Literacy
Literacy
UFLI, EL Education, Fundations
UFLI, EL Education, Fundations
Embedded Files
Overview K-5
Newton Public Schools Elementary Literacy department provides students with excellent, evidence-based and data-driven literacy instruction in reading, writing, communicating, and critical thinking that strives to be culturally responsive, equitable, and representative of all students. Becoming literate is a complex process. To this end, teachers provide systematic, explicit, and multisensory literacy instruction encompassing:Overview K-5
- Foundational skills (phonological awareness, phonics, decoding, encoding)
- Comprehension (vocabulary, cultural and content knowledge, specific strategies, volume reading, and discussion)
- Writing skills (composing and transcribing)
- Bridging processes (fluency, vocabulary, morphology, concepts of print)
- Materials that meet students’ needs and that provide access to complex, grade-level texts
UFLI
UFLI
University of Florida Literacy Institute
University of Florida Literacy Institute
The University of Florida Literacy Institute (better known as UFLI, pronounced "you fly") was established to accomplish two main goals:
Support teachers in their development of the knowledge and skills necessary to teach reading effectively.
Support developing readers, especially those who struggle with early literacy skills.
To achieve these goals, the team at UFLI has created a program to support both teachers and readers: UFLI Foundations. This explicit and systematic phonics program consists of a carefully designed scope and sequence, a collection of fully developed lesson plans, and a host of supplemental materials to support lesson implementation. The program is both research-based and evidence-based.
All Concepts Scope & Sequence
All Concepts Scope & Sequence
Suggested Scope and Sequence for 2nd Grade
Suggested Scope and Sequence for 2nd Grade
EL Education
EL Education
EL Education: Module 1
EL Education: Module 1
Module Focus
Module Focus
- Building Literacy in a Collaborative Classroom
Module Topic
Module Topic
- Schools and Community
Guiding Questions
Guiding Questions
- What is school, and why are schools important?
- Why is it hard for some children to go to school in their communities?
- How do communities solve these problems so their children can go to school?
- How are schools around the world different? How are they similar?
Performance Task
Performance Task
Product: The Most Important Thing about Schools”
Format: Informational book
Central Student Texts
Central Student Texts
- Off to Class: Incredible and Unusual Schools around the World
- The Dot
- The Invisible Boy
Learning Targets
Learning Targets
Reading
Reading
- Ask and answer questions to demonstrate understanding of key details in a text
- Describe how characters in a story respond to major events and challenges
- Use information from illustrations and text to demonstrate understanding of characters, setting, or plot
Writing
Writing
- Write informative/explanatory texts introducing a topic, using facts and definitions to develop points, and providing a concluding statement or section
- Focus on a topic and strengthen writing as needed by revising and editing
Speaking & Listening
Speaking & Listening
- Build on others' talk in conversations by linking their comments to the remarks of others
- Ask for clarification and further explanation as needed about the topics and texts under discussion
Language and Foundational Skills
Language and Foundational Skills
- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
EL Education: Module 2
EL Education: Module 2
Module Focus
Module Focus
- Learning through Science and Story
Module Topic
Module Topic
- Fossils Tell of Earth’s Changes
Guiding Questions
Guiding Questions
- What do paleontologists do?
- How do characters respond to major events?
- What can we learn from studying fossils?
- How do readers learn more about a topic from informational texts?
- How do authors write compelling narratives?
Performance Task
Performance Task
Product: My Weather Story: Discovering a Fossil
Format: Illustrated Narrative writing
Central Student Texts
Central Student Texts
- Fossils
- Stone Girl, Bone Girl
- The Dog That Dug for Dinosaurs
Learning Targets
Learning Targets
Reading
Reading
- Ask and answer questions to demonstrate understanding of key details in a text
- Describe how characters in a story respond to major events and challenges
- Use information from illustrations and words to demonstrate understanding of characters, setting, or plot
- Identify the main topic of a multi-paragraph text and the focus of specific paragraphs within the text
- Know and use various text features to locate key facts or information in a text
Writing
Writing
- Write narratives recounting a single event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words, and provide a sense of closure
- Add drawings or other visual displays to stories or recounts of experiences to clarify ideas, thoughts, and feelings
- Focus on a topic and strengthen writing as needed by revising and editing
Speaking & Listening
Speaking & Listening
- Tell about events in order and provide a reaction to what happened
- Describe familiar people, places, things, and events and provide additional detail
- Speak audibly and express thoughts, feelings, and ideas clearly
- Use words and phrases acquired through conversations, reading, and responding to texts
Language & Foundational Skills
Language & Foundational Skills
- Form and use the past tense of frequently occurring irregular verbs
- Demonstrate command of capitalization, punctuation, and spelling
- Determine the meaning of words and phrases in texts
- Use sentence-level context as a clue to the meaning of a word or phrase
- Use a known root word as a clue to the meaning of an unknown word with the same root
EL Education: Module 3
EL Education: Module 3
Module Focus
Module Focus
- Researching to Build Knowledge and Teach Others
Module Topic
Module Topic
- Trees are Alive
Guiding Questions
Guiding Questions
- How do plants grow and survive?
- How do pollinators help plants grow and survive?
- How do we get the fruits, flowers, and vegetables that we enjoy?
- How do we become researchers and share our learning?
Performance Task
Performance Task
Product: Informational Collage presenting information about students’ researched trees
Format: Informational poster and oral presentation
Central Student Texts
Central Student Texts
- From Seed to Plant
- Seed to Plant
- Plant Secrets
- What Is Pollination?
Learning Targets
Learning Targets
Reading
Reading
- Ask and answer questions to demonstrate understanding of key details in a text
- Identify the main topic of a multi-paragraph text and the focus of specific paragraphs within the text
- Describe the connection between scientific ideas or concepts in a text
- Know and use various text features to locate key facts or information in a text efficiently
- Identify the main purpose of a text, including what the author wants to answer, explain, or describe
- Explain how specific images contribute to and clarify a text
Writing
Writing
- Participate in shared research and writing projects
- Write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
- Focus on a topic and strengthen writing as needed by revising and editing
- Use a variety of digital tools to produce and publish writing
Speaking & Listening
Speaking & Listening
- Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences
- Recall information from experiences or gather information from provided sources to answer a question
- Participate in collaborative conversations with diverse partners about grade 2 topics and texts in small and larger groups
Language & Foundational Skills
Language & Foundational Skills
- Determine the meaning of words and phrases in a text
- Use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases
EL Education: Module 4
EL Education: Module 4
Module Focus
Module Focus
- Contributing to Community
Module Topic
Module Topic
- Providing for Pollinators
Guiding Questions
Guiding Questions
- Why should people help pollinators to survive?
- How can I take action to help pollinators?
Performance Task
Performance Task
Product: Wildflower seed packet, Butterfly drawings
Format: Opinion writing, scientific illustrations
Central Student Texts
Central Student Texts
- The Ant and the Grasshopper
- The Lizard and the Sun
- Hey, Little Ant, A Place for Butterflies
- A Place for Bats,
- The Little Hummingbird
Learning Targets
Learning Targets
Reading
Reading
- Ask and answer questions to demonstrate understanding of key details in a text
- Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
- Describe how characters in a story respond to major events and challenges
- Compare and contrast two or more versions of the same story by different authors or from different cultures
- Recount or describe key ideas or details from a text or information presented orally or through other media
- Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text
- Describe how reasons support specific points the author makes in a text
- Compare and contrast the most important points presented by two texts on the same topic
Writing
Writing
- Write informative/explanatory texts and opinion pieces that introduce a topic, use facts and definitions to develop points and support opinions, use linking words to connect opinions and reasons, and provide a concluding statement or section.
- Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings
Speaking & Listening
Speaking & Listening
- Follow agreed-upon rules for discussions
- Build on others' talk in conversations by linking their comments to the remarks of others
Fundations Overview
Fundations Overview
During daily 25-minute whole-group lessons, students receive comprehensive instruction in letter names, sounds, and formation. They study print concepts, learning how written language works within the context of texts. Lessons also focus on developing phonological awareness, identifying and manipulating the sounds of language, as well as vocabulary development. Through phonics instruction, students gain skills in decoding and encoding words.
Learning Targets
Learning Targets
Know and apply grade-level phonics and word analysis skills in decoding words
- Segment syllables into sounds (phonemes) – up to six sounds
- Identify word structures such as vowels, consonants, blends, digraphs, digraph blends
- Identify parts of words (syllables, base words, suffixes)
- Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, consonant-le
- Distinguish long and short vowels when reading regularly spelled one-syllable words
- Read and spell words with short vowels, long vowels in vowel-consonant-e and open syllables, r-controlled vowels, and vowel teams
- Read and spell words with common suffixes and prefixes
- Read and spell phonetically regular one-, two- and three-syllable words
- Identify words with inconsistent but common spelling-sound correspondences
- Read and spell the 200 high frequency words including irregular words
- Divide multisyllabic words
- Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
- Use synonyms
- Know some multiple meaning words
- Apply dictionary skills
- Use correct writing position and pencil grip
- Write clearly and legibly at an appropriate rate
- Apply correct ending punctuation and capitalize the beginning of sentences and names of people
- Read controlled stories with fluency, expression and understanding
- Read approximately 90 words per minute with fluency and understanding
- Determine the meaning of a new word when a prefix is added to a known word
- Use knowledge of the meaning of individual words to predict the meaning of a compound word
- Identify real-life connections between words and their use
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