Literacy Learning Document

We have explored and vetted several districts’ reading progressions and their interventions plan. We are currently working on finalizing a scope and sequence for reading skills that have growth indicators for students K-5.

This is based on the Ministry curriculum, our current research, and the Reaching and Teaching Every Reader Resource. We are also compiling a list of both assessments and resources to support the scope and sequence.

The goal is to create a one stop website with clickable links that allow teachers to access the assessments and resources associated with each skill easily. Our hope is to provide elaborations with examples for teachers. Long term, we would like to create a plan for professional learning that will help teachers with the instruction and assessment of reading skills.

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Reading is a complex process that involves the acquisition of many intertwined skills. Learning these skills is not accidental and requires direct instruction, guided and independent practice, and feedback on development. Our intention is to support both the teaching and implementation of a comprehensive literacy program with resources and professional learning. While we have identified skills to be taught, they are not meant to be done in isolation. This scope and sequence, with literacy growth markers has been based on Reaching and Teaching Every Reader.

  1. The Scope and Sequence is ONE part of a rich classroom literacy
  2. ALL students should continue to have access to and read, (and be read) quality books EVERY DAY – daily reading of texts supports rich vocabulary learning, passion for literature and fluency and comprehension.
  3. Reading, Writing and Oral Language are all intertwined and pieces of literacy How are you creating rich literacy environments in your classroom.
  4. Students continue to need voice and choice in their reading materials (what are they reading with and engaging with both in and out of small group instruction). Classroom libraries and student book bins should reflect this – What makes kids love reading 🙂
  5. Like all teaching, we meet students where they are at and make the next step in their learning based on where they are (not all students will access learning in the same way) We should be mindful of not relying solely on “programs” for our literacy instruction.
  6. F&P is the measure we are using for end of year data (and can be used throughout the year in addition to other assessments) – it provides a measure of fluency and comprehension alongside decoding – assessing reading involves hearing students read from texts (the whole package).

Opportunities in a Print and Literacy Rich Environment Vocabulary,
Content Knowledge, Read Louds, Stories, Conversations, Shared Reading

  • Phonemic Awareness

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    • Follow directions with 3- 4 critical elements (e.g. find the green ball and put it under your bed)
    • Experiential Language
      Shapes, colors, emotions, prepositions, directions, numbers, household and community objects and places, personal care, food, animals, relationship (same, different); categorize items

    These skills would typically align with the Kindergarten curriculum:

    • Follows directions with multiple steps (e. g. change your shoes, hang your backpack, sit at carpet)
    • Exposure to Rhyme Word awareness counts words into sentences
    • Segment words into syllables
    • Blend syllables into words
    • Hear and identify phonemes within words (initial, final, some medial)
    • Segment onset-rime
    • Blend 3 phonemes into words Segment CV and CVC words into phonemes

    These skills would typically align with the Grade One curriculum:

    • Hear all phonemes in sequential order from left to right within a word
    • Rhyme – Know what rhyming is, recognize rhymes and produce rhymes
    • Blend sounds into words (CV, CVC, CCVC, CVCC, CCVCC)
    • Segment words into phonemes
    • Substitute initial (including within initial blends)
    • Delete initial or final phonemes (including within initial blends)
    • Substitute initial and final phonemes (and) some medial vowels)

    These skills would typically align with the Grade Two curriculum:

    • Substitute medial vowels
    • Delete the second consonant of an initial consonant blend (i.e. stop – sop)
    • Substitute second consonant of an initial consonant blend (I.e., sleep – sweep)

    These skills would typically align with the Grade Three curriculum:

    • Delete first consonant in a final consonant blend (I.e., list, lit; fast, fat)
    • Substitute first consonant sound in a final consonant blend (I.e., fast, fact; test, tent)

    These skills would typically align with the Grade Four/Five curriculum:

    • Phoneme substitution and deletion
    • Phoneme manipulation – I.e. move the first sound to the end and add ay – big becomes (ig-b-ay)
  • Phonics

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    • Experimenting with sounds and language
    • Play with sounds and words through songs and rhyme

    These skills would typically align with the Kindergarten curriculum:

    • Letter names for all letters
    • Letter sounds for all sounds (progressing from high utility/most common to lower utility/less common consonants and short vowel sounds)
      Match spoken words to written words
    • 30 high frequency sight-words
      familiar names
    • Environmental Print

    These skills would typically align with the Grade One curriculum:

    • Reads CV, CVC, CCVC, CVCC, words Short vowels
    • Blends
    • Digraphs
    • Long vowel CVCe words
    • Other single syllable long vowel words
    • Inflectional and plural endings
    • Temporary spelling representing all sounds within words
    • R-controlled vowels
    • Suffixes

    These skills would typically align with the Grade Two curriculum:

    • Silent letters
    • Diphthongs (vowels combination that has 2 mouth movements) /ou/ in house or /oi/ in oil
    • Compound words (cupcake, rainbow)
    • Alternate letter and letter pair sounds (cent, giant, book)
    • Multi-letter word patterns (-aught, -old, -olt)

    These skills would typically align with the Grade Three curriculum:

    • More complex multisyllable words – 6 syllable types

    These skills would typically align with the Grade Four/Five curriculum:

    • Understanding of syllable meaning in words
  • Vocabulary

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    • Functional communication vocabulary
      Shapes, colors, emotions, prepositions, directions, numbers, household and community objects and places, personal care, food, animals, relationship (same, different); categorize items
    • Shapes, colors, numbers, household and community objects and places, personal care, food, animals, relationship (same, different); categorize items

    These skills would typically align with the Kindergarten curriculum:

    • Use some appropriate social words such as come and play with me, my name, are you ok? I need help; asking to use the restroom, asking for a turn.
    • Experiment with language and vocabulary to:
      • Describe feelings
      • Classify objects
      • Describe people place and things

    These skills would typically align with the Grade One curriculum:

    • Use conversational language
    • Use topic specific vocabulary such as talking about the story or activity in from them, inquiry vocabulary
    • Use authentic vocabulary for reading –
      author, title, pictures

    These skills would typically align with the Grade Two curriculum:

    • Use conversational language and increasingly more sophisticated vocabulary
    • Continues to use topic specific vocabulary
    • Expanding use of descriptive vocabulary including adjectives, adverbs

    These skills would typically align with the Grade Three curriculum:

    • Uses sensory detail, description and language
    • Uses strategies to decode and understand unknown words
    • Uses academic language related to reading (conflict, plot, characters, theme)

    These skills would typically align with the Grade Four/Five curriculum:

    • Uses sensory (the five senses) detail, description and language
    • Uses strategies to decode and understand unknown words
    • Uses academic language related to reading (conflict, plot, characters, theme)

    There are 3 tiers of vocabulary each serving a different purpose.

    Tier 1 includes sight words, nouns, verbs, adjectives – words with single meanings that are easily learned through conversations

    Tier 2 includes high frequency words that occur in multiple areas. These often have more than one meaning and are part of both more mature conversations and literature. (MAIN FOCUS OF VOCABULARY INSTRUCTION)

    Tier 3 words are low frequency words that are domain and subject specific.

    Students require instruction and practice with all tiers in their vocabulary development.

  • Morphology

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with the Kindergarten curriculum:

    • Inflectional Suffixes
      -s (plural)
      -ed
      -ing

    These skills would typically align with the Grade One curriculum:

    • Inflectional Suffixes
      -s / -es (plural)
      -s / -es (3rd person)
      -ed
      -ing
      -‘s (possessive)
      -er (comparative)
      -est (superlative)
    • Derivational Prefixes
      un-
      re-
      pre-
      non-
    • Derivational Suffixes
      -y
      -ly
      -ful
      -er, -or

    These skills would typically align with the Grade Two curriculum:

    • Inflectional Suffixes
      -s / -es (plural)
      -s / -es (3rd person)
      -ed
      -ing
      – en (past participle)
      -‘s, s’ (possessive)
    • Derivational Prefixes
      mid-
      mis-
      in-, im-
      non-
    • Derivational Suffixes
      -ish
      -ship

    These skills would typically align with the Grade Three curriculum:

    • Derivational Prefixes
      dis-
      in-, im-, il-, ir- (not)
      in-, im-, il-, ir- (in, on, toward)
      semi-
      sub- super-
      under- over-
      co- tele-, tel-
      astro-
    • Derivational Suffixes
      -ment
      -ness
      -less -hood
      -al -ous
      -ess -ure, -ture
      -ion -ist
    • Latin Roots
      Aqua         multi
      Cent          octo
      Circum      port
      Counter     rupt
      Dec           struct
      Form         tract
      Vis, vid

    These skills would typically align with the Grade Four/Five curriculum:

      • Derivational Prefixes
        out- be-
        de-
        trans- anti- de-
        trans- anti-
        uni-, bi-, tri- mono-
      • Derivational Suffixes
        -able, -ible
        -ibly, -ably
        -en -ally
        -al, -ial, -ual
        -ify
        -an, -ian, -ean
        -ic -ism
      • Latin Roots
        Aud, contra dict, dic, duct, duc, duce fact, fac, fect, fic Fer, Fract, ject, mit, miss, scrib, script sect, sec, ten, tain
      • Derivational Prefixes
        inter- ex-, e-, ef intra-
        post- pro- auto- micro- bio-
      • Derivational Suffixes
        -age
        -ive, -ative, -itive
        -ion, -tion, -sion, – ation,
        -ition, -ssion
        -ant, -ent
        -ence, -ance
        -ery
        -ary
      • Greek Roots
        Auto, bio, Graph, hyper, Logy, mech, Mega, meter, metr, phon, phono, photo, phos, scope
  • Fluency

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    Concepts of Print

    • Speaking in words, phrases,
      sentences
    • Active listening
    • Uses conversational
      language

    These skills would typically align with the Kindergarten curriculum:

    Ease with early literacy skills

    • Alliteration
      Blending /segmenting
      Identify letter names and sounds

    These skills would typically align with the Grade One curriculum:

    • Rhyme
    • Reads texts with expression and phrasing
    • Adjusts volume pace and tone to show meaning when telling stories

    These skills would typically align with the Grade Two curriculum:

    • Reads texts with increasing expression
      and phrasing
    • Command terms- Identify, compare, contrast

    These skills would typically align with the Grade Three curriculum:

    • Reads texts with increasing expression and
      phrasing
    • Adjusts speed and rate of reading
    • Uses varying voice and expression to show emotion.
    • Attends to punctuation

    These skills would typically align with the Grade Four/Five curriculum:

    • Reads texts with increasing expression and
      phrasing
    • Adjusts speed and rate of reading to reflect genre of text
    • Uses varying voice and expression to show emotion
    • Understanding more complex vocabulary
    • Discerns between conversation and text
    • Responds to text differences (italicized words, underlined, bold print, all capital
      letters) with voice
  • Comprehension

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    • Routines and following 1-2 step instructions
    • Answer simple questions Asking “Why?” questions
    • Reciprocal communication with words or gestures
    • Contributes on topic details
    • Actively listen to a short story
    • Share some story details

    These skills would typically align with the Kindergarten curriculum:

    • Using strategies to derive meaning:
      • Accessing prior knowledge
      • Predicting
      • Making connections
      • Self to Text
      • Asking simple questions
      • Answering questions with some detail
      • Recognizing patterns in story
    • Share sequential story details orally

    These skills would typically align with the Grade One curriculum:

    • Using strategies to derive meaning:
      • Accessing prior knowledge
      • Predicting
      • Making connections (Text to Text, Self to Text)
      • Asking and answering questions with increasing detail using topic specific vocabulary
    • Sequences stories with most ideas of story included
    • Identifies story elements

    These skills would typically align with the Grade Two curriculum:

    • Using strategies to derive meaning:
      • Accessing prior knowledge
      • Predicting
      • Making multiple connections (Self to Text, Text to World, Text to Text)
      • Asking questions that extend thinking
      • Answering questions with relevant details and insight
      • Summarize and retell with details
      • Identifies story parts
      • Draws conclusions using inference

    These skills would typically align with the Grade Three curriculum:

    • Using strategies to derive meaning:
      • Accessing prior knowledge
      • Predicting
      • Making multiple connections (Self to Text, Text to World, Text to Text)
      • Asking questions
      • Summarize and retell with relevant details
      • Identifies story parts: problem/solution, characters.
      • Draws conclusions using inference

    These skills would typically align with the Grade Four/Five curriculum:

    • Using strategies to derive meaning:
      • Accessing prior knowledge
      • Predicting
      • Making connections with increasing complexity to synthesize understanding (Text to Text, Self to Text, Text to World)
      • Asking increasingly complex questions that construct meaning and develop theories
      • Summarize and retell with relevant details
        Identifies story parts: setting, themes and main ideas problem/solution, characters.
      • Draws conclusions using inference
      • Using context clues
    • Use text features (table of contents, headings, index, glossary, diagrams, tables, charts)
  • Writing

    While all students may demonstrate a range of skills, we have provided typical Grade Level connections.

    These skills would typically align with Pre-K learning:

    • Sharing oral stories
    • Recognize difference between drawing and
      writing

    These skills would typically align with the Kindergarten curriculum:

    • Understand pictures convey meaning
    • Take turns offering ideas on topic
    • Label pictures with letters and words
    • Records letters and words that match the picture
    • Orthographic mapping

    • Connecting pictures to words with creative spelling
    • Record a simple sentence with approximate spacing and temporary spelling. (Students using their sound letter knowledge to convey meaning.)

    These skills would typically align with the Grade One curriculum:

    • Creates simple sentences and compound sentences
    • Records 2-3 sentences connected to one topic
    • Uses punctuation and capitalization
    • Shares ideas in print
    • Many familiar words spelled conventionally
    • Repeats simple patterns
    • New or unfamiliar words spelled phonetically
    • Writes legibly with spacing

    These skills would typically align with the Grade Two curriculum:

    • Creates and records a variety of sentences,
      including simple sentences and compound sentences with details
    • Records 4-5 sentences connected to one topic
    • Repeats a few simple connecting words
    • Some variety in sentence length
    • Includes dialogue in story writing
    • Uses capital letters for names, places, first word in sentence
    • Identifies parts of a sentence
    • Practices some editing
    • Most pronouns and verb forms are correct
    • Most common words are spelled correctly

    These skills would typically align with the Grade Three curriculum:

    • Appropriate use of apostrophes in contractions
    • Language is clear and shows some variety
    • Logically sequenced
    • Some variety in sentence length and pattern
    • Variety of connecting words
    • Basic grammar, spelling, punctuation, and sentence structure are generally correct
    • Minor errors do not interfere with meaning

    These skills would typically align with the Grade Four/Five curriculum:

    • Writes a variety of genres including narrative,
      exposition, report
    • Paragraph writing with a topic sentence and supporting details
    • Uses quotation marks for dialogue Uses past present and future tenses
    • Includes a variety of sentence lengths and patterns
    • Most sentences are complete; few run-on sentences
    • Some supporting details, reasons, and explanations
    • Logical sequence
    • Linking words help to make connections
    • Few errors in basic sentence structure, spelling, punctuation, or grammar

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