with songs, nursery multiple modalities that rhymes, poems etc… develop an increase in Teacher administer their phonological phonological awareness skills. awareness screenings to determine student’s needs. Teachers routinely progress monitor students’ performance. Teachers model clear Students engage in October-June Class data expectations of hands on Key Action 3: and phonics including decoding, Online data skill/strategy and materials/manipulatives encoding, syllable types, and sight words collection with progress gradual release of including multiple aligned with the CCSS. monitoring, evidence of responsibility. modalities. data used to inform Teachers provide Students engage in small groups, daily opportunities flexible groups. Informal observational for students to orally Students demonstrate data. manipulate sounds. familiarity with Teachers provide routines for group activities to increase instruction. word reading fluency, decoding and sight words. Teachers differentiate instruction to meet the needs of students varying proficiency levels. Reading/Language Arts Reading/Language Arts Professional Learning Plan [What professional learning will teachers and staff need?] Outcome(s) Learning Communities Learning Resources ILO Leadership Designs Implementation
with songs, nursery rhymes, poems etc… Teacher administer phonological awareness screenings to determine student’s needs. Teachers routinely progress monitor students’ performance. multiple modalities that develop an increase in their phonological awareness skills. Key Action 3: and phonics including decoding, encoding, syllable types, and sight words aligned with the CCSS. October-June Teachers model clear expectations of skill/strategy and gradual release of responsibility. Teachers provide daily opportunities for students to orally manipulate sounds. Teachers provide activities to increase word reading fluency, decoding and sight words. Teachers differentiate instruction to meet the needs of students varying proficiency levels. Students engage in hands on materials/manipulatives including multiple modalities. Students engage in flexible groups. Students demonstrate familiarity with routines for group instruction. Class data Online data collection with progress monitoring, evidence of data used to inform small groups, Informal observational data. Reading/Language Arts Reading/Language Arts Professional Learning Plan [What professional learning will teachers and staff need?] Outcome(s) ILO Leadership Learning Communities Learning Designs Resources Implementation
School_Progress_Plan%202017-2018.docx