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WAKEFIELD K – 4 LITERACY WORKSHOP

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OBJECTIVES

To understand the simple view of reading and how it relates to curriculum and instructional materials (Heggerty, Fundations, EL) and assessment (DIBELS and iReady) in Wakefield K – 4 classrooms.
To consider possible home to school connections as it pertains to literacy development.

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WORKSHOP ITINERARY

Introductions

How do we learn to read?

Literacy Shifts in Wakefield Public Schools K – 4

Assessment Sources

What We Do: Curriculum

How We Do It: Instruction

Home/School Connections

Questions?

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INTRODUCTIONS & ROLES

Michele Labrecque

District

Humanities Coach

Valerie Drinan

District

Humanities Curriculum Coordinator

Maria Morgan

Dolbeare School

Reading Specialist

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HOW DO WE LEARN TO READ?

Science of Reading

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SIMPLE VIEW OF READING

Gough and Tunmer (1986); Hoover and Tunmer (2020)

Decoding Written Word

Understanding What �Is Spoken

Constructing Meaning �from Written Text

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EFFECT OF RESEARCH BASED READING INSTRUCTION

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Scarborough (2001)

SCARBOROUGH’S READING ROPE

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LITERACY SHIFTS IN WAKEFIELD PUBLIC SCHOOLS K - 4

Aligning Our Instruction to the Science of Reading

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Instructional Priorities: Key Shifts in Standards

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Wakefield’s Literacy Vision Statement

Every student within the Wakefield Public Schools will have an equitable experience with high quality literacy instruction and evidence-based curriculum in an inclusive and culturally responsive learning environment. They will develop strong reading, writing, speaking and listening skills and thrive in classrooms that promote inquiry, discourse, collaboration, and critical thinking. Students will graduate as empowered 21st century citizens, ready to make a difference in their world.

As educators we believe all students can achieve at the highest levels when challenged with complex and authentic literacy experiences. In order to foster independence, we encourage risk taking and productive struggle while providing the opportunity for students to explore a wide variety of perspectives. It is our collective responsibility to meet the diverse needs of our learners and ensure literacy success for every student in the Wakefield Public Schools.

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ASSESSMENT TOOLS

Determining Students’ Strengths, Areas of Need, Level of Risk

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What is Universal Screening?

Screening tools are designed to predict the likelihood of reading challenges without the presence of targeted interventions and support
If a student is determined to be at risk based on the screening tool, interventions will start right away
Universal screening is used in conjunction with other data sources (from core instruction and progress monitoring) to create a plan for each student
Universal screening tools include a progress monitoring component

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Elementary Assessment Tools

iReady for Math & ELA

K-4 for Math, 3 times per year (BOY, MOY, EOY)
Gr 3-4 for ELA, 3 times per year (BOY, MOY, EOY)

DIBELS 8 for Literacy

K-4, 3 times per year (BOY, MOY, EOY)

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Dept. of Elementary and Secondary Education Regulation

Early Literacy Screening, Regulation 603 CMR 28.03(1)(f) — Effective July 1, 2023

On September 20, 2022, the Board of Elementary and Secondary Education adopted an amendment to 603 CMR 28.03 that requires all elementary schools to assess each student's reading abilities and early literacy skills at least twice per year from kindergarten through at least third grade. The regulation, 603 CMR 28.03(1)(f), takes effect on July 1, 2023.

(f) Early Literacy Screening. Effective July 1, 2023, each school district shall at least twice per year assess each student's reading ability and progress in literacy skills, from kindergarten through at least third grade, using a valid, developmentally appropriate screening instrument approved by the Department. Consistent with section 2 of chapter 71B of the general laws and the Department's dyslexia and literacy guidelines, if such screenings determine that a student is significantly below relevant benchmarks for age-typical development in specific literacy skills, the school shall determine which actions within the general education program will meet the student's needs, including differentiated or supplementary evidence-based reading instruction and ongoing monitoring of progress. Within 30 school days of a screening result that is significantly below the relevant benchmarks, the school shall inform the student's parent or guardian of the screening results and the school's response and shall offer them the opportunity for a follow-up discussion.

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What is Early Literacy Screening?

An assessment tool that:

Examines ALL students’ early literacy skills
Is proactive - gathers information on the most predictive literacy skills
Identifies each student’s risk of experiencing reading difficulties
Allows teachers to intervene with evidence-based instruction or intervention as early as possible

Reading Early Literacy Screener:

DIBELS 8th Edition - Dynamic Indicators for Basic Early Literacy Skills

VAL

Even with high-quality core instruction, some students will require more support in literacy to be successful.
Strong systems to monitor student progress in early literacy are crucial for identifying students who require general education intervention and/or students who will require specially designed instruction provided by special education.
A strong system provides critical checkpoints that ensure all students are monitored and supported. These are the agreed upon structures and procedures developed over the past several years.
A strong system also provides flexibility to ensure additional intervention or further evaluation is not delayed due to the system itself. Both districts have invested in professional learning and collaborative structures to bolster the ability of staff to monitor student progress.

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..

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i-Ready Diagnostic

The i-Ready Diagnostic is an adaptive assessment that adjusts its questions to suit your student’s needs. Each item a student sees is individualized based on their answer to the previous question.

The purpose of the Diagnostic is not to give your student a score or grade, but instead to determine how best to support your student’s learning.

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i-Ready is an adaptive test. This means the questions change based on your answers.

How Does the Diagnostic Work?

Some questions will be . . .

Hard

Easy

Just Right!

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Adaptive Diagnostic Assessment

Actual �Performance �Level

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WHAT WE USE: Curriculum

The High Quality Instructional Materials We Use

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Heggerty: Phonemic Awareness K-2

Whole class, phonemic awareness lesson
Done orally
Leads into Fundations
Videos on myHeggerty
Includes PA assessments to use as needed

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Fundations: Phonics, Grades K-3

Systematic and Sequential Tier 1 Instruction in grades K-3 that focuses on:
Print Concepts Phonological & Phonemic Awareness Phonics and Word Study High Frequency Words Accuracy, Automaticity, and Fluency Spelling Handwriting and Cursive Writing

Assigned toyou

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Geodes: Readables, K-2

Texts that address both Language Comprehension and Word Recognition Skills “Readables” Knowledge building. vocabulary building, Fluency Literary, literary nonfiction, and informational texts Aligned with Fundations scope and sequence

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Language Comprehension

EL is our curriculum for supporting the development of Language Comprehension

knowledge building curriculum
referred to as “Core Literacy” instruction in schedules
build background knowledge and vocabulary
extended research
writing about reading

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How do the modules build over the course of a school year?

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EL Education- Writing About Reading

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HOW WE DO IT

Using Data to Inform Our Teaching Practices

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Wakefield Assessment Cycle:

How Instruction, Student Progress, and Assessment Work Together

Proactive, Outcome-Based Model:

Step 1: Identify students at risk with universal screening tool (DIBELS)

Step 2: Determine individual student needs (diagnostic assessments)

Step 3: Plan for instruction and implement support (data team meeting followed by direct, explicit instruction)

Step 5: Make changes or continue with current plan

Step 4: Evaluate student growth with progress-monitoring assessments

⇩

⇧

⇦

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Support for

ALL Students

“We want the level of intensity to reflect the level of student need.”

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Tier 1 Whole Group Instruction

Core Instruction 5x/week 40-60 minutes

Word Recognition + Language Comprehension

Enhance instruction for all students using Features of Effective Instruction

Tier 1 Small Group Instruction

Differentiated by data-informed Instructional Focus area

Letter Sounds

Blending CVC/Decoding

Fluency/Vocab-Comp

Advanced Comp

4-5 times per week

15-20 minutes

IF Focused Differentiated Access to Tier 1 Instruction

4-5 times per week

15-20 minutes

IF Focused Differentiated Access to Tier 1 Instruction

2-3 times per week

15-20 minutes

IF Focused Differentiated Access to Tier 1 Instruction

1-2 times per week

15-20 minutes

IF Focused Differentiated Access to Tier 1 Instruction

Tier 2/3 Small Group Instruction

20-30 minutes IN ADDITION to Tier 1 instruction

IF Focused + Progress Monitoring

Example: Meeting Student Need Across the Tiers of Instruction

Let’s see what this might look like for another student. Jane is one of Mrs. Jones’ students who is on the Letter Sound step. She will get whole group Tier 1 grade level instruction to build her language comprehension and vocabulary. Her Tier 1 small group instruction will focus on mastering some of the pre-requisite skills she is missing while scaffolding access to Tier 1 instruction through read alouds, vocabulary development and oral language activities. She will do this work with Mrs. Jones 5x/week. In addition to this, Jane will also work with a specialist in a small Tier 3 intervention group 5x/week very specifically focused on building up those missing pre-requisite skills. The teacher will use direct and explicit instruction to teach Jane the sound/letter patterns she has not yet mastered, and use instructional routines for word blending and text reading to begin building those skills.

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Strengthening Instruction Across All Tiers with Professional Development Through Our HILL Partnership

Classroom teachers trained using systematic approach for small group instruction throughout 4 PD sessions in 2023-24

Continued support through coaching from Hill for Literacy trainers in 2024-25 school year

Reading Team trained using systematic approach for intervention throughout the 2023-24 school year, continued support in 2024-25 school year

Implement consistent systematic approach in intervention in the 2024-25 school year

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Small Group Lesson Format

Features of Effective Instruction:
I do: teacher demonstration/think aloud
We do: many opportunities for student response
You do: teacher offers feedback (corrective, affirmative)
Concise Teacher Talk
Appropriate Pace

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Foundational Skills Lesson
Trick Words
✓ Learn	✓ Practice for Automaticity
Phoneme Blending
Letter/Sound Correspondence
✓ Learn	✓ Practice for Automaticity
Blending Words
✓ Learn	✓ Practice for Automaticity
Putting it together: Reading
Phoneme Segmenting
Putting it together: Spelling/Dictation

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Encoding (Spelling)

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e

was

sh

ch

sed

from

chip

shed

wish

Is the dish wat?

said

wet

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HOME 🡪 SCHOOL CONNECTIONS

Supporting Your Child’s Literacy Development at Home

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“What can we do at home?”

Use teacher communication and talk to teacher

Visit the Library!

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TYPES OF READ ALOUDS

Narrative

Expository

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READ ALOUD TIPS

Title talk

Picture walk

Vocabulary preview

Stop and check for understanding with think alouds and questioning

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PAUSE and DISCUSS WHILE READING

Asking and answering questions while reading helps students:

identify main ideas
summarize text
check for understanding
review the text- integrate information from different parts of the text

Adapted from: toolkit.csrcolorado.org

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5 W’S AND AN H

who	Who is a person
what	What is a thing or an action
when	When is a time
where	Where is a place
why	Why is a reason (because…)
how	How is the way it was done

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AMPLIFY HOME CONNECT

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WPS CURRICULUM WEBSITE

WPS website includes information about all of our curriculum resources for every content area by grade level along with information about assessment and resources for support at home.

From the WPS website select “Curriculum & Data” → “K-4 Curriculum”

https://www.wpsk12.org/

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WPS CURRICULUM WEBSITE (cont.)

DIBELS Information for Families:

Members of the reading teams from Wakefield and Reading recorded an informational video to share about early literacy screening and how to interpret the DIBELS Home Report that is sent home to families. You can find the recording using this link and password:

Recording: DIBELS Information for Families
Passcode: QxDK8E$Y

Found on website “Curriculum & Data” → “K-4 Curriculum” → “Assessment.”

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WPS CURRICULUM WEBSITE (cont.)

Mass Literacy for Families and Communities - the Department of Elementary and Secondary Education released a resource for families that provides information about literacy instruction in school and also suggestions for supporting your child at home.

This can also be found on our website under “Curriculum & Data” → “K-4 Curriculum” → “Resources for Support at Home”

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QUESTIONS?

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THANK YOU!