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The Importance of Explicit and Systematic Instruction within an Effective Literacy Framework
The Importance of Explicit and Systematic Instruction within an Effective Literacy Framework
We know that effective classroom practice is built upon beliefs and experiences. It is our belief that all students can and should learn how to read. We also believe that reading is a complex, cognitive process of decoding symbols to derive meaning and our students need and deserve multiple methods to learn and apply the core components of literacy. "Core reading instruction should include instruction in the five essential components of reading: phonological awareness, phonics, vocabulary, fluency, and comprehension. Instruction in oral language, writing, spelling, and handwriting are also essential. These components should be addressed in a comprehensive manner. High-quality reading instruction includes explicit and systematic strategies , consistent routines, and ample opportunity for practice with appropriate student support materials, cumulative review, and alignment to the South Carolina English Language Arts College- and Career-Ready Standards for each grade level.."- SC Dyslexia Handbook 2020
Student Driven, Standards-Based Instruction
Student Driven, Standards-Based Instruction
We know that according to a body of educational research and our collective experience that reading instruction is most effective when it is aligned with the interests and abilities of the students in the classroom as well as current research-based best practices in literacy. It is important for the teacher to identify students’ strengths and weaknesses with ongoing assessments and to then target instruction informed from this data and supported by a collaborative professional learning community.
In the fall of 2020, a team of literacy coaches and specialists worked together to create a research-based Tier 1 scope and sequence that provided students with explicit and systematic instruction in grades K-2. You will find these organized by grade and by nine weeks in the links below.
You will also find additional helpful instructional resources for your phonics / word study instruction.
Bringing the Science of Reading into our Literacy Classrooms
Bringing the Science of Reading into our Literacy Classrooms
You will see that we have aligned the scope and sequence for each nine weeks with current SCCCR standards, ongoing formative assessments, instructional strategies, as well as thinking shifts that combine both the science of reading as well as balanced literacy. This work was influenced by several texts such as Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (Burkins and Yaris, 2021), Making Sense of Phonics (Beck, 2005), A Fresh Look at Phonics (Blevins, 2016), How to Plan Differentiated Reading Instruction (Walpole & McKenna (2017), and SC Dyslexia Handbook (2020), and the SC MTSS Framework and Guidance Document (2019).
The Simple View of Reading:
The Simple View of Reading:
Word Recognition and Language Comprehension Together Equate to Reading Comprehension
Word Recognition and Language Comprehension Together Equate to Reading Comprehension
"The Simple View formula presented by Gough and Tunmer in 1986 is:
Decoding (D) x Language Comprehension (LC) = Reading Comprehension (RC)
The Simple View formula and supporting studies show that a student’s reading comprehension (RC) score can be predicted if decoding (D) skills and language comprehension (LC) abilities are known. Notice that D and LC are not added together to predict RC. They are multiplied. In the Simple View formula, the values of D and LC must be between 0 and 1 (or 0% and 100%). A score of 0 means no skill or ability at all and 1 indicates perfection. (Examples of how the formula works are presented later in this article.)
Gough and Tunmer (1986) proposed the Simple View of Reading to clarify the role of decoding in reading. Many educators did and still do believe that strong decoding skills are not necessary to achieve reading comprehension if language abilities are strong. Beginning and struggling readers are often taught to compensate for weak decoding by guessing an unfamiliar word based on the first letter or the picture, then asking themselves if the word makes sense after reading the sentence. In contrast, when decoding is the focus of instruction students are taught to sound out unfamiliar words using all the letters and to practice reading accurately until an adequate reading rate is achieved, along with accurate decoding.
This article discusses the following so that educators can take advantage of the Simple View of Reading to help all students achieve their maximum reading potential.
1. The Simple View formula makes clear that strong reading comprehension cannot occur unless both decoding skills and language comprehension abilities are strong.
We must teach students to decode expertly as early as possible. When students can decode expertly, their reading comprehension capabilities equal their language comprehension abilities.
We must provide students with strong content knowledge in many domains at all grade levels in order for them to develop adequate language comprehension abilities.
2. Intervention for struggling readers is effective only when it addresses the student’s specific weakness, which may be decoding, language comprehension, or both.
Intervention instruction focused on developing content knowledge or comprehension strategies will benefit struggling readers only they have a weakness in language comprehension.
Struggling readers of all ages can have decoding weaknesses; explicit instruction in decoding will be necessary to improve their reading comprehension.
3. Decoding and language comprehension skills are separable for both assessment and teaching, although both are required to achieve reading comprehension.
Scores from reading comprehension (RC) assessments are not enough data to identify students’ whether a student’s specific area of weakness is D or LC (or both) with certainty.
Assessment for students of all ages must supply enough information to specifically identify decoding skills and language comprehension abilities.
4. The Simple View of Reading is a mathematical formula with three variables. If we have two variables, the third can be estimated using the formula.
5. The Simple View of Reading is supported by scientific research."
-Linda Farrell, Michael Hunter, Marcia Davidson, Tina Osenga - Reading Rockets www.readingrockets.org/article/simple-view-reading
The Reading Rope is divided into two parts, focusing on Language Comprehension and Word Recognition. Effective Tier 1 literacy instruction should encompass all components of the Reading Rope so that students learn to both decode and comprehend. Intervention in Tier 2 or 3 instruction is where we can differentiate instruction and target specific skills. As educators plan for instruction and work with students who struggle to read, it is helpful to be aware of and know the parts of the Reading Rope" - Alysa VanHekken
"According to Scarborough (2018), “Weakness in ANY strand can disrupt reading, and weakness in SEVERAL strands can disrupt reading more.” We can no longer say that a student struggles to read without identifying the specific area of need and identify what breaks down for the learner. We can ask questions such as, “Can they decode CVC words, like hat?” “Can they decode CCVC words, like flat?” “Can they comprehend what they read?” Use the Reading Rope to identify and target instruction and intervention to meet student needs."
K-2 Literacy Framework
K-2 Literacy Framework
Click the picture below or the link below to view our
Phon-instruction for Beginning Readers
Phon-instruction for Beginning Readers
Phon-instruction for Beginning Readers Keeping It Straight Pyramid Update pdf.pdfOngoing Opportunities to Apply Phonics Within Authentic and Meaningful Contexts
Ongoing Opportunities to Apply Phonics Within Authentic and Meaningful Contexts
We know that for implementation of this scope and sequence to be effective we need to define expectations as well as opportunities for ownership and ongoing support. With this curriculum, the scope and sequence needs to be consistent as well as direct and explicit. It is important that K-2 teachers follow the scope and sequence outlined in the order provided. While the scope and sequence provides teachers with instructional strategies and resources to consider, teachers do have flexibility over the instructional strategies that they use to teach the skills as we know there are multiple ways students learn and many possibilities for classroom practice. To determine if students have mastered the skill it will be important for teachers to utilize the ongoing formative assessments. This not only ensures that students are mastering the phonics skills that are outlined in the curriculum, but also provides teachers with the data they need to provide Tier 2 support for students during WIN time for small group interventions for students who need additional support in order to reach mastery. Most of all, it is essential that students have ongoing opportunities to apply what they are learning in phonics/word study within authentic and meaningful contexts such as interactive read alouds, shared reading, small group guided reading, writing workshop, and in their own independent reading.
Support For Implementation From Professional Learning Communities
Support For Implementation From Professional Learning Communities
For improvement in reading to occur research suggests that first, a common curriculum with clear, intelligible standards that are aligned with appropriate assessments is essential (Fullan & Stiegelbauer, 1991; Marzano, 2003; Rosenholtz, 1991). Second, in order for schools to improve, school personnel need to function as professional learning communities (DuFour & Eaker, 1998; Wagner, 2004; Wise, 2004). Each month our literacy coaches will provide professional development that supports the implementation of this scope and sequence for K-2 teachers through our PLC meetings during collaborative planning.
Engaging in Reflective Practice
Engaging in Reflective Practice
We also ask that teachers, coaches, and administrators engage in reflective practice as they work towards this journey of implementing an explicit and systematic approach to phonics instruction within our existing balanced literacy framework in our early grades. We want students to grow not only in their proficiency in reading and writing skills but we also want them to develop strong identities as readers and writers that will build a solid foundation of literacy that will follow them into their futures. #readersareleaders!
K-2 Tier 1 Scope and Sequence for
K-2 Tier 1 Scope and Sequence for
Phonics Instruction
Phonics Instruction
Please click on the link below to view our entire K-2 Scope and Sequence
Please click on the link below to view our entire K-2 Scope and Sequence
2024 Wonders Kindergarten Scope and Sequence for Foundational Literacy Skills
2024 Wonders First Grade Scope and Sequence for Foundational Literacy Skills
2024 Wonders Second Grade Scope and Sequence for Foundational Literacy Skills
Phonics Assessments for K-2 Tier 1 and for Intervention
Phonics Assessments for K-2 Tier 1 and for Intervention
Please click on the links below to view our Phonics Assessments:
Please click on the links below to view our Phonics Assessments:
Kind. Literacy Assessments
Kind. Literacy Assessments
First Grade Literacy Assessments
First Grade Literacy Assessments
2nd Grade Literacy Assessments
2nd Grade Literacy Assessments
3rd Grade Literacy Assessments
3rd Grade Literacy Assessments
4th Grade Literacy Assessments
4th Grade Literacy Assessments
5th Grade Literacy Assessments
5th Grade Literacy Assessments
Phonics Assessments for Progress Monitoring
Phonics Assessments for Progress Monitoring
Ongoing progress monitoring of students is an effective tool to inform instruction and to provide students with feedback towards their literacy goal(s). As teachers are teaching targeted foundational literacy skills systematically and explictly it is important to progress monitor weekly / bi-weekly to assess student growth towards mastery. It is important to choose assessments that are valid, reliable, and aligned to the targeted skill taught. Some progress monitoring options to consider:
Wonders Phonological and Phonemic Awareness Assessment Subtests (pages 1-37 in Placement and Diagnostic Assessment Book)
Wonders Informal Reading Inventory (pages 128-192 in Placement and Diagnostic Assessment Book)
*For additional IRI passages see Informal Reading Inventories by Roe and Burns
iReady Literacy Tasks - Found in iReady Dashboard Under Assessment
UFLI Progress Monitoring Assessments
How to Plan Differentiated Reading Instruction Letter Names and Sounds, Fry High Frequency Words, and Informal Decoding Inventory (IDI)
*See literacy coach for this binder.
Additional Resources to Support Phonics and Word Study Instruction
Additional Resources to Support Phonics and Word Study Instruction
K-2nd Grade Reading List with Full-Text Decodables
K-2nd Grade Reading List with Full-Text Decodables
Candace Miller, literacy coach at Lone Oak Elementary School shared these great resource for accessing free decodable passages for educators to use with students that align the phonics skill with the text and lexile level so you can pair the skill with the student. Click the links below or the picture to the right to download this resource. The texts are hyperlinked within the document.
Lexile K-2 Reading List with Full Text Decodables
Decodable texts - Flyleaf - New update includes some homework options
Reading Universe Free Decodables
Reading League Decodable Text List
Decodable passages - Wilson Passages
Decodable sentences/passages that you have written. - Project Read has a Decodable Stories Generator you can use to create your own decodable stories aligned to the skills you have taught.
Magic AI Decodables
Pre-A Beginning Phonics Intervention Resources
Pre-A Beginning Phonics Intervention Resources
Please click on the link below or image to the right to access these resources.
Pre A Phonics Intervention Curriculum.pdfK-2 High Frequency Words Video for Student Practice
K-2 High Frequency Words Video for Student Practice
Teachers requested a Google Slides presentation of our 2021 high frequency words including a visual and a sound recording of the word students could view and listen to for ongoing practice towards mastery. Our Director of Communications, Cynthia Robinson collaborated with me on creating this instructional resource that teachers can access by clicking the link below.
District 6 High Frequency Words- With Recording Cynthia Robinson.mp4Sounds in Motion Video Resource
Sounds in Motion Video Resource
Laura Maurer and Sarah Coleman, the RES speech team have created a short Sounds in Motion video that introduces each letter and sound in the order of our phonics scope and sequence as a resource for teachers and parents. Please click the video link to the left or the link below to access.
Phonological/Phonemic Awareness Instructional Resources
Phonological/Phonemic Awareness Instructional Resources
A few things we’ve learned…
Phonological / Phonemic Awareness is SUPER important. That is the ability to manipulate parts of words or sounds in words (this is done without them seeing the letters).
The following cards should be used as a guide… you can use any words and do these tasks. Also, spend about a minute per card, and work on about 5 cards at a time until the student(s) demonstrate mastery. Add the next card as they are mastered.
Stepping Stone Cards - Best to use with Kindergarteners or new ML learners (Disclaimer: Don’t remain here too long maybe use with them the first half of Kindergarten Intervention, but students need to get to phoneme level.
Phonemic Awareness Cards - Can be used with ALL students that have Phonological Awareness concern.
Phonics - Is the practice of putting the letters with the sounds. Students will use their phonological awareness to meld with their knowledge of letter names and letter sounds to blend and be able to read and write.
Here are some phonics activities for activities…
Click FCRR Student Center Activities
Pre-Kindergarten
Kindergarten & 1st Grade
2nd & 3rd Grade
4th & 5th Grade
University of Florida Literacy Institute (UFLI)Foundations of Literacy Toolbox
Putting it All Together - Activities are GREAT, but if you are not connecting what the students are practicing to actual text… you are not maximizing your time or theirs! What are some ways to maximize their time?
See Video of Using Phonics In Context of Small Group Instruction
Decodable texts - Flyleaf - New update includes some homework options
Decodable passages - Wilson Passages
Decodable sentences/passages that you have written. - Project Read has a Decodable Stories Generator you can use to create your own decodable stories aligned to the skills you have taught.
Did they get it? Progress Monitoring Assessments - Progress Monitoring Assessments (This is a starter bank… please feel free to use others that you come across).
Targeted Strategies to Support Differentiated Reading Instruction in Small Groups
Targeted Strategies to Support Differentiated Reading Instruction in Small Groups
An excellent resource available to teachers in our distric for targeted literacy insruction that you can use acros tiers is Walpole and McKenna's research based and practical professional delopment text, How to Plan Differentiated Reading Instruction. This is a resource designed to help teachers plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed—phonological awareness, word recognition, fluency, vocabulary, and comprehension. This book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. This is an excellent resource to use for your Tier 2 and/or Tier 3 intervention cycles.
-Letter Names
-Letter Sounds
-*Fry Instant Words (Can use district HFW or word lists from classroom teacher)
-Informal Decoding Inventory
Planning
-Basic Alphabet Knowledge (Pages 49-52) 6 Weeks- 2 Assessments
-Letter Sounds (Pages 52-53) 3 Weeks- 1 Assessment
-Letter Patterns (Pages 53-54) 3 Weeks- 1 Assessment
-Dictated Sentences (Pages 54-56)
-Blends & Digraphs, R-Controlled Vowels (Pages 106-108) 6 Weeks- 1 Assessment
-VCe (Pages 108-109) 3 Weeks- 1 Assessment
-Vowel Teams (Pages 109-110)- 6 Weeks- 1 Assessment
Post-Assessments & Follow Ups
Shifting the Balance Professional Development from PLCs
Shifting the Balance Professional Development from PLCs
In the links to the left and below, you will find our monthly Shifting the Balance professional development presentations provided to teachers at schools who are participating in our book study PLCs.
Word Chains for Student Practice
Word Chains for Student Practice
In our book study, Shifting the Balance by Burkins and Yates (2021) we have learned about the benefits of using Word Chains to help students grow as readers. Below are the top five reasons the authors list for incorporating word chains into your instructional practice:
They only take a few minutes.
They strengthen phonemic awareness and phonics simultaneously
They are powerful tools for accelerating reading progress.
They don't require a lot of materials or a fancy program.
Kids love them!
To view word chain lists created by the authors that are carefully sequenced and organized by skill level and ready for you to use click the link to the left.
Word Chains.Revised.pdf
Jennifer Serravallo's Reading Strategies 2.0
Jennifer Serravallo's Reading Strategies 2.0
Jennifer Serravallo's new reading strategies book. brings a practical and proven approach to helping teachers help kids develop as skilled readers Each literacy coach at all of our elementary schools has a copy of this text with the companion anchor charts that can help support teacher's differentiated instruction in either whole or small groups.
Unit 1 Resources
Unit 1 Resources
Please click the link here to view the resources in Unit 2
Unit 3 Resources
Unit 3 Resources
Please click the link here to view the resources in Unit 3
Unit 6 Resources
Unit 6 Resources
Please click the link here to view the resources in Unit 6
Unit 8 Resources
Unit 8 Resources
Please click the link here to view the resources in Unit 8
LETRS Professional Development Resources
LETRS Professional Development Resources
During the 2022-2023 school year all nine of our elementary literacy coaches and teachers in grades K-3 at Lone Oak, Arcadia, Jesse Bobo began a two year professional development journey the SC Dept. of Education has provided.
During the 2022-2023 school year all nine of our elementary literacy coaches and teachers in grades K-3 at Lone Oak, Arcadia, Jesse Bobo began a two year professional development journey the SC Dept. of Education has provided.
The LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is professional learning that provides educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by renowned literacy experts Dr. Louisa Moats, Dr. Carol Tolman, and Dr. Lucy Hart Paulson, it is a flexible literacy professional learning solution for educators and administrators. LETRS teaches the skills needed to master the fundamentals of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
The LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is professional learning that provides educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by renowned literacy experts Dr. Louisa Moats, Dr. Carol Tolman, and Dr. Lucy Hart Paulson, it is a flexible literacy professional learning solution for educators and administrators. LETRS teaches the skills needed to master the fundamentals of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.
In the links to the right you will find Google Slide presentations for each session within each module as well as resources to help further your learning. If you are interested in learning more about foundational reading skills please schedule a PLC with your literacy coach. They will be glad to share with you what we are learning!
In the links to the right you will find Google Slide presentations for each session within each module as well as resources to help further your learning. If you are interested in learning more about foundational reading skills please schedule a PLC with your literacy coach. They will be glad to share with you what we are learning!
Unit 4 Resources
Unit 4 Resources
Please click the link here to view the resources in Unit 4
Unit 5 Resources
Unit 5 Resources
Please click the link here to view the resources in Unit 5
Unit 7 Resources
Unit 7 Resources
Please click the link here to view the resources in Unit 7
Phonemic Awareness Make and Take Strategies
Phonemic Awareness Make and Take Strategies
In Spring of 2023, Camperdown Academy provided Phonological and Phonemic Awarness strategy training to our Kindergarten and First Grade teachers as well as our Academic Interventonists. Please click the link below to view their presentation.
August 1, 2023 Phonics PD with Camperdown Academy
August 1, 2023 Phonics PD with Camperdown Academy
On Tuesday, August 1, 2023 Camperdown Academy provided an excellent pd focusing on going through step by step the components of an effective research-based phonics lesson plan using the LETRS lesson plan framework as well as best practices for teaching common phonics skills that can be tricky for our students including vowels, blends, digraphs, and irregular words. Click the link below to view the presentation and the supplemental documents.
Phonics Slide Deck 8_1.pdfPhoneme Grapheme Mapping Sheet
Phoneme Grapheme Mapping Sheet
Posters for Short Vowels
Posters for Short Vowels
Posters for Long Vowels
Posters for Long Vowels
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