Kindergarten Instructional Plan Fall to Winter

Kindergarten Instructional Plan Fall to Winter

School: ______Date: ____/____/____ Team Members: ______

Directions: After reviewing your grade level data, complete the grade level planning tool below. The purpose of this tool is to direct support efforts within each class and across all classes for the grade level.

Instructional Goals Fall to Winter: Phonemic Awareness. By winter of Kindergarten, students should be able to identify the first sound in words as well as segmenting sounds in words. Alphabetic Principle. By January of Kindergarten, students should be developing sound symbol relationships and recoding.

Name of students / Program and Materials / Instructor / Time/Days / Progress Monitoring / Weeks Until Jan. Benchmark
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on the “Big Ideas”, meant to meet needs of most. / Reading Support
Name of students / Program and Materials / Instructor / Time/Days / Progress Monitoring / Weeks Until Jan. Benchmark
Strategic/Targeted Intervention
For students not making adequate progress with core. Students with similar needs are grouped and provided intervention in specific areas, building on core program focusing on “Big Ideas”. / Reading Support
Intensive/Individualized Support
For students having significant problems are provided highly specific and individualized interventions linked to assessment results. / Reading Support

First Grade Instructional Plan Fall to Winter

School: ______Date: ____/____/____ Team Members: ______

Instructional Goals Fall to Winter: Phonemic Awareness. By fall of first grade, students should be established in phonemic awareness as indicated by the DIBELS phoneme segmentation fluency measure. If this is not true for more than 20% of your children, consider making your core reading block greater than 90 minutes and allocate 15-20 minutes 3-5 days per week for 6-8 weeks. (Make the adjustment to the Kindergarten core program to prevent this remedial loop next year). Alphabetic Principle. By January of first grade, students should be fluent with sound symbol relationships and recoding as indicated by the nonsense word fluency measure (50 sounds with at least 15 words blended). The student should also be able to read words at about a rate of one word each 2-3 seconds.

Twenty to thirty minutes of small group instruction in alphabetic principle is recommended as a daily part of the core instructional block. Students needing strategic or intensive instruction will need additional time and instruction.

Second Grade Instructional Plan Fall to Winter

School: ______Date: ____/____/____ Team Members: ______

Instructional Goals Fall to Winter: Oral Reading Fluency. Second grade focus is on developing automaticity and fluency. Make sure students are accurate before you focus on fluency with connected text. Instruction and practice may need to be with below grade level text. The most common mistake in instructional planning is not providing enough practice with text reading at the child’s instructional level. All students should be provided with at least 10 minutes of fluency practice per day in second grade. Strategic and Intensive students will need more than that! The best practice in fluency instruction includes modeled reading, rereading, feedback and progress monitoring.

Third Through Sixth Grade Instructional Plan Fall to Winter

School: ______Date: ____/____/____ Team Members: ______

Instructional Goals Fall to Winter: Oral Reading Fluency. By third grade, benchmark instruction in word attack skill is focused on multisyllabic words, with continued fluency instruction. However, Strategic and Intensive students may still have instructional needs focused on more basic word attack skills. Make sure students are accurate before you focus on fluency with connected text in grades 3-6. Instruction and practice may need to be with below grade level text. The most common mistake in instructional planning is not providing enough practice with text reading at the child’s instructional level. Strategic and Intensive students will need more fluency based instruction. The best practice in fluency instruction includes modeled reading, rereading, feedback and progress monitoring.

Name of students / Program and Materials / Instructor / Time/Days / Progress Monitoring / Weeks Until Jan. Benchmark
Benchmark/Universal Support
For all students, includes a scientifically based core program that focuses on the “Big Ideas”, meant to meet needs of most. / Reading Support
Name of students / Program and Materials / Instructor / Time/Days / Progress Monitoring / Weeks Until Jan. Benchmark
Strategic/Targeted Intervention
For students not making adequate progress with core. Students with similar needs are grouped and provided intervention in specific areas, building on core program focusing on “Big Ideas”. / Reading Support
Intensive/Individualized Support
For students having significant problems are provided highly specific and individualized interventions linked to assessment results. / Reading Support