Visit this ODE page to see the the Oregon Early Literacy Framework that was released in 2023. This framework is an important foundation for the Early Literacy Success Initiative (ELSI) and strategic plan endeavors in MSD to get all of our students to grade level reading by third grade. 

This document outlines our district's expectation for providing articulated foundational skills instruction. 

As we incorporate new research with the Science of Reading, our literacy leaders are collaborating to support teachers in continuing our strong practices with reading instruction while adding in new strategies and approaches that will support even stronger outcomes. Our goal is to move forward in this work with intention and collaboration to keep the strongest aspects of previous practice and welcome new learning that will improve student outcomes.

Articulated Foundational Skills Instruction in Phonics and Phonemic Awareness

Purpose: To provide educators with research-based instructional materials and strategies to develop the word recognition skills of emergent readers which is supported by research on the science of reading.

Expectation: All students in grade K-2 will receive 20-30 minutes of daily instruction and practice in phonics and phonemic awareness using district-approved resources that are listed on this document.

Best Practice:  The daily foundational skills block should include systematic instruction that addresses the Foundational Priority Standards for your grade level. These year-long standards are practiced daily and should follow the scope and sequence of district-approved instructional materials.  Instruction should address skills, such as:

• Phonemic Awareness

• Phonics

• High-Frequency Word Practice

Scope & Sequence: K-2 foundational skills instruction should follow the scope and sequence of the District Adopted Curriculum: HMH into Reading. This scope and sequence can be found in your RCD ELA folder on the district drive.

District Approved Resources for Foundational Skills Instruction:

• HMH Into Reading Core Curriculum

• University of Florida Literacy Institute

Look here for curated articles on the science of reading research.

As we implement the Early Literacy Success Initiative (ELSI) and align our practices in early literacy to the most recent research in literacy instruction, training and PD will be available. These slide decks are used in in-person trainings and are not designed for independent learning. They are linked here as a resource, please contact the CIA department for additional information or to schedule a training for your team or building.

• ELSI Board Overview Winter 2024

• ELSI Licensed Training Spring 2024

• ELSI Classified Training Spring 2024

Click here to learn more about this topic. This training will help you to learn how to correctly administer and assess the Fountas & Pinnell Benchmark Assessment.

Click here to learn more about this topic. In addition to benchmark reading assessments, you may also want to use more informal running records at times for formative assessment purposes. 

Click here to learn more about this topic. This training will help you improve writing and comprehension through text structure instruction.

Click here to learn more about this topic. As you plan for the Targeted Reading Support time, think about how you will offer meaningful practice for all students to accelerate their learning. While some students will receive small group instruction, others will accelerate learning by engaging in literacy activities or spending time in text to strengthen their reading skills. 

Click here to learn more about this topic. 

Click here to learn more about this topic.  Heggery can be used as a short phonemic awareness intervention to complement articulated foundational skills. Note, it is not appropriate to be used for the articulated foundational skills instruction as it does not meet all requirements. Research suggests that phonological awareness in isolation of graphemes is not as effective, so this intervention should be used cautiously.

Click here to learn more about this topic. Daily sight word practice increases visual memory, provides practice with letter formation, and helps students build automaticity with sight words. In emergent and early guided reading levels, students should practice 3 sight words each day to build these skills. 

Based on a book study with The Next Step Forward in Guided Reading by Jan Richardson

Click here to learn more about this topic. Introducing a new book activates prior knowledge and prepares a student for successful reading. This should be a concise quick preview.

Based on a book study with The Next Step Forward in Guided Reading by Jan Richardson

Click here to learn more about this topic. This support occurs during reading in a guided reading group, the instructor’s role varies based on the level of readers. 

Based on a book study with The Next Step Forward in Guided Reading by Jan Richardson

Click here to learn more about this topic. After reading a text, readers discuss the text to develop comprehension. There are twelve comprehension strategies generally used during this part of the lesson. This will be different depending on the level of the text and the readers’ skills. 

Based on a book study with The Next Step Forward in Guided Reading by Jan Richardson

Click here to learn more about this topic. Writing about the text is a good comprehension practice as it allows for deep thinking and an opportunity for formative assessment. 

Based on a book study with The Next Step Forward in Guided Reading by Jan Richardson