrs. Smith’s

Letter group

Reading Group Teacher

Maria Nonsense Word Fluency

0 (<5 At Risk)

yes None Blending practice w/ small group15min/day use Elkonin boxes

Homeroom Teacher

Teachers bring to monthly data meeting:–Weekly core program data

–Intervention program data

–Benchmarking data

Core and Intervention Program DataSample Binder System

Team has binders readily accessible to all members every day• Group binders in designated spot in all rooms

• Outside color coded with list of all in group and teacher name

• Inside in pocket on card stock all assessment pages that student will read

• First sheet = group data sheet• Divider for each student with

• Individual record sheet• His 38 record sheets or weekly tests

JamesJoseLatonaTyroneShoneeJamal

Analyze Program Data Monthly

• Provide help for weak passes• Make plan for students not fitting in the group

– Outdistancing the group, bored– Consistency falling down and gap getting bigger

• Consider needed interventions for other factors: absence, illness, behavior

• Adjust your group pacing in light of the data

Program Data Sheets for Groups

The moral of the data story is…

If you keep doing what you’re doing,

you’ll keep getting what you’re getting.

Kinds of Changes Made at Data Meetings

1. Teacher targets:• Core program delivery

• Intervention delivery

2. Principal targets

3. Coaching targets

Core Delivery Targets for teachers

Do teachers need to make changes in how they deliver core programs in whole and small group?

YES

“Don’t Rock the Boat” Leaders Don’t Bring Change

Strong Leadership Statements Like:

“Our data tells us that we need to make changes in how we deliver the core. Where should we start?”

Teacher as astute diagnostician

Teacher as intense deliverer of core

More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

Losing Benchmarks? Increase Whole Group Intensity

Whole Group– More explicit

• Make this weeks’ sounds, sight words, vocabulary visual when explicitly instructed and throughout the week

• Repeat initial instruction from TE throughout the week as needed– More practice:

• Give more group and individual turns• Increase engagement to 100%, use precision partner work• Speed up transitions, moving from core section to section ASAP• Start and end on time• Repeat practice at times other than reading block• Repeat practice during the week if skill not acquired

– More feedback• Consistent (every time) error correction of sounding out, sight

words, phrasing, bumpy reading

Losing Benchmarks?Increase Small Group Intensity

Small Group– More practice:

• Cut out teacher talk, use rapid cuing• Give more group and individual turns• Increase engagement to 100%• Speed up transitions, moving from group to group ASAP• Start and end groups on time• All groups meet EVERY day• Benchmarks read decodable, at-level, above level, anthology

selection orally EVERY week more than once in small group.• Teacher created seat work/centers are ALWAYS practice directly

connected to needed skills from the core.– More feedback

• Consistent (every time) error correction of sounding out, sight words, phrasing, bumpy reading

Sample Teacher Targets for Benchmarks

from Data Meeting

• More Explicit:– Post weekly vocabulary and review it daily

• More Practice: – Get to EVERY group EVERY day for full time– Use Precision Partner work to get 100% to

answer comprehension questions– Provide daily sight word practice– Reduce teacher talk during small groups

Principal Targets

Do principals need to make changes in how they state expectations and do walk-throughs?

Sample Principal Targets for Benchmarks

from Data Meeting• More Explicit:

– Publicly say “Lets all work on more rapid cuing.”– Privately tell teacher X and teacher Y “I want to see less teacher talk

and more rapid cuing at small groups in your room.

• More Practice: – Announce that you will walk-through all rooms at the end of small

group to see if all groups have read each day.– Look for and praise during walk-throughs:

• Less teacher talk• More rapid cuing• Daily sight word practice• Precision partner work• All groups reading every day

– During walk-throughs:• Ask teachers to show you the extra daily sight word practice they created.• During small groups use hand signal to indicate too much teacher talk

during small groups.– Privately ask coach to model Precision Partner work in rooms X, Y,

and Z. Check to see that she did.

Targeted Walk-Throughs

• Walk through all rooms• Spend more time in “Hot Spots”

– Reading block of grade levels losing benchmarks and strategics• Is engagement 100%• Are transitions fast?• Are turns to read maximized?• Are seat work/centers excellent practice for this week’s skills?• Are seat work/centers completed accurately by all?• Is correction procedure used consistently in oral reading?

– Small groups and interventions of grade levels not moving intensives

• Do groups meet for full time? Everyday? Start on time?• Are transitions fast?• Are turns to read maximized?• Is correction procedure used consistently in oral reading?

Coaching Targets

Do coaches need to make changes in how they demonstrate, coach in class and provide help?

A coach is someone who tells you what you don’t want to hear, so that you can see what you don’t want to see, so that you can be what you’ve always wanted to be.

Tom LandryFootball CoachDallas Cowboys

Sample Coaching Targets for Benchmarks

from Data Meeting• More Explicit:

– Help teacher X Post vocabulary and show her how to review it daily

• More Practice: – Work with teacher Z for 3 days to show her how to get to

EVERY group EVERY day for full time– Demonstrate Precision Partner work to get 100% to

answer comprehension questions at the next grade level meeting

– Make a week’s daily sight word practice and give to team

– Privately model Precision Partner work in rooms X, Y, and Z. Go back after modeling and notice them using it.

District Principal

Coach

CoachDistrict Principal

What grade levels are losing Benchmark kids at your school?

• Looking back at the handouts find and write:2 targets that those teachers need

____________________________________

____________________________________

2 targets that the principal needs

____________________________________

____________________________________

2 targets that the coach needs

____________________________________

____________________________________

“Don’t Rock the Boat” Leaders Don’t Bring Change

More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

Intervention Targets for Teachers

Do teachers need to make changes in how they deliver intervention programs?

YES

Strong Leadership Statements Like:“Data tells us that we need to make changes in how we deliver intervention. Where should we start?”

Not Moving Intensives? Check Whole Group Placement

Whole Group Correct Placement– Look at correct level of difficulty of core

• Can they actually read the text? (anthology)

• Can they answer comprehension questions?

• Are they in two programs with different sound sequence, different vocabulary? Are they succeeding in both?

• Do they need an alternative core for reading block?

– Look at the intervention program placement• Does it match their needs as shown in diagnostic assessments?

• Is delivery daily and intense?

• Do they need another more aggressive intervention?

Not Moving Intensives?Increase Small Group Intensity

Small Group– Check small group placement

• Are they in correct level text? Change placement– More practice:

• Cut out teacher talk, use rapid cuing• Give more group and individual turns with 100% engagement• Speed up transitions, moving from group to group ASAP• Intensive groups meet EVERY day, on time for full time• Intensives read decodable, ELL book, below level, and at-level books orally

EVERY week more up to 4 times in small group.• Teacher created seat work/centers are ALWAYS differentiated and directly

connected to needed skills from the core.• Add a double dose later in the day

– Make sure all staff who work with intensives use the same cuing system, error correction and explicit visuals daily.

– Create communication system (Example: Courier Pouch) so that AM small group teacher communicates with PM small group teacher

– More feedback• Consistent, (every time) rapid error correction of sounding out, sight words,

phrasing, bumpy reading, oral language• Add immediate correction of seatwork or center work

Sample Teacher Targets for Intensives

from Data Meeting• Correct Placement:

– Start new alternative core at correct level during whole group time with connected practice at intervention time

• More Practice:– Small group: every student reads texts 4 times– Use rapid cuing– Communicate daily with double dose teacher– Reduce teacher talk during small groups

• More Feedback:– Correct all seatwork/center work immediately– Use rapid error correction during oral reading

Principal Targets

Do principals need to make changes in how they state expectations and do walk-throughs?

Sample Principal Targets for Intensives

from Data Meeting• Correct Placement

– Set date for start of new alternative core at correct level during whole group time.

– Walk-through on that date to see if started.• More Practice:

– Small group: every student reads texts 4 times– Look for and praise during walk-thoughs:

• rapid cuing • reduced teacher talk during small groups • daily communication with double dose teacher

– During small groups use hand signal to indicate too much teacher talk during small groups.

• More Feedback:– Look for and praise during walk-thoughs:

• Correcting all seatwork/center work immediately• Using rapid error correction during oral reading

Coaching Targets

Do coaches need to make changes in how they demonstrate, coach in class and provide help?

Sample Coaching Targets for Intensives

from Data Meeting• Correct Placement:

– Individually test intensives in question to see if correctly placed. Tentatively regroup and share data with teachers

– Help teachers start new groups.• More Practice:

– Small group: every student reads texts 4 times– Demonstrate where needed:

• rapid cuing • reduced teacher talk during small groups

• Set up daily communication with double dose teacher and watch it for 3 days to make sure it is happening

• More Feedback:– Show teacher x how to correct all seatwork/center work

immediately and how to use rapid error correction during oral reading

What grade levels are not moving Intensive kids at your school?

• Looking back at the handouts find and write:2 targets that those teachers need

____________________________________

____________________________________

2 targets that the principal needs

____________________________________

____________________________________

2 targets that the coach needs

____________________________________

____________________________________

Posting of Targets

• Have the targets on large chart paper as the team selects them at grade level meetings

• Email a PowerPoint of the targets to the each teacher and coach.

• Ask the teachers, coach to put the PowerPoint slides of grade level targets up in their rooms.

• Principal posts all grade level targets in her office.

Kindergarten Goals for September- October

• Model segmenting and blending daily. Have students blend daily in small group and at centers. Use Elkonin boxes daily.

• Target sound and sight word automaticity. Have students read sight words daily in small group and centers. Use templates and personal lines of practice daily.

• Put 3 Big Dogs on the porch before every read-aloud. Return to those words every day. Use gestures and pictures to give meaning daily.

First Grade Goals for September-October

• Start intervention groups by the 5th day of school.• Increase pacing in small group intervention and double dosing:

– Start groups on time and use the whole time– Use rapid cuing– Use rapid consistent error correction– Increase correct turns reading

• Progress monitor intensives and use data monthly to adjust teaching

• Pre-teach 3 Big Dogs for each read-aloud and put them on the porch. Return to them daily.

Analyze Data Monthly

• Discuss the needs of every student who is not at grade level

• Compare program data to benchmark data for non-benchmark students

• Find out where data reflects work on targets. Refine targets.

• Group students with similar intervention needs• Record decisions

Data Walls with Individual Student Data

Show:Grade level and school at a glanceGrowth/loss from fall to winter to spring

Uses:Core program placement decisionsRegrouping decisionsIntervention decisionsSummer school decisionsPlacement in next year’s homerooms

After-School Data Meetingfor Entire School

Adjustable Pocket Chart CD-5642

$27.99

www.carsondellosa.com

Grouping Walls

Organizing Reading Groups

First Grade Reading Group Organization

School District Data Wall

Do you need to make changes for

individual students?

Sample Changes for Individual Students

• Attendance intervention by principal

• Schedule in-depth reading diagnosis

• Start reading intervention

• Start health interventions

• Move to another core group

Do you need to change the way

your reading systemis organized?

Reading System Change Examples• Reorganize the delivery of core Examples:

– Walk to read– Ensure 3 groups each day– Ensure full 90 minutes is actually reading– Increase core block beyond 90 minutes– Make seat work and centers practice connected to core– Get advanced training on core delivery

• Match intervention to need more carefully– Administer reading diagnostics to pinpoint needs– Purchase more intense interventions– Get training on intervention delivery

• Reorganize the delivery of intervention Examples:

– Increase intervention time– Create teacher parapro intervention delivery teams– Ensure fast efficient intervention delivery– Ensure monitoring of every child in intervention– Select more intense intervention/ train in delivery

What do you need to change in your Reading Emergency Room?

Getting to 100% means getting to the bottom 20%!

Intervention is an intricate

matching process.

intervention

intervention

data

More Intensity Means

• More

• More

• More

• More

• More

explicit/direct instruction

modeling

practice with

monitoring and feedback

time

More Practice

Practices needed to store concept:

• Average learner 4-14 times

• Everybody else 14-250 times

• Truly disabled 250-350 times

Tina Peltier

Ready

Learn DespiteUs

Depend onTeacher

Can't Learn

Come with the skills necessary to read

Learn to read despite usFigure out the alphabetic system

Can’t learn to read

Depend on teacher’s delivery andresearch-based program

20-30% of the 60% hardest skill to acquireTina Peltier

More ExplicitnessIs the program explicit enough?

Of three interventions that were tested on children with phonological weaknesses, the most phonemically explicit one produced the strongest growth in word-reading ability. In fact, of the three interventions tested, only the most

explicit intervention produced a reliable increase in the growth of word-reading ability over children who were not provided any special interventions.

Torgesen, Wagner, Rashotte, Rose, et al., 1999

Further, explicit instruction also requires that the meanings of words be directly taught and be explicitly practiced so that they are accessible when children are reading text.

(Beck, McKeown, and Kucan, 2002).

More Intensity in Vocabulary Instruction

What is Intensive Intervention?• offered as soon as it is clear the student is lagging behind in the

development of skills or knowledge critical to reading growth• must significantly increase the intensity of instruction and practice –

and they should be available in a range of intensity• must provide the opportunity for explicit (direct) and systematic

instruction and practice along with cumulative review to insure mastery.

• must provide skillful instruction including good error correction procedures, along with many opportunities for immediate positive feedback and reward

• must be guided by, and responsive to, data on student progress• must be motivating, engaging, and supportive—a positive

atmosphere is essential.

Joe Torgesen

Intervene Relentlessly

Four ways to deliver intense intervention

1. During 90 Minutes only (Often in K and 1) • Additional staff provides small group (3-5) intense instruction • Well trained in intervention• Daily• Differentiated and targeted instruction• Examples:

• Daily small group ERI in K • Daily small group Road to the Code in K• Daily small group REWARDS in 3rd Grade

Joe Torgesen

2. Extra intervention block outside 90 minutes • Provides more than 90 minutes of reading• Small group (3-5) instruction instruction • Well trained in intervention• Daily• Totally coordinated with 90 minute instruction• Regular intervention team meetings where student

progress and needs are discussed monthly best (minimum 4-5 times a year)

• Examples:• Daily small group preteaching of core in K and 1• Daily small group ERI or Road to the Code in K• Daily small group REWARDS in 3rd Grade

Joe Torgesen

3. Intervention Classrooms for 90 minutes• Daily, using comprehensive intervention core• One or more intervention rooms per grade level• Not more that 15 students total to allow rotating

small group (3-5) instruction• For students who are substantially below level• Well trained in comprehensive intervention core• This teacher’s moderate risk and at-levels are

taught by other teachers• Best if additional staff can assist in this room• Examples:

• Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders

• Daily intervention classrooms in Read Well after Christmas for first graders struggling in the regular core

Joe Torgesen

22 22 22 22

25 24 15 24

4. Intervention Classrooms for 90 minutes plus intervention block

• Daily, using comprehensive intervention core• One or more intervention rooms per grade level• Not more that 15 students total to allow rotating small

group (3-5) instruction• For students who are substantially below level• Well trained in comprehensive intervention core• This teacher’s moderate risk and at-levels are taught by

other teachers• Best if additional staff can assist in this room• Best if intervention classroom teacher meets regularly with

the intervention block teacher or is the same person• Examples:

• Daily intervention classrooms in Reading Mastery, Corrective Reading or Read Well 1 for 2nd or 3rd graders plus additional 30 minutes of the same program later in the day

Jo Robinson

Master Schedule Using Modified Joplin PlanK 1st 2nd 3rd 4th 5th 6th

8:00-8:15 8:00-8:158:15-8:30 8:15-8:30

8:30-8:45 Class starts Class starts Class starts Class starts Class starts Class starts Class starts 8:30-8:458:45-9:00 Reading Writing Math Math 8:45-9:00

9:00-9:15 Reading Writing Math Math Reading Reading 9:00-9:159:15-9:30 Reading Writing Math Math Reading Reading 9:15-9:30

9:30-9:45 Reading Writing Math Math Reading Reading 9:30-9:459:45-10:00 Reading RECESS RECESS Reading Reading 9:45-10:00

10:00-10:15 Reading Reading Reading 10:00-10:1510:15-10:30 RECESS RECESS 10:15-10:30

10:30-10:45 Title Reading Reading Writing Writing RECESS RECESS 10:30-10:4510:45-11:00 Title Reading Reading Writing Writing Writing Writing 10:45-11:00

11:00-11:15 Writing Reading Writing Writing Writing Writing 11:00-11:1511:15-11:30 LUNCH Writing Reading Writing Writing Writing Writing 11:15-11:30

11:30-11:45 LUNCH Writing Reading LUNCH LUNCH Writing Writing 11:30-11:4511:45-12:00 Writing Reading LUNCH LUNCH 11:45-12:00

12:00-12:15 LUNCH LUNCH RECESS RECESS LUNCH LUNCH 12:00-12:1512:15-12:30 LUNCH LUNCH RECESS RECESS LUNCH LUNCH 12:15-12:30

12:30-12:45 Math Math Reading Reading RECESS RECESS 12:30-12:4512:45-1:00 Math Math Reading Reading RECESS RECESS 12:45-1:00

1:00-1:15 Math Math Reading Reading Math Math 1:00-1:151:15-1:30 Math Math Reading Reading Math Math 1:15-1:30

1:30-1:45 Reading Reading Math Math 1:30-1:451:45-2:00 Reading Reading Math Math 1:45-2:00

2:00-2:15 RECESS RECESS 2:00-2:152:15-2:30 RECESS RECESS 2:15-2:30

2:30-2:45 RECESS RECESS 2:30-2:452:45-3:00 2:45-3:00

3:00-3:15 Class ends Class ends Class ends Class ends Class ends Class ends Class ends 3:00-3:153:15-3:30 3:15-3:30

3:30-3:45 3:30-3:453:45-4:00 3:45-4:00

Select staff to deliver intense interventions

• Select staff to deliver interventions. Consider these points:• Eagerness and support for intervention• Fast efficient delivery, fidelity to specific program• Ability to monitor every child• Paraprofessional and teacher teams who work

well together

“If you get good people on the front end, you spend less time working on deficiencies. Getting the right people is the best thing you can do. You can put $3 million of remedial materials in the school, and it won’t do any good if you don’t have the right people.”

Inside the Black Box of High-Performing High Poverty Schools, Report from the Prichard Committee for Academic Excellence,

Lexington KY 2/20058 elementary schools

Get the right people on the bus.

Will this decision bring more studentsto level in reading?

“Whatever it takes”attitude!

Secrets of High Flying Schools Ed Leadership 5/4/05(National Center for Ed Accountability Study 300 schools)

Clear, Specific Goals for Kids

As the bedrock foundation: a penetrating, deep understanding of what it is children are to know and be able to do and how to connect it across grades.

Secrets of High Flying Schools Ed Leadership 5/4/05(National Center for Ed Accountability Study 300 schools)

Kindergarten Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness X X X

Phonics X XFluency

ComprehensionListening Listening Listening

Vocabulary X X X

First Grade Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness X X X

Phonics X X XFluency X X

Comprehension Listening Listening XVocabulary X X X

Second Grade Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness

PhonicsMulti-syllabic and

word structureMulti-syllabic and

word structureMulti-syllabic and

word structure

Fluency X X XComprehension X X X

Vocabulary X X X

Third Grade Instruction

Beginning of year

Middle ofYear

End ofYear

Phonemic Awareness

PhonicsMulti-syllabic and

word structureMulti-syllabic and

word structureMulti-syllabic and

word structure

Fluency X X XComprehension X X X

Vocabulary X X X

Progression of Reading Skill Acquisition for At-Level Learners

Beginning of Year

Middle of Year

End of Year

Beginning of Year

Middle of Year End of Year Beginning of Year

Middle of Year End of Year

Phonemic Awareness

X X X X X X

Phonics X CVC (cat) CVC (cat) CVCE(bike)

CCVVC (treat)

Au, igh, oy, oi, ea, ee, ow, oo, oa

Multi-syllabic word structure

Multi-syllabic and word structure

Multi-syllabic and word structure

Fluency X 60 wpm X X 95 wpm (2nd)

Comprehension Listening Listening Listening Listening Listening X X X X

Vocabulary X X X X X X X X X

Kindergarten 1st Grade 2nd and 3rd Grade