LITERACY BY
FACILITATED BY
THE T.H. ROGERS LITERACY LEADERSHIP TEAM
THE SIX COMPONENTS OF LITERACY BY 3
PHONICS/WORD WORK
GUIDED READING
INDEPENDENT READING
READ ALOUDS
WRITING
DATA-DRIVEN INSTRUCTION
PHONICS/WORD WORK
WHAT IS PHONICS/WORD WORK?
Unlocks the “code” of letter-sound correlation
Connects to spelling and fluency, making them
easier and more automatic
Categorizes words according to onset and
rhyme (cat/hat; pen/pig)
Recognizes beginning sounds
GUIDED READING
WHY DO GUIDED READING & WHAT DOES IT LOOK LIKE?
Why do it?
 Focus on students’ specific needs and accelerating progress
 Help students learn how to use independent reading strategies successfully so they can
read for meaning
 An opportunity to get to know each student as a reader
What does it look like?
 Homogenous, small groups using similar levels of text and similar strategies to support
reading development
 Groups are data-informed and dynamic
 Targeted reading instruction focusing on one or two reading skills
INDEPENDENT READING
WHAT DOES IT LOOK LIKE?
 The chance to “practice” the strategies they’ve learned
through guided reading, shared reading, and read
alouds
 Students’ choice with some structure to make sure
reading level is appropriate.
 “At their reading level” means students should be able
to read their selections with 98%-100% accuracy.
 Choose books that don’t need teacher support
READ-ALOUDS
WHY DO IT?
 PROMOTES COMPREHENSION AND VOCABULARY
 MODELS FLUENCY
 SHOWS THE CONNECTIONS BETWEEN SPEECH AND PRINT
 INTRODUCES DIFFERENT GENRES AND WRITING STYLES
 INCREASES ATTENTION SPAN
 HELPS ELLs BECOME FAMILIAR WITH THE SOUNDS AND
SHAPES OF ENGLISH.
WRITING
WHAT MAKES WRITING IMPORTANT?
 WRITING IS PORTABLE AND PERMANENT. IT MAKES STUDENTS’ THINKING
VISIBLE.
 WRITING FOSTERS STUDENTS’ ABILITY TO EXPLAIN A COMPLEX POSITION TO
THEIR AUDIENCE.
 WRITING HELPS STUDENTS EXTEND A LINE OF THOUGHT BEYOND THEIR FIRST
IMPRESSIONS OF GUT RESPONSES.
 WRITING EQUIPS STUDENTS WITH THE COMMUNICATION AND THINKING SKILLS
NEEDED TO BE SUCCESSFUL IN ALL CONTENT AREAS.
 WRITING EQUIPS YOU WITH COMMUNICATION AND THINKING SKILLS.
DATA-DRIVEN INSTRUCTION
WHAT DOES IT MEAN TO BE A “DATA-DRIVEN CULTURE”?
 MAKE DATA A PART OF THE ONGOING CYCLE OF
INSTRUCTION, PLANNING, AND IMPROVEMENT.
 STUDENT PORTFOLIO: TEACHER SELECTED OR STUDENT
SELECTED WORK
 TEACHERS SHARE AND GIVE FEEDBACK ON STUDENTS’
WORK
 USE ASSESSMENTS SUCH AS THINK TROUGH MATH,
ISTATION, STUDY ISLAND TO INFORM INSTRUCTION
T.H. ROGERS STAAR WRITING RESULTS
LEVEL III ADVANCED PERFORMANCE RESULTS
4TH & 7TH GRADE VANGUARD
Grade 4 & 7
Level III Advanced Performance
on STAAR Writing
80%
70%
60%
50%
40%
30%
20%
10%
0%
OUR GOAL
80%
43%
Grade 4
55%
Grade 7
Our Goal
T.H. ROGERS RPSPD STANFORD READING
PERFORMANCE RESULTS 2ND & 7TH GRADE
TOTAL RDSPD STANFORD 10
GROWTH IN READING
ONE GRADE
LEVEL
1.2
OUR GOAL
2nd Grade
1.6
3rd Grade
2
4th Grade
2.4
5th Grade
2.8
6th Grade
3.2
7th Grade
HISD’S GOAL
ADVANCED PERFORMANCE ON STAAR READING
HISD’s GOAL
Advanced Performance on STAAR Reading
34
32
29
24
22
27
2014
2015
Grade 3
All Student
2016
HISD’S GOAL
STUDENTS SCORING AT OR ABOVE THE 50TH PERCENTILE IN READING ON
THE DISTRICT’S NORM-REFERENCED ASSESSMENT
All Students
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
2014
46
51
45
52
46
45
44
43
46
2015
52
57
51
58
52
51
57
50
53
2016
58
63
57
64
58
63
58
57
60
CAMPUS LITERACY BY 3 TIMELINE
June-August
Implementation
Milestones
August PreService Training
Implementation
Milestones
First 30 Days of
School
Implementation
Mid-Year
Implementation
Milestones
End of Year
Implementation
Milestones