1. Literacy Coach’s Kick-off: Goals for the Year
Sharon Walpole
Michael C. McKenna

2. Goals for the Day Present our overall plans to improve differentiation
Guide you to examine your data from last year to see where differentiation is most needed
Provide you a chance to see differentiation in action in each grade level

3. Key Features of this year’s PD
Cohort 1 and Cohort 2 will be merged
We will all be doing one comprehensive book study
We will be focusing attention on coaches supporting teachers to plan and implement differentiated instruction

4. Here is our additive plan

5. Why focus on Tier 2?
Our data indicate that we are very successful with the children who start out at least at benchmark achievement.
Our data indicate that we are doing increasingly better with children who start out at intensive -- and we also know that implementation of intervention is varied.
Our data indicate that our success rate for children who begin at strategic is relatively stable.

6. Benchmark to Benchmark

7. Effectiveness of Core Instruction
In both Cohort 1 and Cohort 2, we are nearing our goal of 90% of beginning-of-year benchmark students maintaining that status at the end of the year
Our basic program of whole-group and small-group instruction is working for them.

8. Intensive to Strategic or Benchmark

9. Effectiveness of Interventions
For children who begin the year with intensive needs, Cohort 1 schools have made small improvements towards our goal of 50% moving out of that category. Cohort 2 schools will be able to focus more attention this year.
Our basic program of whole-group, small-group, and intensive intervention instruction is beginning to work for them.

10. Strategic to Benchmark

11. Effectiveness of Differentiated Instruction
For our students starting the year at the strategic level of achievement, we have had fairly stable results across years in Cohort 1 and in the first year of Cohort 2. We had hoped for 75% success for them.
Our basic program of whole-group and small-group instruction is not yet working for enough of them.

12. Things for you to consider
These data are aggregated across the grade levels.
In your school, you will find grade-level scores that are very different from the state trends; use them to focus your attention.
Remember that these data only include children who were present at both fall and spring; your own data will also include children there at any one time point.

13. This text will help to keep all of us focused on planning differentiated instruction.

14. Here are our strategies:
Coaches deepen the concept of differentiation by presenting the module that your Regional Coordinator shared.
Coaches spend more extended time planning and observing differentiated lessons with teachers.

15. Remember the Big Ideas Gather your resources Instructional materials
Assessment toolkit
Consider your children’s needs
Phonemic awareness and phonics
Phonics and fluency
Fluency and vocabulary
Vocabulary and comprehension
Plan and implement three weeks of instruction

16. We have made templates for you
These will be posted on the Architects’ site so that you can print them or adapt them.
They are meant to target your thinking.
Refer to your template as we explain them.

17. Generally,
The first page reviews the needs of each group, identifies the group members, lists assessment data that will help in planning, and reminds you of the instructional strategies and materials you will need
The second page reminds you to select the actual letters, words, patterns, and texts teachers will use each day for three weeks with that group

18. Remember our groups Phonemic Awareness and Phonics/Word Recognition
Need letter names, sounds, full segmentation
Phonics/Word Recognition and Fluency
Can segment and blend, but need to work on decoding and automatic word recognition
Fluency and Comprehension
Few decoding problems, but weak automaticity
Vocabulary and Comprehension
At or above grade level in fluency measures

19. PA/Phonics/WR: Assessment Data
PA Level
ABC Level
Unknown Letters
Unknown Sounds
HF Words
Syllable
Onset-Rime
Phoneme
Sing ABCs
Say ABCs
Track ABCs
These data may be gathered from multiple sources. They are likely to be necessary for planning for this group.

20. Instructional Strategies for PA
Initial Sound Sorting
Segmenting/
Blending
Say it and Move it
Pictures
Pictures or word lists
Elkonin Boxes, markers, word lists
Teachers can choose any one of these strategies. There are sections in the book to describe exactly how to use them.

21. Instructional Strategies for Phonics/Word Recognition
Letter Names and Sounds
Sounding and Blending
Letter patterns
High Frequency Words
Letter cards or plastic letters
Word lists
Word lists, word cards
Word cards, Elkonin boxes
Teachers can choose any two of these strategies. There are sections in the book to describe exactly how to use them.

22. Phonemic Awareness/Phonics and Word Recognition Planning
This chart reminds coaches and teachers to select the actual items for instruction in advance. All phonemic awareness strategies require lists of words or pictures. Word recognition strategies require letters or words.
Manipulatives can make the lessons more interactive.

23. Phonics/WR/Fluency: Assessment Data
Unknown Letters
Unknown Sounds
Unknown Patterns HF
Words
Text Reading
Phonics-controlled Below Level
Grade-Level?

24. Instructional Strategies for Phonics/Word Recognition
Letter Names and Sounds
Sounding and
Blending
Letter patterns
High Frequency Words
Decoding by
Analogy
Letter cards or plastic letters
Word lists
Word lists, word cards
Word cards, Elkonin boxes
Clue words, new words
These strategies are the same as before, with the addition of decoding by analogy.

25. Instructional Strategies for Fluency
Echo, Choral, Partner, Whisper
Timed Repeated Reading
Choral Partner Reading
Fluency Develop-ment Lesson
FORI
Texts
Texts, stop-watch, chart
Basal
Story
The same text can be used more that one day, but we should consider ways to maximize the number of texts that children read.

26. Phonics/Word Recognition/Fluency Planning
Again, select the words and texts in advance. This sort of comprehensive planning will allow teachers to really focus their instructional attention on repetitive strategies and to monitor student progress.

27. Fluency/Comprehension Assessment Data
Unknown Patterns
High Frequency Words
Reading Rate
Text level
Below grade level
On grade level
These children may need a dash of word recognition work; it can be accomplished very quickly.

28. Phonics/Word Recognition/Fluency Strategies
These are the same as those described for the previous group; the instructional strategies overlap.

29. Instructional Strategies for Comprehension
Question Clusters
QARs
Story Map-ping
Text Struc-ture
Direct Explan-ation
Summar-ization
Texts
Questions
QAR Chart
Stories
Map
Informa-tional Texts
Graphic Organ-izers
Strategy descrip-tions
Summary procedure

30. For our final group, add vocabulary to comprehension!
Tier Two Words
ELL Storybook
Concept of Definition
Semantic Feature Analysis
Concept Sorting
Texts
Words
Script
Texts, segmented
Words, definitions, examples
Texts, Words, Word Maps
Texts,
Related Words,
Feature Chart
Word Cards

31. Don’t panic!
We will roll out each of these groupings gradually over the year; you don’t have to do all of them now.
We will improve our planning templates as we hear from you and from your regional coaches.
We are excited to work with you to improve differentiation!