Using Data to Drive InstructionTHE EMERGENT READER

LITERACY EDVENTURES

What

toExpect

ABOUT MELiteracy Specialist/Coach

Elementary Educator

Engagement Seeker

Wife and Momma

Okay Dancer

ALL ABOUT THE RESEARCH

What

toExpect

EMERGENT (A-C)• Know some letters and sounds• Beginning to match spoke word to print• Beginning to use appropriate book handling skills• Have some sight word base

BEGINNER (D-I)• Readers (slow and labored) • Working on decoding and fluency• know more sight words

TRANSITIONAL (J-M)• mostly fluent readers• focus is on comprehension

STAGES

ASSESSMENTS

EMERGENT ASSESSMENTS

CVC WORD ASSESSMENT

PHONOLOGICAL AWARENESS

CONCEPT OF WORD SCREENING

RUNNING RECORDS

LETTER NAMES + SOUNDS

LETTER NAMES AND SOUNDS

WHAT WE KNOW• Students come in at varying levels• Students natural ly know letter names first• There are a variety of components to teach and they

should be sequential• Letter Names (upper)• Letter Names (lower + sounds)• Letters should not look or sound the same when

teaching them• We teach initial sounds first• With just a few sounds and letters, they can begin

reading words. • Phonemic Awareness plays a huge role.

LETTER NAMES AND SOUNDS

ASSESSING

RECORDING THE DATA

WHO GETS THE CVC

SCREEING?

PHONOLOGICAL AWARENESS

WHAT WE KNOW• We must fol low the continuum• Phonemic Awareness is the MOST crucial • There is a connection between early phonological awareness skil ls and

successful readers• Phonological Awareness is auditory

ASSESSINGPHONOLOGICAL AWARENESS

RECORDING THE DATA

CONCEPT OF WORD

ASSESSING

RUNNING RECORDS

GROUPING YOUR

STUDENTS

SMALL GROUP LESSON COMPONENTS

SIGHT WORDS

PHONOLOGICAL AWARENESS

CONCEPT OF WORD

NEW READ

LETTER NAMES/SOUNDS

DELIVER INSTRUCTION

BE EXPLICIT AND SYSTEMATIC

LETTER NAMESLETTER SOUNDS

BE EXPLICIT AND SYSTEMATIC

LETTER NAMESLETTER SOUNDS

TEACH BOTH IN ISOLATION AND IN CONTEXT

SIGHT WORDS

PLAY GAMES

SIGHT WORDS

PROGRESSION OF SKILLS

PHONOLOGICALAWARENESS

KEEP IT ENGAGING

PHONOLOGICALAWARENESS

QUICK, SIMPLE, & TO THE POINT

CONCEPT OFWORD

ROUTINE, ROUTINE, ROUTINE

CONCEPT OF WORD

DAY 1

DAY 2

DAY 3

DAY 4DAY 5

MODEL, MODEL, MODEL

NEW READ

MODEL STRATEGIES

NEW READ

PUT YOUR PLAN INTO ACTION

JOIN THE CLUB ONE TO ONEOR

TEAM COACHING

FREE RESOURCES

WANT TO CONTINUE OUR EDVENTURE?

MODEL, MODEL, MODEL

MODEL, MODEL, MODEL

QUESTIONS AND

COMMENTS

SAMPLE CLASS DATABLANK LESSON PLAN TEMPLATESAMPLE LESSON PLAN TEMPLATELETTER NAME + PHONOLOGICAL AWARENESS ASSESSMENTEARLY ACCESS TO THE CLUBCHART

MATERIALS