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Personalized Practice to Mastery Guides
Playlist | Skill Bins | Adaptive Online Tool
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PLAYLIST
Practicing Grade-Level Skills
to Mastery
Playlist Practice grade-level skills to mastery
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Key Criteria for Playlists
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KILLEEN PLAYLIST GUIDE
Do you have the clarity you need to establish the playlist expectations so campuses can implement?
Playlist Purpose
What is the core instructional purpose of the weekly playlist activities? How does the weekly playlist connect to Tier 1 instruction?
The purpose of the weekly playlist is to provide time for students to become proficient and automatic with skills and concepts already introduced during Tier 1 word recognition and language comprehension instruction. It extends the “you do” part of Benchmark Phonics and Savvas lessons to provide additional time and more “at bats” to reach mastery.
Clarifications
- Teachers select playlist activities during weekly Tier 1 instructional planning.
- Activities come directly from Benchmark Phonics and Savvas as written.
-50% of the activities target mastery of word recognition skills, and 50% target language comprehension skills and concepts.
Activity Materials
What are the specific materials students will use on the “playlist” associated with WR? Associated with LC? + Describe any scaffolding needed.
Word Recognition
Language Comprehension
Select previously taught WR practice activities directly from Benchmark Phonics.
Select previously taught LC practice activities directly from Savvas .
How will the playlist work?
How will students move between activities? Will they have choice in the order of activities or is there a set sequence?
– Students must attempt to complete all 9 activities each week.
- Once a student completes 2 activities in one day, they must move on to skill bin activities or adaptive online tool.
- Students may work through the 9 weekly activities in any order.
- Students may work with peers so long as they are productive work partners.
What misconceptions might teachers have about playlists that we need to clarify?
Describe playlist process for students
- Each activity should have a “turn it in” task or reflection checkpoint.
- what process for those who are stuck?
What indicators will signal when a student is ready to move to the next activity? How will students be supported to provide their best effort? (e.g., formative check-ins, turn in work, apply feedback from goal setting)
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PLAYLIST GUIDE - Example
Weekly Playlist Purpose
The purpose of the weekly playlist is to provide time for students to become proficient and automatic with skills and concepts already introduced during Tier 1 word recognition and language comprehension instruction. It extends the “you do” part of HQIM lessons to provide additional time and more “at bats” to reach mastery.
MUST DO:
- Teachers select playlist activities during weekly Tier 1 instructional planning.
- Activities come directly from Tier 1 HQIM as written. Avoid using additional sources other than decodable readers or text sets to replace leveled texts if they remain in the curriculum.
- 50% the activities target mastery of word recognition skills, and 50% target language comprehension skills and concepts.
MAY DO:
Consider CBA data or the assessment results analyzed for small group instruction to identify grade level whole class practice needs. Do not include below grade level content.
Activity Materials
Word Recognition
MUST DO: Select WR practice activities directly from HMH Structured Literacy as written.
Language Comprehension
MUST DO: Select LC practice activities directly from HMH Into Reading as written.
How will the playlist work?
How will students move between activities? Will they have choice in the order of activities or is there a set sequence?
MUST DO:
- Students must attempt to complete all 6 activities each week.
- Once a student completes 2 activities in one day, they must move on to skill bin activities or adaptive online tool.
MAY DO:
- Students may work through the 6 weekly activities in any order.
- Students may work with peers so long as they are productive work partners.
MUST DO:
- Each activity should have a “turn it in” task or reflection checkpoint.
What indicators will signal when a student is ready to move to the next activity? How will students be supported to provide their best effort? (e.g., formative check-ins, turn in work, apply feedback from goal setting)
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PLAYLIST TEMPLATE
Practice Grade-Level Skills to Mastery Focused on Previously Taught Lessons
Word Recognition Practice Required Content: - Lessons and Practice Activities exactly as written from [HQIM]. - Decodable readers Details: - HQIM: HMH Structured Literacy. - Content pulled directly from Module 1, Week 2. - Focus: “short a” | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 1: Word list - Use 1 minute timer and read “short a” word list 3 times to improve proficiency and fluency at the word reading level. - Words on list: an, bad, can, cat, nap, pan, am, at, bat, sat, lamp, trap. Feedback: Turn in the word list with the number of words read marked. | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 2; Make and practice writing “short a” words. - Use plastic letters to make the words from the word list in activity 1 (an, bad, can, cat, nap, pan, am, at, bat, sat, lamp, trap). - Write each word on the lined worksheet provided. Say the name of each letter out loud as you write it. - Once you’ve spelled all the words, read your list out loud. Feedback: Turn your worksheet. | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 3; Read “Can Tab Nap? decodable text out loud 2 times for practice. On the 3rd read, record yourself reading the book. Feedback: Turn in the recording. |
Language Comprehension Practice Required Content: - Lessons and Practice Activities exactly as written from [HQIM]. - Grade level content rich texts (record for students who are not yet able to read at this level) Details: - HQIM: HMH Into Reading - Content pulled directly from Module 2, Week 2 using “Places in My Neighborhood” text | LC Activity [Text fluency, Vocabulary, Comprehension]Activity 4: Text fluency - Listen to recording of “Places in My Neighborhood. Follow along in the textbook as the story is read and read aloud quietly with the recording if you are able. Feedback: Check off that you completed this task on this playlist. | LC Activity [Text fluency, Vocabulary, Comprehension] Activity 5: Vocabulary - Listen to the recording of the teacher reviewing the meaning of the following power words from “Places in My Neighborhood:” clinic, community, map, places, purpose, town. - Generate 3 words that represent important places in your neighborhood. - For each word you generated, write one sentence about shy the place is important for your community. Feedback: Turn in worksheet. | LC Activity [Text fluency, Vocabulary, Comprehension] Activity 6: Comprehension - List 3 important places in the neighborhood which the author wrote about in the story. - Write one sentence about why each place is important according to the author. Feedback: Turn in your work. |
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Word Recognition Practice Details: - HQIM: HMH Structured Literacy. - Content pulled directly from Module 1, Week 2. - Focus: “short a” | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 1: Word list - Use 1 minute timer and read “short a” word list 3 times to improve proficiency and fluency at the word reading level. - Words on list: an, bad, can, cat, nap, pan, am, at, bat, sat, lamp, trap. Feedback: Turn in the word list with the number of words read marked. | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 2; Make and practice writing “short a” words. - Use plastic letters to make the words from the word list in activity 1 (an, bad, can, cat, nap, pan, am, at, bat, sat, lamp, trap). - Write each word on the lined worksheet provided. Say the name of each letter out loud as you write it. - Once you’ve spelled all the words, read your list out loud. Feedback: Turn your worksheet. | WR Activity [Phonemic Awareness, Decoding/Spelling, Word Fluency] Activity 3; Read “Can Tab Nap? decodable text out loud 2 times for practice. On the 3rd read, record yourself reading the book. Feedback: Turn in the recording. |
Language Comprehension Practice Details: - HQIM: HMH Into Reading - Content pulled directly from Module 2, Week 2 using “Places in My Neighborhood” text | LC Activity [Text fluency, Vocabulary, Comprehension] Activity 4: Text fluency - Listen to recording of “Places in My Neighborhood. Follow along in the textbook as the story is read and read aloud quietly with the recording if you are able. Feedback: Check off that you completed this task on this playlist. | LC Activity [Text fluency, Vocabulary, Comprehension] Activity 5: Vocabulary - Listen to the recording of the teacher reviewing the meaning of the following power words from “Places in My Neighborhood:” clinic, community, map, places, purpose, town. - Generate 3 words that represent important places in your neighborhood. - For each word you generated, write one sentence about shy the place is important for your community. Feedback: Turn in worksheet. | LC Activity [Text fluency, Vocabulary, Comprehension] Activity 6: Comprehension - List 3 important places in the neighborhood which the author wrote about in the story. - Write one sentence about why each place is important according to the author. Feedback: Turn in your work. |
PLAYLIST TEMPLATE | EXAMPLE (1st grade)
Practice Grade-Level Skills to Mastery Focused on Previously Taught Lessons
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ADAPTIVE ONLINE TOOLS
Practicing Algorithm Identified Skills to Mastery
Adaptive Online Tool Practice algorithm identified skills to mastery
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Key Criteria for Online Adaptive Tool
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ADAPTIVE ONLINE TOOL PROCESS
Here’s how it works…
Students practice algorithm identified skills to mastery using an adaptive online tool consistently.
Onboard Students
Provide Supports
Students work on adaptive online tool, following agreed upon expectations (e.g. how to practice, expected progress, what to do when stuck).
Monitor Learning Progress
Teachers (& students) monitor students’ (their own) learning behaviors during the online work time to ensure students are engaged in learning. This is not a set it and forget it situation!
Motivational Supports | Instructional Supports |
Students are supported in alignment with motivational practices such as student awareness and involvement in their progress tracking, goal setting, and teacher and peer encouragement (celebration of progress). | For students who do not make progress with the online instruction, teachers provide support directly or arrange peer support depending on need to get unstuck and rejoin the online instruction. |
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KILLEEN ADAPTIVE ONLINE TOOL GUIDE
Do you have the clarity you need to establish the adaptive online tool expectations so campuses can implement?
Adaptive Online Tool Purpose
What is the core instructional purpose of the adaptive online tool?
The purpose of the adaptive online tool is to provide time for students to become proficient and automatic with skills they have not yet mastered according to the tool’s algorithm.
Clarifications
- Understand and adhere to the minute/ lesson completion requirements recommended by the vendor.
- Prioritize use of adaptive tool listed in #2.
- Prohibit use of other online content to ensure students meet usage requirements for adaptive tool listed in #2, and to avoid young learners overuse of online resources for learning.
Activity Content
Which adaptive online tool must students use? What is the minimum minutes or lesson completion requirement for K-3 grade levels according to the vendor?
- Prioritize iReady.
- Meet K-3 minimum usage requirement of 45 minutes per week.
- Pass lessons with 80% proficiency (Note: The district set this passing threshold higher than the iReady threshold of approximately 70%).
What misconceptions might teachers have about the adaptive online tool that we need to clarify?
Describe motivational supports
MUST DO:
- Onboard students to expectations for working on adaptive online tool.
- Require students to track usage (minutes), lesson completion and record mastery score for each lesson on a data tracker stored in a data folder.
- Schedule weekly teacher-student check-ins to review/celebrate progress and set goals.
MAY DO:
- Use certificates and other motivational iReady materials.
Motivational Supports: How will students be supported to provide their best effort? (e.g. progress tracking, goal setting, celebrations)
Support Students on Adaptive tool
Describe instructional supports
Instructional Supports: How will students be supported instructionally if they are struggling online or stuck? (e.g. direct support, peer support, offline activities)
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ADAPTIVE ONLINE TOOL GUIDE EXAMPLE
Do you have the clarity you need to establish the adaptive online tool expectations so campuses can implement?
Adaptive Online Tool Purpose
What is the core instructional purpose of the adaptive online tool?
The purpose of the adaptive online tool is to provide time for students to become proficient and automatic with skills they have have not yet mastered according to the tool’s algorithm.
MUST DO
- Understand and adhere to the minute/ lesson completion requirements recommended by the vendor.
- Prioritize use of adaptive tool listed in #2.
- Prohibit or limit use of other online content to ensure students meet usage requirements for adaptive tool listed in #2, and to avoid young learners overuse of online resources for learning.
Activity Content
Which adaptive online tool must students use? What is the minimum minutes or lesson completion requirement for K-3 grade levels according to the vendor?
MUST DO:
- Prioritize iReady.
- Meet K-3 minimum usage requirement of 45 minutes per week.
- Pass lessons with 80% proficiency (Note: The district set this passing threshold higher than the iReady threshold of approximately 70%).
What misconceptions might teachers have about the adaptive online tool that we need to clarify?
MUST DO:
- Onboard students to expectations for working on adaptive online tool.
- Require students to track usage (minutes), lesson completion and record mastery score for each lesson on a data tracker stored in a data folder.
- Schedule weekly teacher-student check-ins to review/celebrate progress and set goals.
MAY DO:
- Use certificates and other motivational iReady materials.
Motivational Supports: How will students be supported to provide their best effort? (e.g. progress tracking, goal setting, celebrations)
Support Students on Adaptive tool
MUST DO:
- Implement an explicit process for students to seek help from a peer or the teacher when stuck.
- Regularly monitor student lesson progress and intervene with instructional support for students who are consistently stuck or making limited progress.
Instructional Supports: How will students be supported instructionally if they are struggling online or stuck? (e.g. direct support, peer support, offline activities)
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LISTENING / READING BINS
Text fluency/ language comprehension practice based on student skill data
Listening / Reading Bins
Practice text fluency and language comprehension skills to mastery
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Key Criteria for Listening/Reading Bins
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LISTENING / READING BINS PROCESS
Here’s how it works …
Student driven off-line text fluency practice while teacher is working with targeted small groups.
Determine Type of Practice
Track Progress
Student references data folder to remember if s/he should read aloud or listen to a grade-level, complex text.
Students list books completed in their data folders and update fluency graphs for timed activities.
Complete Practice
Pre-readers: Listen to recorded texts and follow along.
Readers: Read aloud with a partner following text fluency protocols using texts based on word recognition skills mastery.
- Non-fluent with word recognition skills, use decodable texts.
- Fluent with grade-level word recognition skills, use grade-level text sets.
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[Killeen] LISTENING / READING BINS GUIDE
Do you have the clarity you need to establish the listening / reading bin expectations so campuses can implement?
Listening / Reading Bin Purpose
What is the core instructional purpose of the listening / reading bin activities?
The purpose of the listening / reading bins is to provide time for students to improve text fluency and further develop language comprehension (e.g., vocabulary & background knowledge). It provides opportunities for students who finish the grade level playlist activities and adaptive content time/lesson completion requirements, meaningful practice to improve their reading skills.
- Teachers must utilize and organize decodable texts from SAVVAS and grade-level text sets labeled for student use.
- Teachers must identify how to provide student access to recorded texts from SAVVAS for pre-readers. These should be at grade-level or higher.
- Teachers must understand/ receive training on best practices for “oral reading fluency practice with partners” and NOT use this time for leveled reading or silent sustained reading.
Activity Materials
What are the specific materials students will use for reading practice? What protocols will students need to know for effective practice?
Materials
-Recorded books (grade-level or higher) from SAVVAS
- Decodable books from SAVVAS
- Predetermined text sets (title lists) on grade level from SAVVAS
Practice Protocols
MUST DO:
- Teachers must teach students how to effectively read aloud with a partner using the Ask/Then tell protocol
- Teachers must develop a routine around selecting a partner.
- Teachers must training students on recording task completion in their data folders.
How will the listening / reading bins work?
How will students know which type of practice and which recording or text to pull?
- Teachers & students will review adaptive online tool report to determine if the student should 1) listen to recorded books; 2) practice with decodable texts; 3) practice with grade-level text sets.
- Students will select activity and either listen to a text or read aloud with a partner following the text “Ask/ Then Tell fluency protocol.
- Students using text-set materials, must read multiple texts within the set before moving to another topic.
What must we clarify for students to implement effectively?
- Student will list books completed in their data folder.
-Students will review progress during weekly iReady teacher-student progress check-ins.
How will students be supported to provide their best effort?
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LISTENING / READING BINS GUIDE Example
Listening / Reading Bin Purpose
The purpose of the listening / reading bins is to provide time for students to improve text fluency and further develop language comprehension (e.g., vocabulary & background knowledge). It provides opportunities for students who finish the grade level playlist activities and adaptive content time/lesson completion requirements, meaningful practice to improve their reading skills.
MUST DO:
- Teachers must organize decodable texts and grade-level text sets labeled for student use.
- Teachers must identify recorded books or record books as content for pre-readers. These should be at grade-level or higher.
- Teachers must understand/ receive training on best practices for “oral reading fluency practice with partners” and NOT use this time for leveled reading or silent sustained reading.
Activity Materials/ Practice Protocols
- Recorded books (grade-level or higher)
- Decodable books
- Text sets
MUST DO:
- Teachers must teach students how to effectively read aloud with a partner using the Ask/Then tell protocol
- Teachers must develop a routine around selecting a partner.
- Teachers must training students on recording task completion in their data folders.
- Teachers & students will review adaptive online tool report to determine if the student should 1) listen to recorded books; 2) practice with decodable texts; 3) practice with grade-level text sets.
- Students will select activity and either listen to a text or read aloud with a partner following the text “Ask/ Then Tell fluency protocol.
- Students using text-set materials, must read multiple texts within the set before moving to another topic.
- Student will list books completed in their data folder.
How will the skill bins work?
Practice Protocols
Materials
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KILLEEN SKILL BINS GUIDE
Do you have the clarity you need to establish the skill bin expectations so campuses can implement?
Skill Bin Purpose
What is the core instructional purpose of the skill bin activities? How do the skill bins connect to targeted small group instruction?
The purpose of the skill bins is to provide time for students to become proficient and automatic with skills they have have not yet mastered according to the iReady report. Depending on student’s individual data, they might practice skills at, above or below grade level.
Clarifications:
- Teachers build out skills bins for an entire scope and sequence using the WR/LC resources identified in #2.
- Activities must come directly from the Activity Materials listed in #2. Do NOT create or print additional content from the internet or alternative sources not listed in these guidelines.
Activity Materials
What are the specific materials students will use in the skill bins associated with WR? Associated with LC? + Describe any scaffolding needed.
Word Recognition
Language Comprehension
- Use i-Ready student lessons printed with manipulatives added.
- Organize bins in alignment with student report categories for WR:
- Phonological Awareness (PA)
- Phonics (PH)
- High-Frequency Words (HFW) materials
- Use i-Ready student lessons printed with manipulatives added.
- Organize bins in alignment with student report categories for LC:
- Vocabulary (VOC)
- Comprehension: Literature (LIT)
- Comprehension: Informational Text (INFO)
How will the skill bins work?
How will students know which activity to work on? What indicators will signal when a student is ready to move to the next activity?
- Teachers must instruct students on how to review iReady reports to identify areas of need and select relevant practice activities.
- Students must review iReady report in their data folder and select an activity that aligns to their greatest need.
- Students who need help are taught to list their name on a “teacher help” list.
MAY DO:
- Students may work with peers so long as they are productive work partners.
What misconceptions might teachers have about skill bins that we need to clarify?
- Each activity should have a “turn it in” task or reflection checkpoint for students.
- Students will review progress during weekly iReady teacher-student progress check-ins.
How will students be supported to provide their best effort? (e.g., formative check-ins, turn in work, apply feedback from goal setting)
OLD VERSION
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CHECK-IN
Weekly check-in to reflect on student progress
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[DISTRICT] Progress Check-In Guide
To start:
i-Ready: The students will have personalized completion goals in the i-Ready platform.
Next:
Playlist: The students will have the common goal of completion / mastery of specific skills.
Then:
Listening/Reading Bins: Students would have the common goal of improving their fluency words per minute goal.
1. What common goal will students monitor? Note: Identify a goal that favorably supports student learning and is easy for students and teachers to track (for example, iStation completion goal)
2. Which data report or student tracking page in the data folder will teachers and students review as evidence of progress?
3. Which topics will be covered during the check-in (e.g., celebrations, pushes, subsequent goal)
Possible questions for the adaptive online progress:
• Encourage student reflection along with data tracking (i.e., what did the student learn, what can they do better?).
• Track progress to promote learning and self-comparison (not peer comparison).
• Focus on the growth of students, not just on students’ target scores and specific data points.
• Suggest tracking both academic and non-academic goals, like effective habits and behavior.
• Consider ways to celebrate and recognize student progress.
General questions to consider:
What skill were we assessing?
How would it be measured?
What did the results mean?
Teacher will check in with each student at least once in every two week period. This can be 1:1 or in small group.
4. When will progress check ins occur and in what format (e.g., 1:1, beginning of small group)? With what frequency?
To start:
Adaptive Online Tool Progress
Next:
Grade Level Playlist Progress
Then:
Listening/Reading Bins Progress