Embracing Literacy 2024

• Determine look-fors for quality lessons aligned to the rigor of the standards
  
• Engage in an instructional observation and practice feedback 
  
• Reflect on your current approach for observation and feedback and teacher development opportunities
  

• How does the instrument reflect the shifts and expectations in the standards?
  
• How does the instrument focus on what students are doing?  What the teacher is doing?
  
• How specific is the language about the expectations for how time is spent? The types of activities that students and teachers do?
  

• Share two key takeaways around best practices in literacy instruction that you learned in this session. 
• Share one clear next step you plan to take from the learning in this session.        
• Share more about the learning that you would want or need to advance your practice in literacy instruction.

• Understand the criterion of a strong Teaching and Learning Cycle 
  
• Notice how strong data/student work analysis practices drive the Teaching and Learning Cycle  
  
• Reflect on the strengths and opportunities of your current teaching and learning cycle
  

• How do you currently approach quantitative and student work analysis?
• How does this process elevate student misconceptions, unfinished teacher and learning?
• How does teacher practice shift as a result of your data analysis process?

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

• Word Recognition (phonological and phonemic awareness, phonics and phonic decoding)
• Language Comprehension (background knowledge, vocabulary, knowledge of language structures, verbal reasoning, literacy knowledge)
• Writing (handwriting, spelling, composition)
• Fluency, Reading Comprehension, & Assessment

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

1. Develop strategies for integrating writing in response to reading across the curriculum. 
2. Understand how to scaffold writing activities to honor all developmental phases of writing.
3. Learn to provide meaningful feedback that recognizes student progress in writing skills.
4. Be equipped to set and celebrate achievable writing goals with students, promoting continuous improvement.  
5. The effectiveness of this approach will be showcased through case studies demonstrating improved reading comprehension, student engagement, and the overall quality of written responses in 1st, 2nd, 3rd, 4th, and 5th-grade classrooms as evidenced by improvement on state assessments and meeting grade-level reading, writing, and language standards.

• sound structure
• number sense
• sentence structure
• semantic meaning

• hearing ability
• letter naming
• counting letters
• positional terms

• hand
• eye
• mouth
• foot

1. After this session, how has your understanding of literacy been changed, challenged, or confirmed?
2. What knowledge or skills will you implement in your work?
3. How will you incorporate the strategies discussed today into your current practices to support student literacy development?

1. Develop strategies for integrating writing in response to reading across the curriculum. 
2. Understand how to scaffold writing activities to honor all developmental phases of writing.
3. Learn to provide meaningful feedback that recognizes student progress in writing skills.
4. Be equipped to set and celebrate achievable writing goals with students, promoting continuous improvement.
5. The effectiveness of this approach will be showcased through case studies demonstrating improved reading comprehension, student engagement, and the overall quality of written responses in 1st, 2nd, 3rd, 4th, and 5th grade classrooms as evidenced by improvement on state assessments and meeting grade level reading, writing, and language standards.

1. How does the Simple View of Reading help us better understand assessment data?
2. How can Scarborough's Rope help guide decisions about aligning types of texts (e.g. decodable texts, children's literature) with a lesson's purpose?
3. Using the language of the Four-Part Processing Model for Word Recognition, how can we plan instruction to meet the diverse needs of all learners?

• Word Recognition (phonological and phonemic awareness, phonics and phonic decoding)
• Language Comprehension (background knowledge, vocabulary, knowledge of language structures, verbal reasoning, literacy knowledge)
• Writing (handwriting, spelling, composition)
• Fluency, Reading Comprehension, & Assessment

1. Learn how school leaders can evaluate current schoolwide systems to determine where change is needed,
2. Understand how schoolwide systems grounded in the Science of Reading can be implemented to foster sustainable literacy growth
3. Identify the “look-fors” to ensure literacy routines and practices are research-based across all classrooms

• The learner will examine evidence for instruction in phonics and encoding from the What Works Clearinghouse IES Educator’s Practice Guide for Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
• The learner will discuss the importance of the Six-Step Explicit Phonics Lesson with emphasis on Introducing a Sound Symbol Correspondence and Encoding with dictation
• The learner will contrast the brain processes involved in decoding and encoding and how encoding supports orthographic mapping.
• The learner will view and discuss the introduction of a Sound Spelling Card routine
• The learner will view and practice the dictation routine
• The learner will discuss the benefits of teaching sound-symbol correspondence with a multimodal approach

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

• Understand the role of assessment tools in reading improvement efforts.
• Learn which questions can drive support for improving reading outcomes at the system, school, and class levels.
• Recognize the significance of collaboration within a system.  

• written
• partial
• accurate
• detailed

• semantics
• syntax
• pragmatics
• orthography

• phonological
• orthographic
• morphological 
• semantic

1. After this session, how has your understanding of literacy been changed, challenged, or confirmed?
2. What knowledge or skills will you implement in your work?
3. How will you incorporate the strategies discussed today into your current practices to support student literacy development?

• Assessments are the key drivers of instruction.
  
• Master evidence-based literacy practices for effective instruction.
  

• tool
• program
• comprehension strategy
• resource

• rate
• speed
• volume
• prosody

• letters, sounds
• cues, picture
• graphemes, numbers
• meaning, pictures

1. After this session, how has your understanding of literacy been changed, challenged, or confirmed?
2. What knowledge or skills will you implement in your work?
3. How will you incorporate the strategies discussed today into your current practices to support student literacy development?

• Recognize the strong connections between oral language and literacy.
• Understand how linguistic skills influence literacy acquisition
• Create robust, meaningful and dynamic opportunities to be built upon language and communication.

• How would you explain the meaning of these two statements “Language is the vehicle that drives the curriculum” and “Language is literacy is language?”
• What are the linguistic features behind a spoken word?
• How will you incorporate at least three strategies when building talk in your classroom?

• Share two key takeaways around best practices in literacy instruction that you learned in this session. 
• Share one clear next step you plan to take from the learning in this session.        
• Share more about the learning that you would want or need to advance your practice in literacy instruction.

1. Analyze leader actions that drive healthy reading ecosystems
2. Identify how to align leadership structures to support reading outcomes

1. What are the critical elements of a short improvement cycle? 
2. What the key elements of a research aligned reading ecosystem?

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

• Word Recognition (phonological and phonemic awareness, phonics and phonic decoding)
• Language Comprehension (background knowledge, vocabulary, knowledge of language structures, verbal reasoning, literacy knowledge)
• Writing (handwriting, spelling, composition)
• Fluency, Reading Comprehension, & Assessment

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

1. How does the Simple View of Reading help us better understand assessment data?
2. How can Scarborough's Rope help guide decisions about aligning types of texts (e.g. decodable texts, children's literature) with a lesson's purpose?
3. Using the language of the Four-Part Processing Model for Word Recognition, how can we plan instruction to meet the diverse needs of all learners?

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

After this session, participants will be able to: 

Understand why this quote is so important: “The ability to read novel words is the single most powerful way to discriminate good from poor readers at any age.” A lack of proficiency in word recognition will hinder comprehension!

• Participants will deepen your understanding of phonemic awareness and orthographic mapping.
• Participants will learn evidence-based instructional activities for phonological development, beginning phonics, advanced phonics and fluency.
• Participants will understand the urgency on closing the achievement gap by addressing effective instruction and intervention.

Questions to Ponder for Credit:

1. Select two or three knowledge and application concepts you will include in your teaching next year.
2. What changes do you believe will happen with your student learning based on today’s session?
3. What will you stop doing next year from what you experienced within this session?

• Understand the neurological processes involved in learning to read and how the brain adapts during the reading journey.
• Explore the latest research findings on the Science of Reading and its implications for educators.
• Uncover effective methods to personalize instruction and optimize learning outcomes.

• a. True
• b. False

• a. a small region of the human brain that systematically processes sound and meaning
• b. a small region of the human visual system that systematically activates whenever we read.
• c. a small region of the brain that collects “sound statistics” when we are infants
• d. a small region of the brain that is only activated when reading written words in English.

• a. back left
• b. front right
• c. back right
• d. front left

1. What specific phonemic awareness skill opens the door to a deeper understanding of the alphabetic principle? Explain one or more ways you can teach this skill.
2. What specific phonemic awareness skill opens the door to better decoding skills? Explain one way you can teach this skill.
3. Of the many games and activities that were presented to you, which one did you especially like or especially dislike? Explain your thoughts.

• Discover how to Utilize WIDA Can Do Descriptors 
  
• Learn non-negotiable practices to collaborate 
  
• Make content comprehensible for Elementary and Secondary English Language Learners (break-out sessions) 
  

1. How can the WIDA Can- Do descriptors be used to engage and assess ELL students at their current English Proficiency level? 
2. Name an instructional strategy from the Elementary or Secondary break out session that you will use. 
3. Why is collaboration important?

• Determine look-fors for quality lessons aligned to the rigor of the standards
• Engage in an instructional observation and practice feedback 
• Reflect on your current approach for observation and feedback and teacher development opportunities

• How does the instrument reflect the shifts and expectations in the standards?
• How does the instrument focus on what students are doing?  What the teacher is doing?
• How specific is the language about the expectations for how time is spent? The types of activities that students and teachers do?

• Understand the criterion of a strong Teaching and Learning Cycle 
• Notice how strong data/student work analysis practices drive the Teaching and Learning Cycle  
• Reflect on the strengths and opportunities of your current teaching and learning cycle

• How do you currently approach quantitative and student work analysis?
• How does this process elevate student misconceptions, unfinished teacher and learning?
• How does teacher practice shift as a result of your data analysis process?

• I know types of vocabulary to consider when planning my instruction
• I understand the importance of explicit and systematic literacy instruction, specifically vocabulary 
• I know strategies to explicitly teach vocabulary

1. What is one of the most significant and impactful elements of vocabulary instruction?
2. In the video we watched, what was a moment that you would like to replicate in your instruction?
3. What critical components were discussed in terms of vocabulary and writing instructional planning? 

1. What specific phonemic awareness skill opens the door to a deeper understanding of the alphabetic principle? Explain one or more ways you can teach this skill.
2. What specific phonemic awareness skill opens the door to better decoding skills? Explain one way you can teach this skill.
3. Of the many games and activities that were presented to you, which one did you especially like or especially dislike? Explain your thoughts.

1. Use your Sched Check-In Feature 
2. Complete the Marzano Survey 
3. All set! Your attendance has been recorded, and you are automatically entered into the Giveaway Raffle for one of the FIVE TRL National Conference trip giveaways, which include registration, airfare, and hotel!
   The Reading League

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

1. Share two key takeaways around best practices in literacy instruction that you learned in this session. 
2. Share one clear next step you plan to take from the learning in this session.  
3. Share more about the learning that you would want or need to advance your practice in literacy instruction.

• Share two key takeaways around best practices in literacy instruction that you learned in this session. 
• Share one clear next step you plan to take from the learning in this session.        
• Share more about the learning that you would want or need to advance your practice in literacy instruction.

• I know and understand research-supported instructional strategies (RSIS)
• I can recognize RSIS being used during instruction
• I can employ methods to effectively collect and analyze instructional data
• I can provide targeted feedback for continuous improvement of students and teachers

1. What should be modeled by district and school leadership?
2. What systems are recommended to build and sustain effective instructional practices?
3. From the examples shared, what is one system or practice that you had evidence for or are already performing?