1. Spring Literacy Training 1st Grade

2. Part 1 Common Cueing System Why?
Different cueing systems are leaving gaps –
We need consistency across the county in Early Literacy as we have in other areas.
Common system, not only across grade levels but also across the county.
*Example: K. student struggles all year and finally masters the cueing system in his K. class, but he is way behind everyone else. Now he is in 1st grade and is not even close to being on grade level, it is the first day of school and he has been asked to write a sentence about something fun he did during summer, only now the cueing system that he came to rely on during K. can not be found… there is no “Ed” for /e/, or he can’t locate the monkey with an “itch” for /i/ -- now it is an igloo so he has to relearn the cueing system---putting him even farther behind all his peers. Not to mention all the struggling learners we have that jump from one school within our system to another one and have to relearn a new cueing system more than once during a grade – once again putting him farther and farther behind.
We need consistency across the county in Early Literacy as we have consistency in other areas. Kindergarten is not consistent and must be. 
*Show the timeline and discuss when transients move. 
*Data shows that transient students struggle the most due to "gaps" in instruction.

3. We have at least 3 systems in SCS:
Time line for introducing the alphabet:
Program A: 18 weeks
Program B: 12 weeks
Program C: 36 weeks
We are working together as a team to create a literacy plan that will use our new materials during the Phonics
portion of the lesson plan.

4. FUNdations video Your turn Look at the drill cards
Play the video with letters/ key pictures / and sounds.
Look at the front and back of the cards
Practice with your shoulder partner with 8 cards – then switch

5. Part 2
Reading 3D
Progress Monitoring – a tool not just a check off piece
It is a check on the teacher and the activities you are doing to build skills for each student

6. Progress Monitoring and Written Questions
Level F and above
Better alignment with benchmarks
Replace questions 2 & 4
Questions 1 & 3 ask orally and score
Score written questions and enter the score for numbers 2 & 4. Rubric for written questions = 1, 2, 3, 4…convert to score for oral questions:
Written score Oral Score
convert to:

7. Great Resource Live Binder - Teacher Demonstration Videos
Literacy Strategies and Resources
Miscellaneous Resources:
High Frequency Correlation, Reading 3D reminder cards, DIBELS Response Patterns

8. TRC – ultimate goal … COMPREHENSION
Hierarchy of Skills
FSF, PSF, NWF, DORF
Master each skill in order
Don’t forget to do activities and PM on the skill of lowest score (even if it is no longer benchmarked within your grade level)
TRC – ultimate goal … COMPREHENSION

9. What do I Progress Monitor?
Reading instruction is a science.
Teachers administer assessments to collect data about a student’s reading habits and behaviors.
Just as with any science, the data must be analyzed.
Some of the data that must be factored into determining the best instructional plan for a student is collected by teacher observation. The teacher must be tuned into noticing what the student is doing during the assessment process. This is documented through notes, the response pattern checklist, and the MSV analysis.
Individual Student Page
Locate lowest score

10. Look at your class What needs do you see in your class?
Do you have students who have not mastered FSF or PSF? – which skill is needed by different groups within your class?
Make a list of students in need of activities per assessment (FSF, PSF, NWF, DORF)

11. iPad time Classroom summary MOY Rank students
Click on any number (score)
Now What tools
Item Level Advisor

12. FCRR & Common Core Standards
Educators Tab
Student Activities Tab
Link below the links to activities

13. Game Time 5 games per teacher
May want to work within your grade level, and get a variety of games
Divided by skills DIBELS: FSF, PSF, NWF, DORF
TRC: Vocabulary, Comprehension
Standards listed on each game

14. Catch Them Before they Fall (1988)
Our Goal as teachers
The right kind and quality of instruction delivered with the right intensity and duration to the right children at the right time.
-Joseph K. Torgesen
Catch Them Before they Fall (1988)