This document acknowledges the contributions of various North Carolina education organizations and individuals in developing the 2020 Comprehensive Plan for Reading Achievement. It provides an overview of the plan's purpose to support educators in enhancing reading instruction and student achievement. The plan fulfills the state's legislative requirement to improve reading outcomes and is informed by the Collaborative Guiding Framework for Early Literacy Education. Key stakeholders at the state, district, school and teacher levels each have responsibilities in plan implementation focused on evidence-based reading practices. Third grade reading proficiency data demonstrates the need for improved statewide reading instruction.
1. The document discusses applying game mechanics and principles from game design to web communities to make them more engaging. It outlines 10 specific game mechanics that could be applied, such as collecting items, feedback/status, obstacles/resources, and customization.
2. Game mechanics are described as patterns and interconnected feedback loops that produce enjoyable games. Web communities are seen as similar to games in that they are virtual places for social interaction and exchanging information.
3. In conclusion, web communities can learn from game design principles around engagement and entertainment, though a direct conversion is not possible and adaptation would be needed.
Mini, micro, and nanosatellites are classifications of small, low-mass satellites under 500 kg. Miniaturizing satellites reduces costs by requiring smaller, cheaper launch vehicles. They also allow for more missions like satellite constellations and university research. The nanosatellite market is growing rapidly, with over 1,000 projected to launch in the next five years. ISRO has launched several microsatellites to demonstrate new technologies and conduct academic research missions with lower costs.
The learning recovery plan aims to help students achieve in core subjects like math, reading, and science. Assessment results show that while most students are proficient in book and print knowledge, skills like reading accuracy, spelling, and decoding need more work. The percentage of students who are independent readers declined during the pandemic. In math, less than half of students are considered numerate. The plan focuses on strengthening instruction in literacy, numeracy, and science through resources, assessment, and teacher development to help students recover learning losses.
This document outlines the structure and contents of a School Improvement Plan (SIP) for the Department of Education Regional Office VI. It describes the key components of the SIP, including:
1. DepEd's Vision, Mission, and Core Values - How these will guide the school.
2. School's Current Situation - Introducing the school and discussing performance on access, quality, equity and inclusion, resilience and well-being, and governance based on available data.
3. Improvement Plan - The school's strategic plan to achieve its vision by addressing challenges identified in the current situation analysis.
The document provides guidance on the information and data to include in each section to comprehensively assess the school's performance
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
The document contains certificates of recognition from Daan Suyan Integrated School honoring various individuals for their roles in facilitating and judging contests and events during the school's celebration of Indigenous People's Month. The certificates recognize contributions in areas such as being an Indigenous People coordinator, judge, facilitator for poster making, cooking, slogan making and dance contests. The events were held on November 4, 2022 and focused on the history, knowledge and languages of Indigenous communities.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
The document discusses different types of satellite orbits and their characteristics. A geostationary orbit (GEO) has satellites 35,786 km above the equator that rotate with the Earth's rotation, allowing them to remain stationary over one position. Low Earth orbit (LEO) satellites are 500-1500 km high and pass over positions every 15-20 minutes, requiring networks to provide coverage. Medium Earth orbit (MEO) satellites are between 8000-18000 km high and provide longer visibility than LEOs.
1. The document discusses applying game mechanics and principles from game design to web communities to make them more engaging. It outlines 10 specific game mechanics that could be applied, such as collecting items, feedback/status, obstacles/resources, and customization.
2. Game mechanics are described as patterns and interconnected feedback loops that produce enjoyable games. Web communities are seen as similar to games in that they are virtual places for social interaction and exchanging information.
3. In conclusion, web communities can learn from game design principles around engagement and entertainment, though a direct conversion is not possible and adaptation would be needed.
Mini, micro, and nanosatellites are classifications of small, low-mass satellites under 500 kg. Miniaturizing satellites reduces costs by requiring smaller, cheaper launch vehicles. They also allow for more missions like satellite constellations and university research. The nanosatellite market is growing rapidly, with over 1,000 projected to launch in the next five years. ISRO has launched several microsatellites to demonstrate new technologies and conduct academic research missions with lower costs.
The learning recovery plan aims to help students achieve in core subjects like math, reading, and science. Assessment results show that while most students are proficient in book and print knowledge, skills like reading accuracy, spelling, and decoding need more work. The percentage of students who are independent readers declined during the pandemic. In math, less than half of students are considered numerate. The plan focuses on strengthening instruction in literacy, numeracy, and science through resources, assessment, and teacher development to help students recover learning losses.
This document outlines the structure and contents of a School Improvement Plan (SIP) for the Department of Education Regional Office VI. It describes the key components of the SIP, including:
1. DepEd's Vision, Mission, and Core Values - How these will guide the school.
2. School's Current Situation - Introducing the school and discussing performance on access, quality, equity and inclusion, resilience and well-being, and governance based on available data.
3. Improvement Plan - The school's strategic plan to achieve its vision by addressing challenges identified in the current situation analysis.
The document provides guidance on the information and data to include in each section to comprehensively assess the school's performance
The document discusses various tools and approaches for evaluating the quality of online learning materials. It describes two main evaluation tools: MERLOT and LORI. MERLOT is an online repository that classifies educational resources into subject categories and evaluates them based on three standards - quality of content, potential effectiveness as a teaching-learning tool, and ease of use. LORI is an evaluation instrument used to assess the quality of e-learning resources based on nine dimensions, including content quality, learning goal alignment, feedback and adaptation, and reusability. The document also mentions other evaluation guidelines and tools as well as the process by which individual reviews are merged into an overall panel review for publishing online.
The document contains certificates of recognition from Daan Suyan Integrated School honoring various individuals for their roles in facilitating and judging contests and events during the school's celebration of Indigenous People's Month. The certificates recognize contributions in areas such as being an Indigenous People coordinator, judge, facilitator for poster making, cooking, slogan making and dance contests. The events were held on November 4, 2022 and focused on the history, knowledge and languages of Indigenous communities.
This document provides a summary of over 50 assessment for learning tools that can be used by teachers, including: having students write and ask questions; comment-only marking; mid-unit assessments; exemplar work; student marking of peers; making lesson aims clear; teacher and student-led lesson reviews; self and peer assessment using tools like traffic lights, stars and wishes; and techniques to improve feedback and dialogue. The tools are meant to help embed assessment for learning practices in teaching and learning.
The document discusses different types of satellite orbits and their characteristics. A geostationary orbit (GEO) has satellites 35,786 km above the equator that rotate with the Earth's rotation, allowing them to remain stationary over one position. Low Earth orbit (LEO) satellites are 500-1500 km high and pass over positions every 15-20 minutes, requiring networks to provide coverage. Medium Earth orbit (MEO) satellites are between 8000-18000 km high and provide longer visibility than LEOs.
This document outlines the plans for a joint Boy Scouts of the Philippines (BSP) and Girl Scouts of the Philippines (GSP) camp at Mangga Elementary School. The 2-day camp aims to provide non-formal education to develop morally upright citizen leaders through scouting. Over 120 scouts will participate in skills training, games, crafts and outdoor activities to promote leadership, discipline and community service. The camp is funded through the school's MOOE and canteen funds and will be facilitated by teachers, troop leaders and school staff.
This document is a script for a masters of ceremony at a school playday event. It outlines an agenda with introductions, performances, and presentations from students and staff. It includes welcoming remarks, singing of the national anthem, performances and presentations from various school groups and individuals, inspiring words, introductions of teaching staff, and closing remarks. The overall purpose is to welcome everyone to the school playday and showcase talents through an entertaining event.
This document summarizes the findings of a study on the academic performance and attitudes towards practical research of Grade 12 students who were exposed to strategic intervention materials. The study found that:
1) Students' attitudes towards research improved after the intervention, though the time period may not have been enough to significantly change behaviors.
2) Students demonstrated improved academic achievement from midterm to final grading periods.
3) There was a significant relationship found between students' attitude of liking research and their academic performance. The intervention had little effect on other attitudes measured. More time may be needed to modify attitudes.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
The document summarizes the history and development of Scouting in the Philippines from its origins in 1914 to modern day. It describes how the first Scout troop was formed in Zamboanga in 1914 and the establishment of the Philippine Council of the Boy Scouts of America in 1922. It also outlines the impact of World War 2 and martial law, and the current organizational structure of the Boy Scouts of the Philippines with over 100 local councils.
The Vision for Space Exploration outlines NASA's plans to implement the President's directive for a renewed vision of space exploration. Key aspects of the plan include developing the capability to return humans to the Moon by 2020 to test new technologies and gain experience for future missions to Mars and other destinations. It also aims to advance robotic exploration of Mars, the outer planets' moons, and extrasolar planets to search for signs of life and better understand the history of the solar system. The plan is meant to inspire the nation and world through ambitious yet sustainable exploration and to develop cutting-edge technologies to further space science and its applications.
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
This document provides information about space exploration and notable figures in space history. It discusses the first artificial satellite (Sputnik 1), the first humans to orbit Earth (Yuri Gagarin) and walk on the moon (Neil Armstrong, Eugene Cernan), the first woman in space (Valentina Tereshkova), and Indian achievements like Rakesh Sharma being the first Indian in space and the Mars Orbiter Mission. It also briefly describes the International Space Station and provides some bonus facts about space.
The document outlines a proposed reading program called REAL (Read Everyday and Learn) for Grade 10 students at Miguel E. Esmade Memorial Integrated School. The program aims to address students' reading problems by profiling their reading levels, identifying needs, and engaging them in interactive reading activities using printed materials, audio/video lessons, and a Community Reading Support Group. The proposal includes objectives, participants, materials needed, monitoring activities, and a request for approval from the school head.
The document outlines the research action plan for 2023 of the District of La Castellana I in Negros Occidental, Philippines. It details 24 activities aimed at improving research capabilities, including monitoring research implementation, workshops on writing proposals, and submitting proposals for funding. The plan allocates resources and designates responsible persons for each activity, with the overall goals of increasing participation in research funding programs and the skills of educators in conducting and presenting research.
The document outlines the rationale and implementation plans for Project CNR (Care for NorMin Readers), a regional reading initiative in the Philippines. The goal is to make every elementary and high school student an independent reader in their mother tongue, Filipino, and English. Key aspects include:
1) Identifying struggling readers using assessment tools and establishing reading clinics for intensive tutoring.
2) Implementing a "pull-out" scheme where students receive half-hour daily reading lessons.
3) Training teachers on effective reading instruction strategies.
4) Monitoring student progress through regular evaluations and providing incentives for achievement.
This document provides a template for schools to analyze data, identify training needs, justify needs using data, plan actions to address problems, measure results of training, and assign responsibilities. The template is intended as a tool to help schools, teachers, and parents plan rigorous and relevant professional development using data.
Brigada Eskwela in Bicol has implemented best practices including enacting resolutions and ordinances by local governments to allocate funds for Brigada Eskwela programs, conducting advocacy campaigns that involved over 180,000 volunteers, and recognizing innovations like Enay.com created by Brigada Eskwela and Brigada Pagbasa that have won awards.
The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.
This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
The K-12 Literacy Committee meeting covered several topics:
1) The need to develop a K-12 Literacy Plan aligned with the Race to the Top grant requirements including a literacy structure, continued professional development, and Common Core implementation.
2) A review of the district's success in meeting academic growth targets and increasing proficiency rates.
3) The professional development plan to train teachers in key comprehension and vocabulary routines to improve literacy.
The document provides information about a new participating teacher orientation for the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program held on September 10 & 12, 2013. The BTSA program aims to provide high-quality induction to empower newly credentialed teachers through mentoring, formative assessment, and inquiry. The orientation covered topics like classroom management, professional development, advice and assistance from support providers, completing the Formative Assessment for California Teachers (FACT) portfolio, and program requirements and logistics.
This document outlines the plans for a joint Boy Scouts of the Philippines (BSP) and Girl Scouts of the Philippines (GSP) camp at Mangga Elementary School. The 2-day camp aims to provide non-formal education to develop morally upright citizen leaders through scouting. Over 120 scouts will participate in skills training, games, crafts and outdoor activities to promote leadership, discipline and community service. The camp is funded through the school's MOOE and canteen funds and will be facilitated by teachers, troop leaders and school staff.
This document is a script for a masters of ceremony at a school playday event. It outlines an agenda with introductions, performances, and presentations from students and staff. It includes welcoming remarks, singing of the national anthem, performances and presentations from various school groups and individuals, inspiring words, introductions of teaching staff, and closing remarks. The overall purpose is to welcome everyone to the school playday and showcase talents through an entertaining event.
This document summarizes the findings of a study on the academic performance and attitudes towards practical research of Grade 12 students who were exposed to strategic intervention materials. The study found that:
1) Students' attitudes towards research improved after the intervention, though the time period may not have been enough to significantly change behaviors.
2) Students demonstrated improved academic achievement from midterm to final grading periods.
3) There was a significant relationship found between students' attitude of liking research and their academic performance. The intervention had little effect on other attitudes measured. More time may be needed to modify attitudes.
The document provides a summary of an assessment conducted at GOCERLER PRIMARY SCHOOL in Antalya, Turkey as part of a school improvement plan developed in collaboration with METU SCC. The assessment examined student learning needs and strengths, as well as the school's organizational capacity. It identified weaknesses in reading, writing, and math skills based on grade data and input from stakeholders. It also found the assessment and instructional practices did not fully align with constructivist learning, and the school culture did not strongly support professional development. The plan aimed to address low student achievement and build the school's capacity for sustained improvement over four years.
Advantages and disadvantages of using games for learningwalshps
This document discusses the advantages and disadvantages of using games for learning. Some key advantages are that games can engage learners through experiential learning, interaction in games helps learners understand information better, and it creates an "engaged learning design." Game design can also influence instructional design by analyzing perspective, narrative, and interactivity among learners. However, games may also present developmental challenges for learners and game culture could disadvantage learners if not designed correctly.
The document summarizes a 3-day school-based seminar on developing strategic intervention modules to be held at Tinago National High School in Leyte, Philippines. The seminar aims to (1) train teachers to develop materials addressing students' least learned skills; (2) improve teacher competency, efficiency and student performance; and (3) assist at-risk students through individualized learning plans. All Tinago teachers must participate in sessions on strategic module characteristics, development, and uses. Presentations, workshops and feedback will be used to help teachers create intervention modules to help struggling students.
The document summarizes the history and development of Scouting in the Philippines from its origins in 1914 to modern day. It describes how the first Scout troop was formed in Zamboanga in 1914 and the establishment of the Philippine Council of the Boy Scouts of America in 1922. It also outlines the impact of World War 2 and martial law, and the current organizational structure of the Boy Scouts of the Philippines with over 100 local councils.
The Vision for Space Exploration outlines NASA's plans to implement the President's directive for a renewed vision of space exploration. Key aspects of the plan include developing the capability to return humans to the Moon by 2020 to test new technologies and gain experience for future missions to Mars and other destinations. It also aims to advance robotic exploration of Mars, the outer planets' moons, and extrasolar planets to search for signs of life and better understand the history of the solar system. The plan is meant to inspire the nation and world through ambitious yet sustainable exploration and to develop cutting-edge technologies to further space science and its applications.
Action research related to Classroom problemsSuman Saggu
This document provides an overview of action research related to classroom problems. It discusses that action research is a method for teachers to study problems in their classrooms to improve student outcomes. The key aspects covered include defining action research, its purpose in education, who it is for, the practical focus on immediate classroom problems, and the collaborative nature. It also outlines the typical process of conducting action research, including identifying problems, developing hypotheses, implementing interventions, analyzing data, and sharing results. Examples of potential areas of focus for classroom action research are also given.
This document provides information about space exploration and notable figures in space history. It discusses the first artificial satellite (Sputnik 1), the first humans to orbit Earth (Yuri Gagarin) and walk on the moon (Neil Armstrong, Eugene Cernan), the first woman in space (Valentina Tereshkova), and Indian achievements like Rakesh Sharma being the first Indian in space and the Mars Orbiter Mission. It also briefly describes the International Space Station and provides some bonus facts about space.
The document outlines a proposed reading program called REAL (Read Everyday and Learn) for Grade 10 students at Miguel E. Esmade Memorial Integrated School. The program aims to address students' reading problems by profiling their reading levels, identifying needs, and engaging them in interactive reading activities using printed materials, audio/video lessons, and a Community Reading Support Group. The proposal includes objectives, participants, materials needed, monitoring activities, and a request for approval from the school head.
The document outlines the research action plan for 2023 of the District of La Castellana I in Negros Occidental, Philippines. It details 24 activities aimed at improving research capabilities, including monitoring research implementation, workshops on writing proposals, and submitting proposals for funding. The plan allocates resources and designates responsible persons for each activity, with the overall goals of increasing participation in research funding programs and the skills of educators in conducting and presenting research.
The document outlines the rationale and implementation plans for Project CNR (Care for NorMin Readers), a regional reading initiative in the Philippines. The goal is to make every elementary and high school student an independent reader in their mother tongue, Filipino, and English. Key aspects include:
1) Identifying struggling readers using assessment tools and establishing reading clinics for intensive tutoring.
2) Implementing a "pull-out" scheme where students receive half-hour daily reading lessons.
3) Training teachers on effective reading instruction strategies.
4) Monitoring student progress through regular evaluations and providing incentives for achievement.
This document provides a template for schools to analyze data, identify training needs, justify needs using data, plan actions to address problems, measure results of training, and assign responsibilities. The template is intended as a tool to help schools, teachers, and parents plan rigorous and relevant professional development using data.
Brigada Eskwela in Bicol has implemented best practices including enacting resolutions and ordinances by local governments to allocate funds for Brigada Eskwela programs, conducting advocacy campaigns that involved over 180,000 volunteers, and recognizing innovations like Enay.com created by Brigada Eskwela and Brigada Pagbasa that have won awards.
The document outlines the organizational structure of the Philippine Department of Education from the central office down to the school level. It describes the key offices and their responsibilities at each level, including the central office under the Secretary of Education, the regional offices under Regional Directors, and schools divisions under Division Superintendents. Schools divisions may be further divided into school districts overseen by District Supervisors. The structures are designed to decentralize operations while maintaining accountability and relevance according to national education policies and learner needs.
This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
The K-12 Literacy Committee meeting covered several topics:
1) The need to develop a K-12 Literacy Plan aligned with the Race to the Top grant requirements including a literacy structure, continued professional development, and Common Core implementation.
2) A review of the district's success in meeting academic growth targets and increasing proficiency rates.
3) The professional development plan to train teachers in key comprehension and vocabulary routines to improve literacy.
The document provides information about a new participating teacher orientation for the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program held on September 10 & 12, 2013. The BTSA program aims to provide high-quality induction to empower newly credentialed teachers through mentoring, formative assessment, and inquiry. The orientation covered topics like classroom management, professional development, advice and assistance from support providers, completing the Formative Assessment for California Teachers (FACT) portfolio, and program requirements and logistics.
This document establishes a framework for governance of basic education in the country. It renames the Department of Education, Culture and Sports to the Department of Education and defines the roles and responsibilities within the education system. The goals are to provide skills, knowledge and values to students to become productive citizens and establish authority and accountability. It outlines the national, regional, and school level offices and their respective powers, duties and functions.
At the Spring Expo, you’ll be able to network with school and district leaders; learn the ‘How’ of Partners’ Success; find out more about our school and district partnerships; hear about our national expansion; and get the latest on Common Core State Standards.
This document provides guidance for numeracy teaching in Prep and Years 1-2. It outlines the knowledge teachers require, essential numeracy skills and concepts to focus on, recommended assessments, and advice on planning differentiated instruction using the e5 instructional model. Teachers are advised to use assessment data to determine individual student needs and focus on number, patterns, addition/subtraction, measurement, geometry, data, and time concepts appropriate for each year level. Ongoing monitoring of student progress is recommended, along with providing feedback and opportunities for self-assessment. A range of teaching strategies including explicit instruction, questioning, discussion and hands-on activities with concrete materials should be used.
SBE Literacy Task Force draft recommendationsEducationNC
The North Carolina State Board of Education Literacy Task Force draft recommendations on improving K-3 reading instruction, which will be updated and presented to the State Board on June 3
The document outlines several division programs and projects for the 2018-2019 school year (SY) aimed at improving curriculum implementation and student performance. Key programs include:
1. HI-TEACH - Focuses on instructional supervision, technical assistance for teachers, and capacity building for school heads to ensure full implementation of K-12 curriculum.
2. POWER IT UP - Implements intervention, reinforcement, and enhancement activities to improve student performance in all subject areas to at least 75% proficiency.
3. I-LIKHA - Contextualizes instructional materials to address 21st century learner needs and support teachers through localization of resources.
4. AGAP - Strengthens the assessment
This document outlines standards for the initial preparation of school library media specialists at the master's degree level. It was developed by the American Association of School Librarians (AASL) on behalf of the American Library Association (ALA) and approved by the National Council for Accreditation of Teacher Education (NCATE). The standards are based on research and best practices, and are intended to ensure candidates can carry out the mission of school library media programs, which is to ensure students and staff are effective users of ideas and information. The standards address four areas: use of information and ideas, teaching and learning, collaboration and leadership, and program administration.
Revised - Franklin Public Schools: District Improvement Plan 2017-18Franklin Matters
The Franklin Public Schools District Improvement Plan for 2017-18 aims to foster students' knowledge and skills to be productive global citizens through several strategic objectives and initiatives. The plan's vision is for students to find satisfaction in life, and its theory of action is that a safe, supportive, and collaborative learning environment will help students develop necessary social, emotional, academic and career skills. Key initiatives include implementing social-emotional learning programs, strengthening classroom practices, personalizing learning, and enhancing communication between schools and stakeholders. The plan outlines numerous specific strategies and actions to achieve these overarching goals.
The document outlines monitoring processes and plans for a school district. It discusses implementing plans to help subgroups not making adequate yearly progress. It describes monitoring implementation of school improvement plans and targeted professional growth plans for teachers. It provides checklists for differentiated accountability requirements. It lists action steps and responsibilities for school-based reading, math, and science coaches to monitor data, provide professional development and support, and ensure alignment with district and state initiatives.
This document provides a model plan for adolescent reading intervention and development in Minnesota schools. It was created by reading experts and updated in 2011 to align with current best practices and Response to Intervention frameworks. The plan is meant to guide schools in developing comprehensive assessment, instruction, and intervention systems to ensure all students achieve reading proficiency. It includes beliefs, a research base, how to use the model, a tiered intervention approach, and charts outlining developmental outcomes in areas like comprehension, vocabulary, and fluency.
Creating a college & career readiness culture for your classroom donna em...DonnaEmanuel
This document discusses creating a college and career readiness culture in K-8 classrooms. It defines college and career readiness as having the knowledge to succeed in introductory college courses without remediation. It outlines 8 components of college and career readiness counseling including academic planning, enrichment activities, and career exploration. It also provides 4 keys to supporting readiness: meeting academic standards, exploring careers early, developing soft skills like flexibility and motivation, and fostering independent learning. The document discusses barriers districts face in career technical education like funding and retaining teachers, and ways to overcome these such as partnerships and professional development. It emphasizes the importance of reflection and a systemic framework in developing leadership and a college and career readiness culture.
The document discusses curriculum implementation from the national to local levels, identifying curriculum workers like teachers and principals and their functions at each level. It outlines the 5 levels of implementation in basic education - national, regional, division, district, and school - and the roles at each, and the 3 levels in higher education - Commission on Higher Education, regional offices, and institutions. It also lists factors to consider for effective curriculum implementation like government requirements, learning environment, and societal and student needs.
- R.A. 9155, also known as the Governance of Basic Education Act of 2001, aims to protect the right to quality basic education for all citizens and make education accessible to all.
- It establishes a framework for governance of basic education that begins at the national level and includes regional, division, school, and learning center levels.
- The Department of Education is responsible for ensuring access to, promoting equity in, and improving the quality of basic education. It exercises authority over educational policies, standards, research, and personnel.
- Roles and responsibilities are defined for each governance level, from national agencies to school and learning center levels. Local participation in education is also encouraged.
Math Program Coordinator and Design Lead Position at LPSKarin Seid
LPS is seeking a Math Program Coordinator and Design Lead to lead and support our teachers in transforming math educational experience and outcomes for all students. LPS is excited to find an energetic, detail-oriented, highly organized math guru to join our amazing team of educators and lead the design and transformation of the LPS math program. The ideal candidate will be an experienced facilitator of adult learning, have a diverse background in math instruction and accelerating student achievement, a demonstrated personal commitment to serving the urban education community, and a demonstrated record as a skilled communicator and community builder. Join us supporting 100% of our students in achieving math excellence!
The document outlines North Carolina's STEM Plan for 2035. It summarizes recent progress in STEM education since the 2010 North Carolina STEM Education Strategic Plan. STEM occupations are projected to grow faster than non-STEM occupations due to demand for computer-related jobs and data-driven fields. However, Black and Hispanic workers remain underrepresented in STEM jobs and degree programs compared to their overall shares of the workforce and degrees earned. The document calls for transforming STEM education over the next decade through strategies like reinvesting in programs, supporting educators, redesigning schools, and increasing community support."
Hispanic student experiences with transferEducationNC
Steve Turner, dean of humanities and social sciences at Guilford Technical Community College, explores how participating in high-impact practices like study abroad and service learning impacted Hispanic students' transfer success.
The Department of Public Instruction oversees North Carolina's public education system from pre-K through 12th grade. Its goals are to eliminate opportunity gaps by 2027, improve school performance by 2027, and increase educator preparedness by 2027. It administers $15.6 billion in state and federal funds and supports over 1.5 million students and 117,000 teachers across North Carolina. The Governor's recommended budget increases funding for the Department of Public Instruction by 18.2% to focus on teacher compensation increases, baseline education investments ordered by the court, and other priorities to strengthen the state's public education system.
This document outlines North Carolina Superintendent Catherine Truitt's Operation Polaris 2.0 plan which focuses on improving the state's education system in several key areas: human capital/educator quality, accountability and testing, student support services, literacy, and district/school support. It discusses initiatives related to teacher pathways/development, school performance grading, student meals/safety/broadband access, literacy specialist hiring, and providing coaching/support to schools/districts particularly low-performing ones. The plan creates new state offices and partnerships to coordinate research, resources, and regional support teams to improve outcomes for all students.
February Superintendent SBE Report 1.12.23_347984yturdpaadaely1a0jhvpvg0k.pdfEducationNC
The document outlines North Carolina's Operation Polaris 2.0 plan to provide district and regional support with an equity focus on low-performing schools. It describes establishing regional support teams to provide academic, operational, and transformation support. This includes guiding school improvement, monitoring plans, and offering coaching for comprehensive and targeted support schools, with $12 million invested in the highest level of support. It also details programs like the Assistant Principal Accelerator and North Carolina Instructional Leadership Academy to build leadership capacity.
This document provides a summary of Educator Preparation Program (EPP) performance reporting for the February 2023 State Board of Education meeting. It notes that EPPs are required to submit annual performance reports and report cards are made available publicly. The document outlines data available on the NCDPI website, including enrollment numbers, license exam pass rates, and employer satisfaction surveys. It highlights some notable trends in the data, such as a 42% decline in new enrollments between 2021-2022. The document also examines admissions data more closely, finding declines in enrollment across most license groups and traditional routes seeing half as many new enrollments as alternate routes. It projects the impact of lower 2022 enrollment on future school year employment.
This annual report summarizes data on the state of the teaching profession in North Carolina for the 2021-2022 school year. It finds that the teacher attrition rate was 7.78%, down slightly from the prior year. Mobility rates also decreased slightly. Beginning teachers and TFA/VIF contract teachers had the highest attrition rates. Personal reasons remained the leading cause of teacher departures. Vacancy rates increased from the prior year, with the most vacancies in core K-5 subjects and exceptional children. The report provides historical data on attrition and mobility trends and analyzes results by region, experience level, and subject area.
CS K12 Legislative Brief House Ed January 2023.pdfEducationNC
North Carolina has been a leader in technology and education with institutions like Research Triangle Park and world-class universities. The state has taken steps to expand computer science education through initiatives like funding for teacher professional development and standards development. However, there is still work to be done as only around half of North Carolina schools currently offer computer science courses and just over half of students have access. Recent state actions like a grant providing coding education through Minecraft aim to further increase access to computer science across the state.
This document outlines legislative and policy priorities for 2023 from the North Carolina Association of School Administrators (NCASA). Key priorities include: providing compensation increases for all school employees, with a focus on critical shortage areas; expanding funding for student mental health support personnel; enhancing school safety support; ensuring adequate funding for high-need student populations and facilities needs; and reforming the state's school accountability system.
FTE STATE BOARD SLIDE DECK (1)_3448851rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes North Carolina's requirements to report public school student full-time equivalency (FTE) data disaggregated by enrollment in courses offered through different programs. It discusses the law requiring the Department of Public Instruction to submit an annual report on the number of students and FTE by each public school unit and grade from the prior year. The report must break down enrollment by courses offered directly by the public school unit versus through dual enrollment, joint programs, North Carolina Virtual Public School, higher education institutions, and nonpublic schools. The FTE is calculated using each student's total instructional minutes divided by 300. The annual report includes a summary tab with aggregate FTE data and a detail tab with student-level data dis
Government Affairs January 2023 SBE Budget Presentation (DRAFT)_3448671rr0isz...EducationNC
The document outlines budget priorities for the 2023 long legislative session. It includes 11 sections that detail funding requests across various initiatives, including digital teaching and learning, school connectivity, district operations, educator preparation, early learning, charter schools, financial services, learning recovery, and other support areas. Specific line item requests include funding for cybersecurity services, literacy programs, educator licensure replacement, career pathways, and more. The overall document provides budget details to support K-12 education priorities for the upcoming legislative session.
SBE Strategic Plan Discussion - January 2023_3445821rr0iszrpy5ecvm1plgvnywf.pdfEducationNC
The document summarizes feedback from a November meeting of the North Carolina State Board of Education's Strategic Planning Committee regarding the Board's strategic goals, objectives, and components. It outlines next steps for a working group from the North Carolina Department of Public Instruction to further define metrics and data for tracking progress toward the goals. The working group will provide a draft update in February on recommendations for refining objectives and metrics based on available data, identifying relevant data elements, and ensuring the goals can be appropriately disaggregated and disseminated. The goals aim to eliminate opportunity gaps, improve performance, and increase educator preparedness by 2025.
This document summarizes a study conducted by the Education Policy Initiative at Carolina (EPIC) at UNC-Chapel Hill using funding from the Institute for Education Sciences. The study analyzes the impacts of the COVID-19 pandemic and summer extension programs on student outcomes in North Carolina. It finds that during the 2020-21 school year, students had more absences, lower grades, higher failure rates, and were more likely to be retained compared to pre-pandemic levels. Students who enrolled in summer 2021 programs had lower test scores and more failed courses pre-pandemic. However, these students were less likely to repeat failed courses than non-enrollees. The next steps are to examine 2021-22 outcomes and
Pathways -- Statutory and other changes for Pilot Program - January 2023 Draf...EducationNC
The document discusses the need to revise North Carolina's teacher licensure system through a pilot program. It outlines that statutory changes are required to authorize such a pilot program and exempt participating districts from certain existing licensure requirements. The State Board of Education has asked its Professional Educator Preparation and Standards Commission to recommend rules and policy changes to allow piloting of a new licensure framework. Legislative authorization establishing the pilot's parameters and exemptions is necessary to implement changes without violating current statutes.
States NOF Ex. A - Affidavit of Anca Grozav.pdfEducationNC
This 5-page document appears to be part of a court filing related to a case from 1995 in North Carolina. It includes standard header information across the pages such as the case number, filing identification number, and filing date. The document provides no other contextual details in the content of the pages submitted for summarization.
This document summarizes a report filed in the North Carolina Business Court regarding the remand of a school funding case by the North Carolina Supreme Court. The parties propose a schedule for the trial court to recalculate the amount of funds to be transferred for K-12 education in light of the state's 2022 budget and ensure continued constitutional compliance, as directed by the Supreme Court. The State Controller opposed the proposed schedule due to needing additional procedures for accurately handling any transferred money.
The Chief Justice of the North Carolina Supreme Court issued an order assigning a new judge, Judge James F. Ammons Jr., to preside over the case of Hoke County Board of Education et al v. State of North Carolina and the State Board of Education. This order replaces the previous assignment of Judge Michael L. Robinson, who stated in a letter that he could no longer preside over the case due to his responsibilities as a North Carolina Business Court judge. The new assignment is to address the order of remand from the North Carolina Supreme Court and attend to any other necessary matters until further notice.
Letter from Judge Robinson to Chief Justice Newby-2.pdfEducationNC
This is a case document from the North Carolina Business Court. It provides the case number 1995CVS1158 and refers to electronic court filing number 61, which was filed on December 29, 2022 at 2:37pm. The document relates to a legal matter before the North Carolina Business Court but does not provide any substantive details about the nature of the case or the parties involved.
The Joint Legislative Education Oversight Committee met on November 29, 2022 and:
1) Heard a presentation on the 2021-22 Excellent Public Schools Act from the NC Department of Public Instruction.
2) Received a summative evaluation of the Schools That Lead Networked Improvement Communities program and a reaction from Schools That Lead leaders.
3) Heard updates on the NC Promise Tuition Plan from the UNC System Chief Financial Officer and the Chancellor of Fayetteville State University.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
2. Acknowledgements
The North Carolina Department of Instruction (NCDPI) K-3 Literacy team would like to extend a sincere thank
you to all of the educators who helped with the development of the 2020 Comprehensive Plan for Reading
Achievement. This plan was developed through collaboration and/or feedback from the following:
★ Exceptional Children’s Division at NCDPI
★ K-12 Standards, Curriculum, and Instruction Division at NCDPI
★ Integrated Academic and Behavior Systems at NCDPI
★ Office of Early Learning at NCDPI
★ B-12 Literacy Steering Committee at NCDPI
★ Stakeholders from across North Carolina
★ Dr. Barbara Foorman, Emeritus Professor of Education; Director Emeritus, Florida Center
for Reading Research; and Director, Regional Education Laboratory Southeast
★ Regional Educational Laboratory (REL) Southeast partners
NORTH CAROLINA DEPARTMENT of PUBLIC INSTRUCTION K-3 LITERACY TEAM
Dr. Tara W. Galloway
Director, K-3 Literacy
Tonia Parrish Casey Sullivan Taylor
Regional Literacy Consultant Regional Literacy Consultant
Thomas Merritt Tionna Pinkney
Regional Literacy Consultant Regional Literacy Consultant
Angela Preston Kelley Bendheim
Regional Literacy Consultant Regional Literacy Consultant
Mary Derfel
Regional Literacy Consultant
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3. Table of Contents
PURPOSE.........................................................................................................................................................1
COMPREHENSIVE PLAN FOR READING ACHIEVEMENT COMPONENTS AND RESPONSIBILITIES………….......2
STATE OF THE STATE………………………………………………………………………………………..........................................3
SECTIONS IN THE COMPREHENSIVE PLAN FOR READING ACHIEVEMENT....…………………………..…................4
TRANSFORMATIVE EQUITY PRACTICES............................................................................................................5
WHAT IS THE SCIENCE OF READING?...............................................................................................................6
LANG AGE IS CONNECTED TO LITERAC DEVELOPMENT………………………………………………..........................
ACCESSING ORD MEANINGS THRO GH LISTENING………………………………………………….............................
DEVELOPMENT OF ORD RECOGNITION.....................................................……………………………................
TRO BLE ITH THE THREE C EING S STEMS MODEL…………………………………………………...........................
THE ESSENTIAL COMPONENTS OF READING INSTR CTION……………………………………………........................
THE READING S STEMS FRAME OR …..………………………………………………………………................................ 2
THE SIMPLE VIE OF READING…………………………………………………………………………..................................... 3
SCARBORO GH S READING ROPE……………………………………………………………………….................................... 4
STR CT RED LITERAC ………………………………………………………………………………….........................................
E ITABLE INCL SIVE LITERAC INSTR CTION FOR ALL………………………………………………........................
DEFINITION OF HIGH-QUALITY READING INSTRUCTION..................................................................................19
IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN EARLY READING........................................................20
EVIDENCE BASED STRATEGIES ALIGNED TO IES PRACTICE G IDE RECOMMENDATIONS……………….........23
LEADERSHIP...................................................................................................................................................25
S STAINABILIT ………………………………………………………………………………………….............................................2
ALIGNING LITERAC S STEMS…………………………………………………………………………........................................2
PROFESSIONAL LEARNING…………..………………………………………………………………….........................................2
ENGAGING FAMILIES AND COMM NIT MEMBERS……………………………………………………...........................2
STANDARDS-ALIGNED INSTRUCTION.............................................................................................................30
ASSESSMENT.................................................................................................................................................33
NORTH CAROLINA EARL LEARNING INVENTOR ………………………………………………………............................3
READ TO ACHIEVE LEGISLATIVE ASSESSMENT G IDELINES……………………………………………........................3
RESOURCES.................................................................................................................................................... 7
APPENDICES...................................................................................................................................................42
APPENDIX A: LEGISLATION………………………………………………………………………………................42
APPENDIX B: ACCOUNTABILITY MEASURES AND READ TO ACHIEVE EOY RESULTS FOR 2018-2019……..43
APPENDIX C: SAMPLE OBSERVATION FORM…………………………………………………………….............45
APPENDIX D: IMPLEMENTATION OF EVIDENCE-BASED PRACTICES IN EARLY READING……………….......46
APPENDIX E: COMPELLING SCIENTIFIC EVIDENCE on READING INSTRUCTION…...…………………….......84
GLOSSARY.....................................................................................................................................................92
REFERENCES.................................................................................................................................................100
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4. 1
Purpose
The Comprehensive Plan for Reading Achievement provides guidance to North Carolina educators in order to
set each student on a path for success, meeting the North Carolina Standard Course of Study as adopted by
the State Board of Education. This updated plan includes implementation and instructional practices as well as
interactive components to support educators throughout North Carolina as they strive to enhance reading
instruction and student achievement. Educators can use this plan to:
● make decisions when selecting curriculum,
● design instruction that will cultivate reading achievement,
● have strategic conversations about students’ reading challenges, progress, and success.
The plan also fulfills the Read to Achieve legislative charge of the State Board of Education to develop,
implement, and continuously evaluate a comprehensive plan to improve reading achievement in the public
schools (see Appendix A for legislation). At the state-level, we plan to support districts with implementation
and use of the plan to enhance instruction for ALL students to improve reading achievement by:
● providing resources on the current science of reading,
● providing professional development on high-quality reading instruction, and
● providing technical support.
The Comprehensive Plan for Reading Achievement is further informed by the Collaborative Guiding
Framework for Early Literacy Education, developed in 2019, by the North Carolina State Board of Education.
This framework provides an outline of the elements for improving student reading proficiency in the early
grades. The following identifies the nine elements from the Collaborative Guiding Framework:
1. Develop a statewide definition of high quality reading instruction
2. Improve focus on reading instruction in teacher preparation programs
3. Improve summer reading camp quality
4. Provide reading coach supports in low-performing schools and districts
5. Expand partnerships to support beginning teachers
6. Ensure high-quality reading curriculum and instructional materials in elementary schools
7. Explore a statewide system of training in reading for teachers, principals and reading coaches on the
science of reading
8. Provide flexibility in state funding to support district action on reading
9. Ensure access to high-quality PreK and strong early learning environments and transitions to
kindergarten
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5. 2
Comprehensive Plan for Reading Achievement Components and Responsibilities
Legislative Component
● Develop, implement, and continuously evaluate a comprehensive plan to improve
reading achievement
● Based on reading instructional practices with strong evidence of effectiveness in current
empirical research in reading development
● Reflect research
● Include North Carolina Standard Course of Study or curriculum standards
● Include revision of teacher licensure and renewal standards
● Include revision of educator preparation program standards
Responsibilities of Stakeholders
State:
● Seek feedback and update Comprehensive Plan for Reading Achievement and share with
stakeholders
● Distribute and communicate plan to LEAs
● Offer professional development opportunities on reading instructional practices
● Share research-based literacy strategies
● Suggest recommendations and policy implications for revisions to teacher licensure and educator
preparation programs
LEA:
● Communicate the plan to each school in LEA
● Offer LEA-level support and follow-up to professional development on reading strategies
● Embed professional development on evidence-based reading instructional practices during district
professional development sessions
● Support teachers by scheduling Professional Learning Community (PLC) time to plan and share
instructional ideas
School:
● Share the Comprehensive Plan for Reading Achievement with teachers and other school level
stakeholders
● Schedule time for teachers to participate in professional development on reading instructional
practices
● Schedule time for teachers to participate in Professional Learning Communities
Teachers:
● Read the Comprehensive Plan for Reading Achievement
● Utilize data and collaborative work with PLCs to determine which reading instructional strategies are
needed
● Provide appropriate reading instruction for students
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6. 3
State of the State
Third grade reading data has demonstrated the need for improvement of statewide reading practices.*
Third Grade Data Over Time
Proficiency 2014 2015 2016 2017 2018 2019
EOG, BOG, or
Retest
60.4% 59.3% 57.9% 57.9% 56.3% 57.3%
Alternative
Assessment
14.8% 13.2% 13.4% 13.7% 14.8% 12.4%
Good Cause
Exemption
8.1% 10.4% 11.2% 11% 10.9% 9.8%
Nearly 6 out of 10 third-grade students scored a level 3 (grade-level proficiency) or above on the 2018-2019
Reading End-of-Grade test. Conversely, 4 out of 10 did not meet grade-level proficiency during the 2018-2019
school year.
This translates to over 50,000 third-grade students across North Carolina not demonstrating reading
proficiency for the 2018-2019 school year. These students are progressing in a manner that could create
adverse effects for their future without proper measures in place to help them improve.
In this plan, stakeholders will find pivotal information about the Science of Reading, as well as resources that
can be used to enhance implementation efforts, systems of support, and instruction.
*State-wide accountability measures are located in Appendix B
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7. 4
Sections in the Comprehensive Plan for Reading Achievement
Below are the sections that are addressed in this plan as well as the descriptions for each:
● Transformative Equity Practices - The beliefs that have guided the work of developing this plan can be
found in this section. The components of the Transformative Equity Practices for Literacy are explained
in greater detail here as well.
● Science of Reading- This section provides a concise overview of what the Science of Reading entails. It
details the current research involved in characterizing what Science of Reading means, while providing
resources to promote further learning about the topic.
● Definition of High-Quality Reading Instruction- A definition for high-quality reading instruction is
provided in this section.
● K-3 Literacy- Guidance involving instruction in kindergarten through third grade is given throughout
this portion of the plan. This section is divided into the following subsections listed below:
○ Implementation of Evidence-Based Practices in Early Reading- Here one will find a brief
summary of the components found in the “Foundational Skills to Support Reading for
Understanding in Kindergarten Through 3rd Grade” practice guide published by the Institute of
Education Sciences (IES). This section gives individuals the opportunity to access and use a
practice guide that is saturated with evidence-based practices derived from research, along
with additional resources for instructional practices.
○ Leadership-The following components are the focus of this section:
■ Implementation and Sustainability Practices
■ Professional Learning, and
■ Engaging Families and Community Members
○ Standards-Aligned Instruction-This section provides details about the importance of
strongly-aligned, high-quality core instruction provided to all learners within a Multi-Tiered
System of Support (MTSS).
○ Assessment-Essentials for a comprehensive assessment system are outlined in this section.
Information pertaining to the North Carolina Early Learning Inventory and Read to Achieve
legislative assessment guidelines can be accessed here as well.
○ Resources- In addition to the resources embedded throughout this plan, this section provides
additional resources that can be useful for advancing the work surrounding reading
achievement.
The focus of the Comprehensive Reading Plan is centered around the following Transformative Equity
Practices for Literacy:
1. Literacy is Foundational for All Learning
2. Evidence-Based Decision Making
3. Professional Learning
The next section will provide more information on the Transformative Equity Practices for Literacy.
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8. 5
Transformative Equity Practices
“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society… For everyone,
everywhere, literacy is, along with education in general, a basic human right...Literacy is,
finally, the road to human progress and the means through which every man,
woman and child can realize his or her full potential.” -Kofi Annan
Transformative Equity Practices are beliefs that undergird effective and sustainable actions for literacy
achievement which affect all learners. Diversity, high expectations, the science of reading, differentiation and
Multi-Tiered Systems of Support are motivating factors and play a key role within each Transformative Equity
Practice.
In order to motivate change ensuring all learners receive the literacy instruction they are entitled to, there
must be a deeply rooted understanding of the following pivotal beliefs:
● The belief that literacy is the foundation for all learning. This belief encompasses the essential
foundational skills and high-quality, explicit, systematic instruction aligned to the science of developing
a reading brain.
● Differentiated professional learning must be included in order to promote the development of
knowledge about literacy instruction, and provide guidance on the instructional practices deemed
necessary to advance literacy achievement. This belief spans from pre-service educators to
administrators and is layered with professional development, coaching, and constructive feedback.
● Finally, evidence-based decision-making is the intricate detail that steers the progress of any literacy
initiative. Progress cannot be left to chance and must be approached with a data-informed mindset.
The Transformative Equity Practices advocate for strategic changes which are advantageous to all learners.
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9. 6
What is the Science of Reading?
The “Science of Reading” is a term used to reference a body of research, compiled over many decades, which
demonstrates the complex cognitive processes underlying how the brain learns to read and the way reading
should be taught.
Learning to Read is not Natural
Major regions of the brain must work together to achieve reading. The processing systems engaged by the
reading brain develop pathways as reading skills are learned. The processing systems and connecting
pathways form an extensive “circuit” which transforms the brain as humans learn to read.
Language development is natural to the human brain, but reading is not. Reading research, modern
technology, and human observation demonstrate that many children do not learn to read even when exposed
to books and language. When literacy instruction fails to align with cognitive science, students will struggle
and fall behind, often our most vulnerable students (Dehaene, 2013).
How can educators use systems decision-making and cognitive science to inform literacy instruction to meet
the needs of all students?
Maryanne Wolf (2018) reports that perceptive, well-trained teachers, excellent prediction tools, and
better-targeted evidence-grounded interventions are our best defense against any of the all-too-common
errors that derail children’s development.
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10. 7
“My firm conviction is that every teacher should have some notion of how reading operates
in the child’s brain… Although pedagogy will never be an exact science, some ways of
feeding the brain with written words are more effective than others.”
Dr. Stanislas Dehaene, 2009, p. 232-233
Video: The Brain Prize Presents: Stanislas Dehaene
Language is Connected to Literacy Development
Oral language is a naturally developing process for which acquisition begins during infancy. Literacy is a
developmental process that also begins in infancy and progresses throughout the life span; however, as
explained above, literacy is not naturally acquired and requires instruction. Children achieve literacy by
applying spoken language knowledge and understanding to written language (Paulson, Noble, Jepson, and van
den Pol, 2001). Language proficiency, reading, spelling, and writing skills are interrelated and their impact
upon each other increases after fourth grade. Converging evidence shows that children with delayed or poor
language acquisition skills are very likely to be poor readers and writers (Catts, Adlof, & Weismer, 2006).
However, students with strong verbal skills are more likely to compensate for any difficulties learning to read
printed words (Kilpatrick, 2015). These students will still require direct instruction but are more likely to
benefit and transfer their learning rapidly. Proficiency in language and verbal reasoning, or lack of proficiency,
impacts how well students will comprehend what they read (Torgesen et al., 2001). Oral language
development, academic vocabulary, and verbal reasoning skills are essential elements of literacy instruction
from the beginning.
Research has demonstrated that oral language—the foundations of which are developed by age four—has a
profound impact on children’s preparedness for kindergarten and on their success throughout their academic
career. The acquisition of language skills begins at a young age, before students begin focusing on print-based
concepts such as sound-symbol correspondence and decoding. Because these skills are often developed early
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11. 8
in life, children with limited oral language ability are typically at a distinct disadvantage by the time they enter
kindergarten (Fielding et al., 2007); which substantiates the need for providing vocabulary rich classrooms.
● Oral Language is the ability to communicate through speaking. There are five components of oral
language: phonology, morphology, syntax, semantics, and pragmatics (Florida Center for Reading
Research, 2020).
● Listening is the active process of receiving and responding to spoken (and sometimes unspoken)
messages.
Dr. David Kilpatrick explains that “When people talk, the words they say are represented by sequences of
sounds. We immediately recognize those sound sequences as familiar words. It works lightning fast and looks
something like this:"
Accessing Word Meanings Through Listening
(Kilpatrick, 2016)
● Phonological Awareness (PA) is one’s sensitivity to, or explicit awareness of, the phonological structure
of words in one’s language. This is an “umbrella” term that is used to refer to a student’s sensitivity to
any aspect of phonological structure in language. It encompasses awareness of individual words in
sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes (Florida
Center for Reading Research, 2020).
● Phonemic Awareness (a subset of phonological awareness) is one's ability to notice, think about, or
manipulate individual phonemes (sounds) in words (Kilpatrick, 2016)
Print is not involved in phonological or phonemic awareness skills. These
are only auditory skills and can be “done in the dark.”
Examples of these skills are provided in Appendix D.
Orthographic mapping was first described by Dr. Linnea Ehri in the 1970’s to explain how children learn to
read words by sight, to spell words from memory, and to acquire vocabulary words from print (Ehri, 2014).
Ongoing research has shown that phonological awareness skills are necessary to support children’s
development of advanced phonemic awareness skills which are critical to support orthographic mapping and
for becoming a fluent reader.
● Orthographic Mapping involves the formation of letter-sound connections to bond the spellings,
pronunciations, and meanings of specific words in memory (Ehri, 2014).
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12. 9
Orthographic Mapping is the process the brain uses to take an unfamiliar printed word and turn it into a word
which is immediately recognizable on sight. Orthographic mapping can occur fairly naturally for some children
through exposure; however, many children require explicit, systematic instruction in phonological awareness
and word study. Proficiency in orthographic mapping is heavily dependent upon a child’s proficiency in
phonological awareness skills with automaticity in advanced phonemic awareness skills. Having a good
understanding of how words are stored in the brain informs what we teach and how we teach it (Kilpatrick,
2016).
When a word’s pronunciation is already stored in long-term memory “the reconstructed string of letters
approaches the front of the Visual Word Form Area, there arises an explosion of activity, spread broadly
throughout the linguistic and conceptual areas of the brain. It is through this explosion of activity that the
word is recognized and interpreted as need be. It is also through the dynamic of this activity that reading
becomes productive and fluent” (Adams, 1990).
Dr. Barbara R. Foorman explains that, “Ehri’s research documents the development of word recognition.
During development the connections linking spellings of words to their pronunciations improve in quality
across four phases—from visual pre-alphabetic, to partial alphabetic, to full alphabetic, to consolidated
alphabetic or orthographic. The result is orthographic mappings that bind spelling, pronunciation, and
meaning so that words can be recognized by sight. Ehri’s research provides an empirically validated definition
of sight word reading.” Not to be confused with irregularly spelled words, sight words include any word
recognized on sight and read with automaticity.
Trouble with the Three Cueing Systems Model
The Three Cueing Systems Model is the underlying approach used in several popular programs for reading
instruction; however, it “goes directly against what is known from the science of reading" (Petscher, Cabel,
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Catts, Compton, Foorman, Hart, et al, 2020). Using three cueing to support word recognition development is a
common instructional approach that lacks empirical support (Seidenberg, 2017) and ignores 40 years of
overwhelming evidence surrounding orthographic mapping (Erhi, 2014). Guessing a word results in a lost
opportunity for the child to learn the orthography of the word (Castles et al, 2018). Relying on alternative
cueing systems impedes building automatic word recognition, which is the hallmark of skilled word reading
(Stanovich, 1990, 1991)
The Three Cueing Systems Model proposes that students rely on meaning (M), structure (S), and visual (V)
cues in order to identify unknown words. These practices are ineffective in fostering long-term reading
achievement because they do not teach students how to rely on letter-sound associations which are
developed through phonological awareness and phonics. The Three Cueing Systems Model undermines
orthographic mapping which is essential to developing word reading automaticity. David Kilpatrick stated in an
interview, "The minute you ask them just to pay attention to the first letter or look at the picture, look at the
context, you're drawing their attention away from the very thing that they need to interact with in order for
them to read the word [and] remember the word..." (Hanford, 2019). In summary, the Three Cueing Systems
Model leads teachers to believe that explicit, systematic phonics instruction is a last resort because students
can rely on meaning to figure out words. This belief is contradictory to evidence from decades of research into
cognitive science and how the brain learns to read.
"The minute you ask them just to pay attention to the first letter or look at the picture, look
at the context, you're drawing their attention away from the very thing that they need to
interact with in order for them to read the word [and] remember the word..."
Dr. David Kilpatrick
Comparison of Three Cueing Systems Model with Cognitive Science Model
Three Cueing Systems Model Cognitive Science Model
Strategies for Reading
Unknown Words
Attend to context, pictures,
semantic and syntactic clues;
decode as a last resort.
Look at all letters carefully; sound
out the word; check the sense.
Focus of Assessments “Running records,” determine
which cues drive errors of
reading in context.
Components are assessed:
phonemic awareness,
sound-symbol associations, word
reading out of context, passage
reading, fluency, and
comprehension.
Priorities for
Instruction
Connected text reading,
context-based word
recognition, leveled book
reading.
Five components: phonemic
awareness, phonic decoding,
fluency, vocabulary,
comprehension.
(Moats & Tolman, 2019)
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The Essential Components of Reading Instruction
All children benefit from direct, explicit, systematic reading instruction in the five essential components of
reading.
This image depicts the essential components of reading instruction based on the National Reading Panel
report and ongoing research that has emphasized the importance of oral language in reading development.
Speaking and Listening have been placed in the center to depict the receptive and expressive features of oral
language. Oral Language is where the journey to reading development begins. The five components
“surround” speaking and listening in a connected manner to demonstrate how they are all interconnected in
achieving successful reading outcomes. The orthographic mapping puzzle piece demonstrates how it connects
to phonological & phonemic awareness and phonics.
The five essential components of reading include:
● Phonemic Awareness is the ability to notice, think about, or manipulate the individual phonemes
(sounds) in words. It is the ability to understand that sounds in spoken language work together to
make words. This term is used to refer to the highest level of phonological awareness: awareness of
individual phonemes in words.(Florida Center for Reading Research (FCRR), 2020) It is a
mental/linguistic skill and print is not involved (Kilpatrick, 2016).
● Phonics is the study of the relationships between letters and the sounds they represent;
also used to describe reading instruction that teaches sound-symbol correspondences. It has to do with
printed language and involves using a strategy to sound out words. Phonics is an academic skill (FCRR,
2020).
Most teachers benefit from access to an explicit, systematic phonics instructional program to support
a sequential, cumulative scope and sequence aligned across grade levels.
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● Vocabulary is the knowledge of and memory for word meanings learned both directly and indirectly.
One must know words to communicate effectively. Vocabulary is important to reading comprehension
because readers cannot understand what they are reading without knowing what most of the words
mean. Vocabulary development refers to stored information about the meanings and pronunciation of
words necessary for communication. Four types of vocabulary include listening, speaking, reading and
writing (FCRR, 2020).
● Fluency is the ability to read text quickly, accurately, and with proper expression. Fluency provides a
bridge between word recognition and comprehension (FCRR, 2020).
● Comprehension is understanding what one is reading, and the ultimate goal of all reading activity
(FCRR, 2020).
The Reading Systems Framework
(Perfetti & Stafura, 2014)
Perfetti’s Reading Systems Framework illustrates three knowledge sources: linguistic knowledge (phonology,
syntax, and morphology); orthographic knowledge (writing system); and general knowledge (knowledge about
the world, including knowledge of text forms such as text genres). The processes of reading are decoding,
word identification, meaning retrieval, sentence parsing, inferencing, and comprehension monitoring. These
processes use the knowledge sources in both constrained ways, such as decoding uses orthographic and
phonological knowledge but not general knowledge, and in interactive ways (e.g., inferences use general
knowledge and meaning extracted from sentences). A key focus of the framework is the lexicon—the mental
store of words a reader has. The lexicon is a central connection point between the word identification system
and the comprehension system. Thus, the quality of a reader’s orthographic and phonological representation
of a word ensures words are identified accurately and efficiently, with the correct meaning and grammatical
function in sentences.
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The Simple View of Reading
The “Simple View of Reading” (SVR) is a formula introduced by Gough and Tunmer (1986). The SVR formula
demonstrates that reading comprehension is a product of decoding (word recognition) and language
comprehension, which are separate and necessary skills. For example, a student with weak decoding skills and
strong language comprehension will struggle with reading comprehension.
The Simple View of Reading: D (Decoding) X LC (Language Comprehension) = RC (Reading Comprehension)
(Gough and Tunmer, 1986)
This framework conceptualizes the development across time and frames the elements for which it is necessary
to provide instructional support. Weaknesses in either decoding or linguistic comprehension will reduce the
ability for students to reach the ultimate goal of reading, which is comprehension (Petscher, Cabell, et al,
2020). The importance of decoding skills as a factor in reading comprehension decreases across grades as the
importance of linguistic comprehension increases. By high school the two essentially form a single dimension
(Foorman et al., 2018) for readers.
The SVR formula directly aligns with Scarborough’s Rope which also identifies the key elements that
contribute to learning how to read. Just like the SVR formula, Scarborough’s Rope is divided into two
components, Language Comprehension and Word Recognition. Within those components one will find an
interweaving of elements that are essential to developing skilled reading as they join together while becoming
more strategic and automatic (pictured below). If any of the elements are lacking, it will impact one’s journey
to skilled reading.
"Code-emphasis instruction is necessary in the early grades because most reading problems
unfold in the very beginning stages of literacy acquisition."
Dr. Louisa Moats
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Scarborough’s Reading Rope
Video – How Do Kids Learn to Read? What the Science Says
“The vast majority of children need to be taught how to read. Even among those
with no learning disabilities, only an estimated five percent figure out how
to read with virtually no help.”
Daniel Willingham
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Structured Literacy
Structured Literacy instruction is explicit, systematic teaching that applies current science of reading research
to focus on phonological awareness, word recognition, phonics and decoding, spelling, and syntax at the
sentence and paragraph levels. Formal and informal assessments are used to diagnostically and prescriptively
inform instruction. Content is taught to mastery to support automaticity in word recognition, which supports
the cognitive ability to extract meaning from text.
Structured literacy is an approach to reading instruction that is beneficial for ALL students, including students
with reading disabilities, English learners, struggling adolescents, and other at-risk students (Foorman et al.,
2016; Gersten et al., 2008; Seidenberg, 2018).
As depicted in the image below, the challenge of learning to read is not the same for everyone.
(Lyon, 1998; Young, 2012)
(Cowan, C.D., 2016)
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Equitable, Inclusive Literacy Instruction for All
The Every Student Succeeds Act (ESSA) was signed into law by President Obama in 2015. The purpose of ESSA
is “...to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and
to close educational achievement gaps” (SEC. 1001).
Literacy is the gatekeeper to a better life. Literacy enables academic success, informed decision-making,
improved self-esteem, personal empowerment, greater economic opportunities, and active participation in
local and global social communities (Stromquist, 2005). A sense of urgency is needed to ensure the literacy
learning needs of all students are met through the delivery of high-quality, direct, systematic, and explicit
literacy instruction.
"There is remarkable consensus about the basic theory of how reading works
and the causes of reading successes and failures."
Dr. Mark Seidenberg
Understanding the Big Picture: The Reading Universe
The Reading Universe (RU) was developed by the Barksdale Reading Institute, a non-profit organization, to
guide teachers as they work to become better literacy instructors. RU was introduced in the early 2000’s as a
way to illustrate how the various skills that make up reading fit within a larger picture.
RU equips every teacher with HOW to teach the five elements of literacy (Phonological Awareness, Phonics,
Fluency, Vocabulary, and Comprehension) in a sequential, systematic, explicit, to mastery, and cumulative
way!
To learn more about the Reading Universe and access the repository of resources, visit readinguniverse.org.
The live website provides an explanation of the skill, videos of exemplary instruction, activities and lesson
plans, and other high-quality resources courtesy of additional links to reputable partner organizations.
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Additional Resources:
Hard Words: Why Aren’t Kids Being Taught to Read? - Emily Hanford
https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
At a Loss for Words: What’s Wrong with How Schools Teach Reading - Emily Hanford
https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading
Teaching Reading is Rocket Science: What Expert Teachers Should Know and Be Able to Do - Dr. Louisa Moats
https://www.thereadingleague.org/wp-content/uploads/2018/09/Reading-IS-Rocket-Science-Moats.pdf
Whole Language High Jinks: How to Tell When Scientifically-Based Reading Instruction Isn’t - Louisa Moats
https://www.thereadingleague.org/wp-content/uploads/2018/09/Whole-Language-High-Jinks-Moats.pdf
Ending the Reading Wars: Reading Acquisition from Novice to Expert - Castles, Rastle, & Nation
https://journals.sagepub.com/doi/full/10.1177/1529100618772271
Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make
Curricular and Instructional Decisions - Dehaene
https://www.thereadingleague.org/wp-content/uploads/2018/10/Using-Research-Reason-Stanovich.pdf
Implementing Evidence-Based Literacy Practices
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_SE_Implementing_evidencebased_literacy_practices_ro
admap.pdf
Read to Achieve Repository: Science of Reading Resources
https://ncdpi.instructure.com/courses/1524/pages/instructional-resources
Reading Research to Classroom Practice - NCSIP Professional Learning Course Information
https://www.ncsip.org/
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Definition of High-Quality Reading Instruction
A component of the Collaborative Guiding Framework for Action on Early Reading from the State Board of
Education (SBE) includes the creation of a definition for high-quality reading instruction. With guidance and
support from education stakeholders throughout North Carolina and beyond, a definition was created and
adopted on July 9, 2020 to guide best practices in reading instruction informed by an evolving evidence base
built upon by decades of research. Further information regarding research supporting the definition can be
found in the position statement, “Compelling Scientific Evidence on Reading Instruction” located in Appendix
E.
____________________________________________________________________________________________________________
Preface:
A comprehensive approach to literacy encompasses reading, writing, speaking, and listening and occurs in a
safe, nurturing, and culturally responsive environment. Learning to read is a continuum of knowledge and
skills, beginning at birth with oral language development and progressing to the development of written
language skills and knowledge of the world that continues until adulthood.
Birth – 3 Reading Definition:
High quality reading instruction is grounded in the current science of reading regarding the acquisition of
language (syntax, semantics, morphology, and pragmatics), phonological and phonemic awareness, accurate
and efficient word identification and spelling, word knowledge, and comprehension. High quality reading
instruction includes explicit and systematic phonics instruction, allowing all students to master letter-sound
relations, and it is guided by state-adopted standards and informed by data so that instruction can be
differentiated to meet the needs of individual students. Ultimately, the purpose of high quality reading
instruction is to empower all children to become deep readers who have the foundational skills and word and
world knowledge to read and understand increasingly complex text.
____________________________________________________________________________________________________________
“To become confident, successful readers, children need to learn to recognize words and
compute their meanings rapidly without having to engage in translation back to sounds.
Therefore, it is important to understand how children progress to this more advanced
form of word recognition and how teaching practice can support this.”
(Castles, Rastle, and Nation, 2018)
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Implementation of Evidence-Based Practices in Early Reading
Introduction
Evidence-based practices are essential to reading achievement, because they have demonstrated a significant
level of effectiveness that translates well in a classroom setting. Sometimes educators will encounter
instructional practices that are widely used but lack the research and level of effectiveness to define them as
evidence-based, such as the three-cueing system. The Institute of Education Science (IES) has developed the
“Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade” to assist with
implementing evidence-based instructional practices which align to the science of reading.
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd
Grade
The “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade” is a
practice guide prepared for What Works Clearinghouse (WWC). A panel of researchers and professionals
developed the practice guide for teachers, administrators, and other education stakeholders to assist with
improving students’ foundational reading skills. The practice guide includes four recommendations which are
rooted in research studies. Each recommendation is composed of instructional practices and ways to approach
common obstacles that occur during instruction.
WWC | Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
This section of the plan will:
● give a general overview of the recommendations found in the practice guide
● provide, for each recommendation, a chart for additional evidence-based instructional practices
aligned to the science of reading.
The information found in this section is meant to serve as guidance to inform the planning of instruction. This
section is not intended to serve as a mandate or an all-inclusive approach to reading instruction.
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In order to cater to the needs of educators, IES has developed additional resources to foster a substantial
understanding of the “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd
Grade” practice guide. In addition, IES has a website for parents/guardians to support reading at home.
Access to these resources can be found by clicking on the following links:
It is highly encouraged to read through the practice guide to develop a deeper awareness on how to
implement the instructional practices in a highly effective manner. The Professional Learning Communities
Facilitator's Guide and Participant’s Activities can assist with gaining a more in-depth understanding of the
practice guide.
Developmental Sequence of the Recommendations:
According to the practice guide:
The recommendations address different aspects of foundational reading skills and teachers may
implement different parts of Recommendations 2 and 3 at the same time, especially as students
master the alphabetic principle. Likewise, teachers should [formatively] assess when their students are
ready to advance to new material; this may mean that some teachers implement recommendations
earlier or later than others. The panel believes that teachers should initiate Recommendation 4 as
soon as students can read a few words and use it as needed throughout reading instruction. (p.4)
While these are the grade levels for typically developing children, all readers, regardless of grade level, must
acquire each of the skills to become a proficient reader.
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Evidence-Based Strategies Aligned to IES Practice Guide Recommendations
Recommendation 1
Teach students academic language skills, including the use of inferential and narrative language, and
vocabulary knowledge.
Inferential Language,
Read Aloud & Discussion
Academic Vocabulary
in Text
Kindergarten SL.K.1
Lesson Plan from
ELA VIK
2nd Grade SL.2.2 Lesson
Plan from
ELA VIK
Recommendation 2
Develop awareness of the segments of sounds in speech and how they link to letters.
Progression of PA Sound Walls Phoneme-Grapheme
Anchor Chart
Sound Chaining
Recommendation 3
Teach students to decode words, analyze word parts, and write and recognize words.
Syllable Types Word Chaining Phoneme-Grapheme
Mapping
Irregular Word Routine
“Heart Words”
Decodable Texts Multisyllabic Word
Routine
“Spot and Dot”
Common Sound
Spelling Patterns
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Recommendation 4
Ensure that each student reads connected text every day to support reading accuracy, fluency, and
comprehension.*
Oral Reading
with Feedback
15 Alternatives to
Round Robin Reading**
Improving Reading
Comprehension in Kindergarten
Through 3rd Grade
Additional Resources:
REL West: English Learner Webinar
Scaffolding Emergent Reading, Oral
Language, and Writing for Dual
Language Learners/English Learners
in PreK–1st Grade
REL West: English Learner Webinar
Language & Literacy Development in
PreK–1st Grade: Words and More
Effective Literacy and English
Language Instruction for English
Learners in the Elementary Grades
Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in
the Primary Grades Practice Guide
*It is important to note that this recommendation pertains to providing suggested instructional practices for word-reading that supports
accuracy, fluency, and comprehension. The “Improving Reading Comprehension in Kindergarten through 3rd Grade” practice guide, serves
as a companion guide that provides more in-depth information surrounding the topic of constructing meaning during the reading process. It
provides guidance on reading comprehension strategies, text’s organizational structure, high-quality discussions, selecting texts, and
engagement.
**“Round-Robin Reading” is not a practice that is mentioned in the practice guide. According to research, “...it is a procedure that does not
serve any students particularly well and it is especially ineffective —or even harmful—for those students who are experiencing the most
difficulty with their literacy development” (Kuhn & Schwanenflugel, 2006, pg. 2).
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Leadership
“...leadership is about learning together, and constructing meaning and knowledge
collectively and collaboratively.”
-Linda Lambert, “Building Leadership Capacity in Schools”
The driving force behind reading achievement starts with leadership. Leadership, from the state to the school
level, encompassess administrators, curriculum coordinators, literacy coaches, instructional facilitators,
teacher leaders and any others who contribute to the vision and implementation of instruction. Leadership is
charged with the responsibility of providing and supporting high-quality elements that will aid in developing
reading achievement. This charge includes complex tasks that require intentionality, strategy, and expertise.
Implementation science practices should be applied when selecting evidence-based curriculum and materials
that are in alignment with the Science of Reading. The leadership team members should have the beliefs,
knowledge, and skills to lead implementation efforts, such as consideration for allocating resources (e.g., time,
personnel, materials, finances) for planning and delivery of evidence-based assessments, instruction, and
interventions. These considerations can transform the trajectory of reading development in students' lives
that will impact their academic career.
There are many common themes found amongst research and literature on leadership. In regard to fostering
reading achievement, this section will focus on these themes: establishing clear directions, engaging a
collaborative community with all stakeholders (administrators, literacy coaches, teachers, families, institute of
higher education, and the community), and providing ongoing professional learning (Dagen & Bean, 2020;
Louis et al., 2010). In this section one will find a more in-depth look into the practices along with resources.
Resource:
Using Implementation Science to Close the Policy to Practice Gap
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Sustainability
Sustainability is a complex achievement that is heavily influenced by multiple factors. Because individuals
impact the implementation of practices that can lead to reading achievement, they are amongst the key
factors that determine the effectiveness of sustainability. It is imperative the curriculum, assessment, and
instructional practices that define the school’s essential elements of reading Instruction can be communicated
by all staff members. Leadership ensures that problem solving is used to install an effective professional
development and coaching model that promotes sustainability. Without systems in place for sustaining the
practices put forward, “...there is little likelihood of visible long-range results” (Dagen & Bean, 2020, p.388).
Best Practices of Literacy Leaders: Keys to School Improvement pose these guiding questions to encourage
literacy leaders to think about the actions they take to “sustain literacy practices” (Dagen & Bean, 2020,p.387).
How do literacy leaders:
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Aligning Literacy Systems
Developing a structured process for evaluating and implementing systems alignment is imperative. The
“Implementing Evidence-Based Literacy Practices” roadmap by the Regional Educational Laboratory (REL)
Southeast has been provided to support systems analysis. This interactive document includes eight steps to
guide the process of implementation. This document aligns with the work in implementation science from the
National Implementation Research Network (NIRN).
Implementing Evidence Based Literacy Practices Roadmap
Evaluation and reflection are important to any implementation monitoring process. The “Implementing
Evidence-Based Literacy Practices” roadmap has self-assessment tools for various components (such as, early
literacy interventions) throughout the implementation process to ignite self-awareness in order to drive
progress.
What happens after initial implementation? Once a system is established with clear directions and processes,
it is a good practice to consistently monitor and make data-informed adjustments as needed for continuous
improvement. One such tool can be an “Observation” form. The purpose of an observation form is to gather
information on specific implementation practices to determine if they are happening in practice, or more
supports are needed for implementation. Observation forms help support decisions on implementation and
should not be used for evaluative purposes.
The protocol may include the following components:
● Pre-Meeting with a team to determine:
○ The focus for the observation
○ Expectation of the team while conducting the observation
○ Any background information that is needed (for example, lesson plans)
● Tool that includes a rubric or checklist of “look-fors” that are in alignment with the focus of the
observation and fosters opportunities for reflection.
● Post-Meeting opportunity for the team to gather back together and synthesize the data. Team
members are able to reflect on what was observed and come to a consensus on “next steps” to be
taken in order to acknowledge positive practices, and address concerns.
● Feedback session which includes celebrating positives and advising progress.
In Appendix C, one can find a sample observation tool, which serves as an example for observation of
evidence-based practices in literacy instruction. Use of this tool is optional.
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Professional Learning
Ongoing professional learning is important when it comes to equipping educators with the knowledge and
skills they need in order to promote reading achievement in students. Delivering effective professional
learning opportunities which positively impact one’s knowledge, practices, and students’ outcomes should be
emphasized (Darling-Hammond et al., 2017). Lisa Scherff, from REL Pacific, encourages that high-quality,
research-based professional learning should:
● connect to specific content and standards;
● incorporate active learning;
● be job-embedded;
● be collaborative;
● provide models;
● include coaching;
● be sustained and continuous; and
● align with school goals, standards and assessments, and other professional learning activities.
Professional learning (PL) encompasses a variety of elements, such as, professional development, professional
learning communities (PLC), and coaching. It should be strategically geared towards educators at all levels,
including teachers, literacy coaches, administrators, and district leaders. PL should start in teacher
preparation programs and continue throughout one’s career. These opportunities should not simply exist as
“sit and get” sessions, but permeate through “job-embedded activities” (Darling-Hammond et al., 2017).
Professional learning is a component which can assist in the journey towards achievement. This viewpoint is
articulated in an article entitled, “Literacy Achievement Through Sustained Professional Development” by
Douglas Fisher, Nancy Frey, and John Nelson. In this article, the writers discuss the influence of professional
development in a school district, and how “[t]he district leadership took a chance, invested in teacher
knowledge, sustained its effort despite setbacks, and as a result demonstrated significant achievement
changes” (Fisher et al., 2012, p. 561).
In recent years, the landscape of professional learning has transformed to include literacy coaches. With
strategic hiring practices (establishing a process that cultivates hiring the most qualified professionals),
guidance, and support, literacy coaches have the opportunity to provide an impactful partnership between
leaders, teachers, and evidence-based literacy practices. The body of research concerning literacy coaches is
continuously growing and evolving, yet ongoing research demonstrates the transformational effect literacy
coaches can have on classroom instruction and student achievement (Mraz et al., 2016).
Resources:
“Raising Student Achievement Through Professional Development” by Sheena Hervey, Generation Ready
https://www.generationready.com/wp-content/uploads/2013/10/PD-White-Paper.pdf
“Why Focusing On Adult Learning Builds A School Culture Where Students Thrive” by Katrina Schwartz
https://www.kqed.org/mindshift/54750/why-focusing-on-adult-learning-builds-a-school-culture-where-students-thrive
“Considerations for Planning and Implementing Literacy Coaching” by REL Southeast
https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_CE_Considerations_for_Planning_and_Implementing_Literacy_Co
aching.pdf
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Engaging Families and Community Members
Reading achievement is not a solo task that can be influenced by schools alone. Engagement of families and
community members is a necessity. North Carolina’s public schools encourage community organizations and
business partners to support school and district efforts in the area of reading. Schools partner with local civic
and faith-based organizations, as well as businesses, for community support in various school programs,
which, in turn, positively impacts student achievement. The resources found in this section provide schools
with a tool to assist with family engagement, as well as recommendations for parents/families in regard to
reading at home.
Resources:
“Tips for Supporting Reading Skills at Home”-This resource was created by the Institute of Education Science
to show families how to translate evidence-based practices for the classroom into the home setting:
https://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_fr_tips_022118.pdf
“A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills”- This guide
is targeted to Kindergarten educators. It provides a variety of information and resources in regards to
engaging families around the foundational reading skills:
https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2020016.pdf
The K-3 Literacy division at NCDPI has resources families can use to help with fostering reading achievement:
https://ncdpi.instructure.com/courses/1524/pages/repository-parent-resources
The K-12 Standards, Curriculum, and Instruction division at NCDPI has resources that families can use to help
with fostering reading achievement:
https://ncdpi.instructure.com/courses/914/pages/parent-guides
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Standards-Aligned Instruction
This section provides details about the importance of strongly-aligned, high-quality core instruction provided
to all learners within a Multi-Tiered System of Support (MTSS). Delivering strong, evidence-based core
instruction is the most powerful approach to accelerating reading achievement for all students.
Effective core instruction should:
● be aligned with the North Carolina Standard Course of Study (NCSCOS).
● be differentiated in order to meet the needs of all learners.
● be examined by School Problem-Solving Teams using a structured problem solving model to determine
if any changes are needed.
State standards
Alignment between standards and curriculum is a critical component in delivering effective instruction. North
Carolina's Standard Course of Study (NCSCOS) defines the appropriate content standards for each grade level
to provide a uniform set of learning standards for every public school in North Carolina. These standards
define what students should know and be able to demonstrate by the end of each grade or course. The goal of
these standards is to prepare all students to be career and college ready by the end of their K-12 education.
With the NCSCOS as the foundation, local school leaders make decisions about the curriculum they choose to
deliver standards-aligned instruction. In addition to selecting a comprehensive curriculum, local schools and
districts may offer electives and coursework outside of the NCSCOS. When focusing on standards alignment, it
is best practice to consider specific grade-level standards, as well as the vertical progression of standards. By
using the vertical progression tools provided by the state, educators are able to see how the standards build
from grade-to-grade as students move towards career and college readiness. In addition to decisions about
the standards and the curriculum, local schools and districts should consider the delivery of instruction at the
core level. All students should receive core instruction daily. Best practices include evidence-based, whole
group and small group strategies that are differentiated based on individual student data. While the NCSCOS is
a set of standards for all NC public schools, core instruction should be responsive to the needs of the school.
Importance of Strong Core Instruction
MTSS is a framework for total school improvement that includes a comprehensive Professional Development
Plan which ensures teachers are supported to know the standards, understand and be able to implement
evidence-based instructional strategies, and have access to curricular resources that enable effective teaching
of the standards.
In order to ensure high-quality core support is provided within an MTSS model, problem-solving teams identify
and analyze the effectiveness of core support through the concept of instruction, curriculum, and
environment using a data evaluation system. Well defined, well implemented core instruction is a key
component of a successful MTSS model.
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Resources:
NCDPI: English Language Arts Standards
Through this link, individuals can find resources that will assist educators in delivering standards aligned ELA
instruction.
NC Extended Content Standards for ELA
This link provides information about the NC Extended Content Standards for ELA. A plethora of other resources can
be accessed through this link that pertain to support tools, professional development opportunities, and
professional learning communities.
Virtual Implementation Kit
The Virtual Implementation Kit (VIK) is a repository for all English Language Arts stakeholders. This repository
provides a variety of resources for supporting administrators, educators, and parents for the implementation of the
2017 Standard Course of Study. The range of resources offers users an opportunity to determine their own specific
needs and find materials that suit them. This Canvas repository can be accessed with or without a Canvas account.
Browse through resources to help you learn, plan, instruct, review, and inform yourself or others.
Quick Reference Guides
This Quick Reference Guide for The North Carolina Standard Course of Study is a resource for teachers as they plan
instruction to implement the North Carolina Standard Course of Study across multiple content areas. There are
nine Quick Reference Guides available – one for each of the grade levels from kindergarten through 8th grade. The
inclusion of standards for all subject areas within single, grade-specific documents is intended to make planning for
instruction more efficient and may be particularly useful for educators teaching multiple disciplines or collaborating
to plan integrated instruction.
English Language Development (ELD) Standards
The North Carolina English Language Development Standard Course of Study (NC ELD SCOS) are the WIDA English
Language Proficiency Standards (approved by the State Board of Education June 5, 2008). North Carolina is part of
the WIDA Consortium for ELD Standards and Assessment. These standards represent the social, instructional and
academic language students use to engage with peers, educators, and the curriculum in schools.
Considerations for Specially Designed Instruction
To address gaps and/or accelerate academic, behavioral, and/or functional progress toward age - and grade - level
standards, the Exceptional Children division has provided this document. It is intended to serve as guidance for IEP
teams, administrators, educators and practitioners as they determine need, plan, and implement specially
designed instruction (SDI) for students with disabilities who require an Individualized Education Program (IEP).
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ELA SCOOP
The ELA SCOOP is the North Carolina Department of Public Instruction's English Language Arts (ELA) Team's
quarterly newsletter. Each SCOOP focuses on a theme related to ELA standards, curriculum, and/or instruction.
The SCOOP is available to all ELA stakeholders at no cost and is distributed via our listserv and social media
channels. The issues for the 2019-2020 school year are available above. For previous SCOOPs and their printable
PDFs, visit the NCDPI ELA Section’s 2017 ELA Resource LiveBinder.
Additional NC MTSS resources can be found by clicking on the pictures or links below:
MTSS LiveBinder May.2019 IABS Communication
Brief on Instruction and
Curriculum
The ELA SCOOP Fall 2019: ELA
within MTSS
This November 2019 issue was
created by the NCDPI ELA Team in
collaboration with the NCDPI IABS*
Team.
*This division supports every NC traditional LEA as well as charter schools with the goal of full implementation of an MTSS. Each district or charter
school has identified a leader to serve as the MTSS Coordinator to guide the team through implementation. These teams have access to
professional development, coaching and resources to assist in establishing an effective and efficient system that supports both students and staff.
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Assessment
A comprehensive assessment system is used to gather and manage data for various decision-making
opportunities. It is an essential component to impacting reading achievement because it enables educators to
be informed about student progress. Guidance on developing a comprehensive assessment system comes
from North Carolina’s Multi-Tiered System of Support framework.
A Comprehensive Assessment System
North Carolina’s Multi-Tiered System of Support (MTSS) model includes a comprehensive and efficient
assessment system that is balanced, uses multiple sources, and is culturally appropriate. At full
implementation, this system measures critical areas within literacy instruction, functioning in a manner that
eliminates redundancy and achieves a degree of uniformity across a school district. The data gathered within
this assessment system is designed to allow effective problem solving at all Tiers and also across all student
groups in order to design responsive instruction for all students. Generally in an MTSS model, the assessment
system serves the following purposes:
● Inform instruction
● Identify students who are at-risk
● Determine why students are at-risk
● Monitor student growth/progress
● Determine if outcome goals are met
The following table is meant to serve as a preliminary guide for teams regarding types and purposes of various
assessments:
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A comprehensive assessment system includes universal screening, diagnostic, formative, interim (e.g.,
benchmark), and outcome (e.g., summative) assessments to maximize every student’s potential. The goal is
for teachers to use assessments to monitor student progress towards goals and inform instruction in an
authentic manner that aligns to instruction and demonstrates student understanding. It is important that
teachers and administrators strive to maintain fidelity of assessments so that data accurately informs
instructional practices.
➔ Universal screening assessments are intended to identify students’ level of risk and evaluate program
effectiveness and growth throughout the school year. They are given two to three times a year, and
assess critical academic skills. It is imperative that they are valid and reliable in order to provide
accurate data that will inform instruction.
➔ Diagnostic assessments are intended to “dig deeper” to determine why students are at-risk by focusing
on specific areas. They can be used with individual or small groups of students. These assessments aid
in the process of planning lessons for prescriptive instruction and intervention.
➔ Teachers use information from the formative assessment to implement evidence-based strategies to
meet the instructional needs of all students’ critical skill development in reading/literacy. Teachers
measure and monitor student progress frequently to determine if learning experiences, curriculum and
instruction, and school organization are effective. Teachers utilize the problem-solving method to
guide interventions and provide support for at-risk and accelerated students.
➔ Interim and outcome assessments are a means to gauge student learning at a particular point in time
relative to state-adopted standards. Information gleaned from these assessments is one form of
evaluating students’ mastery of state-adopted standards. Interim and outcome assessments have been
used to determine trends in learning and growth towards achievement of standards. These
assessments also determine the effectiveness of programs, school improvement goals, alignment of
curriculum, and student placement. Outcome assessments are designed to yield results that can be
useful for planning for the next year; they are not designed to provide in-depth information regarding
student performance. These types of assessments may tell teams there is a problem, but will provide
little information regarding why there is a problem.
Comprehensive Assessment Resource:
https://www.livebinders.com/media/get/MTUwNDEyMjE=
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North Carolina Early Learning Inventory
The North Carolina Early Learning Inventory (NC ELI) is an observation-based formative assessment process.
This on-going process is an essential component of a well-balanced assessment system as it forms the
foundation of teaching and learning to meet the individual needs of each student.
Teachers observe during instruction and document students’ learning and development with evidence within
the online portfolio to substantiate a child’s skill attainment along the development progressions. Teachers
utilize this information to personalize instruction for students throughout the first 60 days of school for all 14
NC ELI developmental progressions listed in the table below.
SBE policy (KNEC-017) now requires the use of a subset of seven NC ELI developmental progressions to
address the requirement for a screening of early language, literacy, and math skills (two language, two
literacy, and three cognitive/math, & as signified by an asterisk in the table above). Teachers observe,
document within the online portfolio, and indicate preliminary levels for these seven developmental
progressions during the first 30 school days, but do not finalize developmental progressions for the remainder
of the 60 day reporting period. These preliminary ratings will continue to be monitored with additional
observation, documentation and to guide personalized instruction for the remainder of the 60 instructional
days based on ongoing student performance. On or near, but not beyond the 60th
school day, teachers finalize
their Checkpoint for all 14 developmental progressions to generate data for reporting purposes.
The State Board of Education strongly encourages the continued use of the NC Early Learning Inventory as an
ongoing formative assessment beyond the initial 60-day data reporting period.
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Further implementation guidance for SBE Policy (KNEC 017) is provided in the NC Early Learning Inventory
Guiding Practices.
Read to Achieve Legislative Assessment Guidelines
Kindergarten, first, second, and third grade students shall be assessed with valid, reliable, formative, and
diagnostic reading assessments made available to local school administrative units by the State Board of
Education pursuant to G.S. 115C-174.11(a).
Difficulty with reading development identified through administration of formative and diagnostic
assessments shall be addressed with instructional supports and services. Formative and diagnostic
assessments and resultant instructional supports and services shall address oral language, phonological and
phonemic awareness, phonics, vocabulary, fluency, and comprehension using developmentally appropriate
practices.
More information about North Carolina’s Read to Achieve assessments can be found in the Read to Achieve
Guidebook, which is updated annually.
Resource:
Read to Achieve Guidebook
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Appendix A: Legislation
During the 2012 session, the General Assembly passed the Excellent Public Schools Act. A component of this
legislation is the North Carolina Read to Achieve Program, which began in the 2013-2014 school year. As part
of this program, the State Board of Education was directed to develop a Comprehensive Plan for Reading
Achievement. The Comprehensive Plan for Reading Achievement (115C-83.4) component of the legislation
states that the State Board of Education shall develop, implement, and continuously evaluate a
comprehensive plan to improve reading achievement in the public schools. The plan is based on reading
instructional practices with strong evidence of effectiveness in current empirical research in reading
development.
§ 115C-83.4. Comprehensive plan for reading achievement.
(a) The State Board of Education shall develop, implement, and continuously evaluate a
comprehensive plan to improve reading achievement in the public schools. The plan shall be
based on reading instructional practices with strong evidence of effectiveness in current
empirical research in reading development. The plan shall be developed with the active
involvement of teachers, college and university educators, parents and guardians of students,
and other interested parties. The plan shall, when appropriate to reflect research, include
revision of the standard course of study or other curricular standards, revision of teacher
licensure and renewal standards, and revision of teacher education program standards.
(b) The State Board of Education shall report biennially to the Joint Legislative Education
Oversight Committee by October 15 of each even-numbered year on the implementation,
evaluation, and revisions to the comprehensive plan for reading achievement and shall
include recommendations for legislative changes to enable implementation of current
empirical research in reading development. (2012-142, s. 7A.1(b); 2014-115, s. 80.)
Licensure
For current guidance on educator licensure requirements, please refer to the NCDPI Licensure page.
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Appendix B: Accountability Measures and
Read to Achieve EOY Results for 2018-2019
Accountability measures.
SECTION 7.24.(a) G.S. 115C-83.10
(a) Each local board of education shall publish annually on a Web site maintained by that local school
administrative unit and report in writing to the State Board of Education by September 1 of each year the
following information on the prior school year:
(1) The number and percentage of third grade students demonstrating and not demonstrating reading
proficiency on the State-approved standardized test of reading comprehension administered to third
grade students.
(2) The number and percentage of third grade students who take and pass the alternative assessment
of reading comprehension and the name of each alternative assessment used for this purpose with the
number of students who passed it.
(3) The number and percentage of third grade students retained for not demonstrating reading
proficiency.
(4) The number and percentage of third grade students exempt from mandatory third grade retention
by category of exemption as listed in G.S. 115C-83.7(b).
(5) The number and percentage of first grade students demonstrating and not demonstrating reading
comprehension at grade level.
(6) The number and percentage of second grade students demonstrating and not demonstrating
reading comprehension at grade level.
(7) For each grade level, the number and percentage of students eligible for priority enrollment in
reading camp under G.S. 115C-83.11(b) and, for each grade level, the number and percentage of those
students who attend reading camp.
(b) Each local board of education shall report annually in writing to the State Board of Education by
September 1 of each year the following information on the prior school year:
(1) A description of all reading interventions provided to students who have been retained under G.S.
115C-83.7(a).
(2) The number of first and second grade students attending a reading camp offered by the local board.
(3) The license area or areas, years of licensed teaching experience, grade level assignment, and any
other specific subject-area assignments of each teacher providing instruction at a reading camp.
(4) The number and percentage of teachers providing instruction at a reading camp who were paid a
reading performance bonus during the school year immediately preceding the reading camp and the
grade level on which the bonus was based.
(b1) Each local board of education shall report annually in writing to the State Board of Education by
November 15 of each year, for the prior school year, (i) the number and percentage of third grade students
who did not demonstrate proficiency upon entering reading camp and who became proficient after
completing reading camp and (ii) for each grade level, the number and percentage of first and second grade
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students who demonstrated reading comprehension below grade level upon entering camp and who
demonstrated reading comprehension at or above grade level after completing reading camp.
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Appendix C: Sample Observation Tool
The tool provided below is a sample that can be used as an Observation Tool. This is one tool that may be used
and not the only tool that will aid in one’s process of monitoring instruction. The sample observation tool is
intended for use when observing explicit, systematic literacy instruction. It provides a detailed outline of “look
fors” during literacy instruction.
Reading Research to Classroom Practice Observation Tool for Classroom Teacher
https://ef905d4f-1901-4a23-a370-b7b7e3d8a586.filesusr.com/ugd/2e3549_6d79eded2a2d4f29815f5b6c16022392.pdf
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Appendix D: Implementation of Evidence-Based
Practices in Early Reading
IES Practice Guide Recommendation 1
Kindergarten: SL.K.1- Collaborative Conversations Lesson Plan provided by NCDPI ELA Team
Lesson Title: Collaborative Conversations
Grade:
Kindergarten
Focus Standard(s):
SL.K.1
Supporting Standards:
RL.K.10
Learning Objective(s):
Students participate in a collaborative conversation about a
text, following agreed-upon rules for discussion.
Lesson Description:
This is approximately a 75-90 minute lesson that may be taught over 2-4 days. The teacher introduces the lesson by
facilitating a discussion about favorite playground activities, supporting students in using sentence stems to share
their ideas. He/She also reminds students to use the agreed-upon rules for discussion that were previously taught. The
teacher then reads a text aloud and models (with another adult) how to have a collaborative conversation about the
read aloud text. Next, the teacher guides students by reading a different text and asking either for their opinions of
the text or asking them to contribute to the conversation. During Independent Practice, students share their opinions
about the read aloud text (either from Guided Practice or with a new text) in partners. They take turns sharing their
opinions and agreeing/disagreeing. The teacher asks for 1-2 groups to model their conversations for the whole class.
Materials/Resources:
Pictures of common playground activities
Read aloud texts
Chart paper
Instructional Practices for ELA:
X 1 ❑ 5 X 9
X 2 X 6 X 10
❑ 3 X 7 X 11
❑ 4 X 8 X 12
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Complexity Analysis of Central Text:
It is critical to analyze a text to evaluate its complexity. North Carolina ELA Reading Standard 10 places a strong
emphasis on providing all students with the opportunity to engage in complex texts with scaffolding and supports as
needed.
Grade Band Lexile Band
K-1 N/A
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
To learn more about how to analyze a text and consider all three important measures, visit
https://sites.google.com/dpi.nc.gov/englishlanguagearts/resources/text-complexity
Text Pairings:
Most texts would pair nicely with this focus standard. Students should practice this skill with increasingly complex
text throughout the year.
Vocabulary
Words to Teach:
Words you teach are Tier 2 words
that require some time and
attention. They are abstract, have
multiple meanings, are a part of a
word family, or are likely to appear
again in future texts.
Tell:
Words you just tell students are
concrete words that students cannot
get the meaning from context, so the
meaning needs to be provided.
Not Address – Students Can Use
Context to Determine Meaning:
Words you do not address are words
that are concrete, or describe an
object/event/process/characteristic
that is familiar to students. They can
also get the meaning of these words
from context.
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Introduction
Teacher Actions:
The teacher shows pictures of activities students do on the
playground (e.g. swinging, running, playing tag).
The teacher introduces appropriate sentence stems. Examples
include:
● I like _____ because _____.
● I do not like _____ because _____.
● I think _______ because _______.
● I agree with _______ because ______.
● I disagree with ______ because _____.
He/She writes each sentence stem on an anchor chart as he/she
discusses each one.
The teacher explains that the students can use these stems when
having a discussion. He/She models using the “I think _____
because _____” stem to share his/her favorite playground activity.
The teacher models using the other sentence stems. For example,
he/she may ask a student what his/her favorite playground activity
is, and then the teacher models using one or more of the other
question stems.
The teacher explains that these stems can be used when discussing
books and ideas. The teacher reviews the agreed-upon rules for
discussions (previously created and taught).
Student Actions:
Direct Instruction/Modeling
Teacher Actions:
The teacher introduces the read aloud book by reading the title and
showing the picture on the cover.
The teacher reads the text aloud to students. He/She then thinks
aloud about his/her opinion of the text. The teacher explains why
he/she feels that way about the text. If there is another adult in the
room, he/she could add his/her thoughts about what the teacher
said. He/She may agree or disagree with the teacher’s opinion of
the text and explains why. The two adults model a collaborative
discussion about the text, following the previously taught rules for
discussions.
Student Actions:
Students observe the teachers modeling how
to have a collaborative discussion using the
agreed-upon rules for discussion.
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Guided Practice
Teacher Actions:
The teacher reads a different text aloud to students. He/She then
asks a student his/her opinion of the story. The teacher prompts
and supports students to use the sentence starters if needed. Once
the student explains his/her opinion, the teacher models how to
agree or disagree with the student’s opinion.
Next the teacher gives his/her opinion of the text. He/She then asks
students to add to, agree, or disagree with his/her thinking. The
teacher reminds students of the agreed upon rules for discussion,
as well as the sentence stems. The students continue to add their
thinking to the discussion until everyone has had a chance to
contribute.
Student Actions:
Students share their opinions of the text.
Students agree or disagree with the teacher’s
opinion of the text.
Students continue to add their thoughts to the
conversation.
Independent Practice
In partners, students take turns sharing their opinions of the read aloud text (can be done with the same text from
guided practice or a new text). Once one partner shares his/her opinion, the other partner adds to the conversation
by agreeing or disagreeing and telling why. The teacher displays the sentence stems and agreed-upon rules for
discussion for student reference.
Closure/Culminating Activity
The teacher invites 1 or 2 pairs of students to share their conversations with the rest of the class. These students
model how to participate in a collaborative discussion. The teacher points out what the students did to participate in
this conversation, as well as what rules they followed. He/She explains to students that being able to have a
conversation with another person is an important skill they will use in all areas of life.
Formative Assessment Ideas
The teacher takes anecdotal notes during Guided and Independent Practice.
Students self-assess their participation. Questions may include:
● Did I state an opinion?
● Did I add to my partner’s thinking?
● Did I help the conversation grow by staying on topic?
● Did my comments relate to the text and my partner’s comments?
● Did I wait for my partner to stop talking before I shared my thinking?
Scaffolding Ideas
Teacher Actions:
The teacher adds representational images/pictures beside each of
the sentence stems.
The teacher chunks the text and asks students to give their opinions
regarding one event, character, or section of the text.
Student Actions:
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Extension Ideas: Ideas for extending learning for students who demonstrate understanding (activities that challenge
students). Ideas for extending student learning for students who demonstrate gaps in understanding (activities that
reinforce a skill).
Teacher Actions: Student Actions:
Reinforce: Students bring in books or objects to
“show and tell”. They practice describing their
books/objects and telling why they like them.
The other students ask questions and add
thoughts/comments about the book/object.
Challenge: Students write down their opinions
of a text. They pass their papers to classmates.
The classmates add their thoughts underneath
the first person’s opinion. They then pass the
papers to different students to add their
thinking (pass the paper 2-3 times). Students
may use different colors to write their
sentences.
Instructional Practices for ELA
1. Teachers use high quality appropriately complex text as the center of instruction. There is a balance of
informational and literary texts.
2. Teachers integrate the reading, writing, speaking and listening, and language standards effectively.
3. Activities and instruction support building academic vocabulary systematically.
4. Texts are organized around conceptually-related topics (at a range of complexities) to build students’ knowledge
and vocabulary.
5. Teachers integrate technology and research throughout instruction.
6. There are opportunities for students to engage in effective communication as a part of daily practice.
7. Students think critically while reading, writing, speaking, and listening about texts.
8. Teachers apply formative assessment practices to gauge student mastery and inform instruction.
9. Scaffolds are provided as needed so that all students have access to complex text.
10. Examples, lessons, and tasks are authentic and relevant.
11. Students return to the text to support their ideas, inferences, and conclusions with evidence.
12. Language skills are developed through student writing and supported through mentor texts.
*See http://tinyurl.com/ELAInstructionalPractices for additional information and resources regarding these instructional
practices.
Retrieved from the ELA Virtual Implementation Kit:
https://drive.google.com/drive/folders/1CrLUJ9LcXI08xHKITI6Q3Y4oRDnwX3rz
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Second Grade: SL.2.2- The Key Details of a Read Aloud Lesson Plan provided by NCDPI ELA Team
Lesson Title: The Key Details of a Read Aloud
Grade: Second Focus Standard(s):
SL 2.2
Supporting Standards:
RL.2.1 or RI.2.1 (depending on the text)
Learning Objective(s):
I can recount or describe key details from a text
read aloud.
Lesson Description:
This lesson is approximately 60 minutes. The teacher begins by modeling how to listen to a text read aloud and taking
notes on the key details. After the key details are noted, the teacher models how to recount those key details orally.
Students listen to a text read aloud and work as a class and with partners to recount the key details of that text.
During independent practice, students listen to a different text and take notes on the key details. They use those key
details to orally recount the key details of the read aloud text. The lesson ends with students reflecting on what they
learned.
Materials/Resources:
Read aloud video or audio file
Read aloud text
Graphic organizers
Sticky notes, if needed.
Instructional Practices for ELA:
X 1 5 X 9
X 2 X 6 X 10
3 X 7 X 11
4 X 8 12
Complexity Analysis of Central Text:
It is critical to analyze a text to evaluate its complexity. North Carolina ELA Reading Standard 10 places a strong
emphasis on providing all students with the opportunity to engage in complex texts with scaffolding and supports as
needed.
Grade Band Lexile Band
K-1 N/A
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
To learn more about how to analyze a text and consider all three important measures, visit
https://sites.google.com/dpi.nc.gov/englishlanguagearts/resources/text-complexity
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Text Pairings:
Most texts would pair nicely with this focus standard. Students should practice this skill with increasingly complex
text throughout the year.
Vocabulary
Words to Teach:
Words you teach are Tier 2 words
that require some time and
attention. They are abstract, have
multiple meanings, are a part of a
word family, or are likely to appear
again in future texts.
Tell:
Words you just tell students are
concrete words that students cannot
get the meaning from context, so the
meaning needs to be provided.
Not Address – Students Can Use
Context to Determine Meaning:
Words you do not address are words
that are concrete, or describe an
object/event/process/characteristic
that is familiar to students. They can
also get the meaning of these words
from context.
Introductions:
Teacher Actions:
1. The teacher introduces the learning objectives and
academic language from the standards.
2. The teacher explains that today the students will listen to a
text being read aloud. They will think about and describe
the key details from that text.
Student Actions:
1. Students actively listen.
Direct Instruction/Modeling
Teacher Actions:
1. The teacher chooses a video or audio file of a text being
read aloud.
2. The teacher plays the video or audio file all the way through
the first time without stopping.
3. The second time, the teacher stops the video or file at
predetermined spots. The teacher thinks aloud about the
key details of that section of text. He/she notes those key
details on a graphic organizer for the students to see.
4. At the end of the second playing, the teacher models how
to review the graphic organizer of key details. He/she orally
recounts the key details heard in the text.
Student Actions:
1. Students listen to the text being read.
2. Students comment on and assist the
teacher with his/her thinking.
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Guided Practice
Teacher Actions:
1. The teacher chooses a text to read aloud. He/she stops at
predetermined spots to discuss the key details of that
section. Students work with partners to recount the key
details from that section of text. The partners share with
the whole class. The teacher records their thinking in a
graphic organizer.
2. At the end of the read aloud, students review the graphic
organizer. As a class, the students recount the key details
from the entire text. The teacher guides and adds to the
discussion as needed.
Student Actions:
1. Students actively listen to the text.
2. Students discuss the key details of each
section with partners.
3. Students add their thinking to the
class’s recount of the key details.
Independent Practice
During small group instruction, the teacher either reads a different text aloud or plays a video or audio recording of a
text for the students. The students independently write their thoughts about the key details of the text on either
sticky notes or graphic organizers. They review their notes and orally recount the key details of the text to their small
groups.
Closure/Culminating Activity
The teacher restates or reminds the students of the objectives of the lesson. The students fold pieces of paper into
four sections. In the first section, they write what they learned in the lesson. In the second section, they write why
this is important. In the third section, they draw a picture or diagram of what they did during the lesson. In the last
Formative Assessment Ideas
● Teacher takes anecdotal notes during guided and independent practice.
● The culminating activity provides the teacher with information regarding individual students’ level of
mastery.
● Students can peer assess each other using a teacher-created rubric.
Scaffolding Ideas
Teacher Actions:
The teacher provides graphic organizers that are partially filled in
and students fill in missing information.
The teacher provides sentence starters to assist students with
recounting the key details.
The teacher chunks the read aloud into smaller sections.
Student Actions:
Students fill in the graphic organizer.
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Extension Ideas: Ideas for extending learning for students who demonstrate understanding (activities that challenge
students). Ideas for extending student learning for students who demonstrate gaps in understanding (activities that
reinforce a skill).
Teacher Actions:
Reinforce: In a one-one-one conference, the teacher reads aloud a
piece of the student’s writing. The student recounts the key details
from the text that he/she wrote.
Student Actions:
Challenge: Students plan and create a
commercial that includes a recount of the key
details from the text.
Instructional Practices for ELA
1. Teachers use high quality appropriately complex text as the center of instruction. There is a balance of
informational and literary texts.
2. Teachers integrate the reading, writing, speaking and listening, and language standards effectively.
3. Activities and instruction support building academic vocabulary systematically.
4. Texts are organized around conceptually-related topics (at a range of complexities) to build students’ knowledge
and vocabulary.
5. Teachers integrate technology and research throughout instruction.
6. There are opportunities for students to engage in effective communication as a part of daily practice.
7. Students think critically while reading, writing, speaking, and listening about texts.
8. Teachers apply formative assessment practices to gauge student mastery and inform instruction.
9. Scaffolds are provided as needed so that all students have access to complex text.
10. Examples, lessons, and tasks are authentic and relevant.
11. Students return to the text to support their ideas, inferences, and conclusions with evidence.
12. Language skills are developed through student writing and supported through mentor texts.
*See http://tinyurl.com/ELAInstructionalPractices for additional information and resources regarding these instructional
practices.
Retrieved from the ELA Virtual Implementation Kit:
https://drive.google.com/drive/folders/10LuAxRGJnoNbo7FgVIORB6KjBjCzpb17
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IES Practice Guide Recommendation 2
Phonological Awareness
Explicit phonological awareness skill instruction is crucial to building strong readers. Many commercial literacy
programs do not provide sufficient instruction and practice in phonological skills. Additionally, many
commercial programs confuse phonics with phonological and phonemic awareness skills.
Due to the large amount of misinformation on this subject, caution must be used when seeking reputable
phonological awareness sources on the internet. Many web searches lead to incorrect information on the
terms, skills, and progression of instruction. Since phonological and phonemic awareness skills are so crucial to
future reading success, teachers may need to supplement instruction when the existing curriculum does not
provide sufficient practice.
Print is not incorporated, so skill practice can be “done in the dark.”
● Phonological Awareness Skills encompass awareness of individual words in sentences, syllables, and
onset-rime segments, as well as awareness of individual phonemes (Florida Center for Reading
Research, 2020).
● Phonemic Awareness Skills include the ability to notice, think about, or manipulate the individual
phonemes (sounds) in words and are a subset of phonological awareness. (Kilpatrick, 2016).
Print is incorporated in phonics instruction when connecting letters and graphemes with sounds.
● Phonics is the study of the relationships between letters (graphemes) and the sounds they represent;
also used to describe reading instruction that teaches sound-symbol correspondences (Florida Center
for Reading Research, 2020).
Early childhood through first grade is often identified as the most effective time for the development of these
skills; however, struggling readers continue to benefit from explicit, systematic instruction to strengthen weak
phonological and phonemic awareness.
Essential Tips to Enhance Phonological Awareness Skill Instruction:
● Produce all sounds accurately and avoid adding a schwa to consonant sounds. Errors in sound
production can hinder student’s ability to blend and decode words as they progress.
● Teach 5-10 minutes per day of phonological and phonemic awareness skills.
● Focus children’s attention on speech sounds before letters.
● Encourage mouth awareness in the production of sound. Use mirrors.
● Explicitly teach all English phonemes.
● Use multisensory activities that involve hands, eyes, bodies, and mouths.
● Teach through a routine of I do, we do, you do.
● Give immediate corrective feedback.
● Incorporate phonics and support instruction with print as students learn to attend to sounds.
● Struggling students need more practice and repetition with corrective feedback.
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Levels of Phonological Awareness
(with Description of Tasks Often Used to Assess and Teach)
Typical
Age
Phonological or Phonemic Skill Sample Tasks
Early Phonological Awareness
4 Responsiveness to rhyme and alliteration
during word play
Enjoying and reciting learned rhyming words
or alliterative phrases in familiar storybooks
or nursery rhymes
5 Rhyme recognition, odd word out,
production of learned rhymes or
recognition of changes that don’t belong
Clapping, counting syllables
Matching words with the same first
sound
Which two words rhyme? stair, steel, chair
Hickory dickory dock, the mouse went up the
______?
truck (1), airplane (2), boat (1), automobile
(4)
Do Mary and Martha start with the same
sound? Yes or no?
Basic Phonemic Awareness
5.5 Distinguishing and remembering
separate phonemes in a series
Blending onset and rime
Segmenting and pronouncing the initial
sound of a word
Showing sequences of single phonemes with
colored blocks, such as /s/, /s/, /f/ or /z/,
/sh/, /z/
What word? th-umb, qu-een, h-alf, d-amp
Say the first sound in shoelace (/sh/), sock
(/s/), funnel (/f/)
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6 Syllable deletion
Deleting part of a compound
Onset-rime blending; beginning phoneme
blending
Phoneme segmentation, simple syllables
with 2-3 phonemes (no blends)
Say parsnip. Say it again but don’t say par.
Say cowboy. Say it again but don’t say cow.
/sh/-op (shop)
/kw/-ēn (queen)
/b/-āth (bathe)
/b/-/ā/-/t/ (bait)
Say each sound in the word as you move a
chip for each sound: /sh/-/ē/, /m/-/ă/-/n/,
/l/-/ĕ/-/g/.
Basic Phonemic Awareness (cont.)
6.5 Phoneme segmentation up to 3-4
phonemes, including blends
Phoneme substitution to build new
words – simple syllables with no blends
Extracting and pronouncing beginning,
final, and medial phonemes from
one-syllable words
Say the separate phonemes while you tap
the sounds:
/b/-/ă/-/ck/ (back)
/ch/-/ē/-/z/ (cheese)
/k/-/l/-/ou/-/d/ (cloud)
Change the /j/ in cage to /n/. Change the /ā/
in cane to /ō/.
Say the last sound in milk.
Say the vowel sound in rope.
Advanced Phonemic Awareness
7 Sound deletion, initial and final position
Sound substitution in words with 5-6
phonemes
Say meat. Say it again without the /m/.
Say safe. Say it again without the /f/.
Listen. What sound have I changed?
Shrink, shrank; square, squire
8 Sound deletion, initial position, including
blends
Say prank. Now say it again without the /p/.
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9 Sound deletion, medial, and final blend
position
Phoneme reversal
Sound/Phoneme Chaining
Say snail. Say it again without /n/.
Say smoke. Say it again without /m/.
Say fork. Say it again without the /k/.
Say safe. Say the last sound first and first
sound last. (face)
Say slack. Say the last sound first and the
first sound last. (class)
In a series of words that change only one
sound at a time, use colored blocks to show
addition, deletion, substitution, and
resequencing of sounds from one word to
the next.
Moats, L. and Tolman, C., 2019. LETRS 3rd
edition. Voyager Sopris Learning, Inc.
Used with permission of Voyager Sopris Learning, Inc.
Developmental Levels of Phonological Awareness and Reading
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