Los Angeles Unified School District

Early Literacy

Division of Instruction Elementary Instruction, Multilingual Multicultural Department, Access, Equity and Acceleration Division of Special Education Coordinated Early Intervening Services February 14, 2017

All students read, write, speak, and listen with accuracy and comprehension by the end of 2nd grade.

79%

34%

66%

81%

38%

68%

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Non-EL Students EL Students LAUSD

BOY-BENCHMARK EOY-BENCHMARK

Early Literacy Skills, Gr. 2, 2015-2016

11,161 36,961 25,800

Contexts Themes Goals

The Many Strands that are Woven into Skilled Reading (Scarborough, 2001)

BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE

PHONEMIC AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION

COMPREHENSION

WORD RECOGNITION

Skilled Reading- fluent with

comprehension

Early Language & Literacy Plan

Link assessment to responsive teaching

Learning to Teach Foundational Reading

Phoneme Blending

Onset Rime Segmentation

Phoneme Blending

Phoneme Isolation

Syllable Segmentation

How Does It Look and Sound?

Comprehension Fluency

Phonological Awareness

CVC Blending

Guided Reading

A teaching approach that helps readers access increasingly challenging texts over time

Students respond to meaningful prompts in meaningful ways, using academic language, reasoning using evidence, talking through ideas, and

become empowered through productive struggle

Constructive Conversations

New ELA/ELD Programs

Carthay Center School Principal Sharon Hall Johnson

Our focus is equal access for all to achieve.

Carthay Center School

[VALUE]

80%

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Benchmark BOY MOY

BENCHMARK Beginning of the Year/Middle of the Year

Carthay Center 2016-2017 1st Grade Benchmark BOY to MOY

Carthay Center Improvement Strategies � Focused professional development � Intervention during the school day � Strategic instruction for all students � Data chats with teachers � Building capacity with parents

ELLP in Action