There are an average of 36 weeks in a school year. 

Each week is an opportunity for teachers to deliver explicit instruction and assess the specific foundational skills that support every child to grow as a young reader. 

The span of a week provides teachers with the ideal unit of time to delve into specific reading skills, creating an environment for students where they can absorb and apply these skills as a learner.  

Proper planning and execution of weekly teaching activities throughout the school year results in positive outcomes for students. 

A meticulous teaching process that is repeated week in and week out ensures that students receive a well-thought-out educational experience. It contributes to their overall literacy growth and development. 

When teachers create a weekly plan infused with research-backed early literacy strategies, it ensures a dynamic and effective learning experience.

Weekly plans can keep students engaged in learning essential concepts, while allowing flexibility to address individual learning needs and take appropriate next steps.

If you’re eager to explore a comprehensive list of research-backed and proven foundational reading skills, check out this detailed article on the Sprig blog. It covers each foundational skill, providing insights into their importance and citing supporting evidence. 

This article covers how classroom teachers can master the assessment, instruction and re-assessment of foundational reading skills on a weekly basis.

 

What is Weekly Planning? With A Scenario.

Weekly planning for teachers involves the strategic organization of instructional activities, lessons and assessments for the upcoming week.

The activities done in any one week can change over the course of the term.

While school and class contexts can differ widely, the following scenario provides a detailed view of what effective weekly planning looks like as a term progresses:

The first week serves as a dynamic introduction, encompassing foundational reading skills such as reviewing alphabet knowledge and phonics or refreshing concepts from the previous school year. 

Simultaneously, targeted explicit instruction is provided on chosen skills, accompanied by assessments to gauge student comprehension. 

Subsequent weeks shift focus to the review and adjustment stage, analyzing assessment data to distinguish skills that students have mastered and skills that are proving challenging for certain students. 

Challenging skills are revisited through whole-class instruction, ensuring a comprehensive understanding.

As teachers progress through the weekly planning framework, small-group instruction becomes pivotal for students who require extra practice. Skill segmentation is adopted, allowing educators to differentiate between whole-class needs and those of individual learners. 

For students with multiple skill deficits, individualized support and potential interventions are explored. Team collaboration with the early literacy team is emphasized, providing a platform to discuss individual student needs and design effective support strategies based on a thorough understanding of each student’s context.

Addressing knowledge gaps extends support to students falling behind while simultaneously assisting those not significantly behind but still requiring additional help. 

The creation of practice centers becomes essential for skills demanding extensive practice, offering targeted doses to enhance skill proficiency.

In instances of significant skill gaps, a blitz intervention strategy can be initiated, quickly addressing multiple knowledge deficiencies via reading strategies over a short period of time.

During this time, alternative support mechanisms like parental involvement or peer pairing can also be explored. 

Exploring various strategies within the realms of tier 1 and tier 2 instruction offers ample opportunities for intervention before resorting to tier 3 assistance, which often involves significant resource allocation.

 

Regularity and Intentionality of Weekly Planning

While the previous section covered what weekly progression may look like, there are many constants which are practiced every week by educators.

Such regular and intentional practices help to build an effective formative assessment culture. 

Two such very important practices are maintaining a weekly assessment routine, and a follow-up schedule.

 

Assessment Routine

The assessment routine becomes a structured part of the teacher’s week. Data-driven insights gleaned from these assessments guide modifications in teaching practices.

Purposeful learning design ensures that chosen activities align explicitly with the content students need. 

They offer ample practice opportunities before subsequent assessments, which compose the follow-up schedule.

 

Follow-up Schedule

The establishment of a follow-up schedule ensures regular tracking of skills for all students, highlighting the importance of progress monitoring as a foundational aspect of the early literacy strategy.

 

A Template for Mastering Weekly Planning

Depending on the assessment cycle—whether it’s the initial assessment, reassessment, introduction of differentiated instruction, or reassessment of—teachers need to tailor their actions for the week accordingly.

Using the information above the weekly planning section, the following template is provided for mastering weekly planning. 

It’s a task-based template, where one or more of the following tasks might have to be completed in a week, based on the advancement of the particular school term in question.

 

Skill Selection

In-Depth Analysis: Teachers conduct a detailed analysis of foundational skills, checking for alignment with grade levels.

Differentiated Start: The first week’s focus varies, either introducing new skills or reviewing concepts from the previous term/year.

 

Instruction and Assessment

Simultaneous Approach: Teachers integrate explicit instruction with real-time assessments during the week.

Immediate Feedback: Instant feedback guides adjustments in teaching strategies.

 

Whole-class Instruction

Data-Driven Reflection: Classroom performance is measured against set benchmarks and compared to other classrooms at the same grade. 

Identifying Challenges: Skills that pose challenges are revisited through whole-class instruction, ensuring a comprehensive understanding.

 

Small-Group Instruction

Targeted Support: Students needing extra practice are identified through assessment results.

Personalized Approach: Small-group sessions allow for personalized attention and focused skill reinforcement.

 

Skill Segmentation

Strategic Approach: Teachers adopt a skill-based approach, strategically identifying skills requiring additional attention.

Differentiated Instruction: Skill segmentation guides differentiated instruction based on the needs of the entire class and specific learners.

 

Individualized Support

Isolated View: Students with multiple skill deficits are isolated for individualized attention.

Exploring Interventions: The potential need for interventions is explored to address specific challenges.

 

Team Collaboration

Contextual Support: Early literacy team meetings involve detailed discussions on individual student needs.

Effective Support Design: Full context sharing ensures the design of effective and tailored support.

 

Addressing Knowledge Gaps

Targeting Gaps: Students with knowledge gaps, though not significantly behind, receive targeted assistance.

Holistic Assistance: Support is ensured for students falling behind. Conducting holistic assessments is essential to unveil insights into learning circumstances within the school, home, and community. 

 

Setting up Practice Centers

Strategic Practice: Dedicated practice centers are created for skills requiring extensive reinforcement.

Focused Skill Doses: Practice centers provide focused doses of practice for skill enhancement.

 

Early and Thorough Intervention

Swift Addressal: A rapid intervention strategy is implemented for students with multiple skill gaps.

Alternative Support: Exploring options like parental involvement or peer pairing for additional support.

 

Following-up with Reassessments

Regular Check-Ins: A scheduled routine for follow-ups ensures consistent monitoring.

Tracking Progress: Ongoing progress monitoring allows for timely adjustments.

 

Regularizing Intentional Assessment Practice

Flexibility in Approach: Teachers choose real-time or recorded assessments based on preference.

Timely Completion: Completion before the planning stage ensures comprehensive data for future weeks.

 

Data-Driven Adjustments

Strategic Modifications: Data-driven adjustments cater to the specific needs of each student.

Flexible Planning: Activities and games are modified based on the collected data.

 

Purposeful Learning Design

Strategic Infusion: Learning is strategically infused in small, purposeful doses to address specific practice needs.

Targeted Activities: Classroom activities and games are purposefully designed to explicitly teach required content with ample practice opportunities.

 

Putting It All Together

As teachers navigate the 36-week journey of a school year, orchestrating explicit instruction, targeted assessments, and purposeful interventions, they craft an educational experience that lays the foundation for a lifetime of literacy.

In professional development or professional activity days throughout the school year, teachers have an opportunity to review their weekly planning, and receive feedback from others on how to best optimize it, in line with the latest research and best practices.

Certainly, aligning professional learning with teachers’ weekly tasks is crucial. It helps when tools designed for activities like assessments and differentiated instruction also contain a professional development component. 

This synergy ensures that teachers not only have the necessary tools at their disposal but are also equipped with the knowledge and skills to wield them effectively. 

It transforms routine tasks into opportunities for growth and mastery, ultimately leading to more efficient weekly planning.

Early literacy is the cornerstone of a child’s educational journey. It’s the point where the magic of reading and comprehension begins. 

In the early stages, educators understand the significance of assessing a child’s reading skills. It helps them identify their strengths and areas that need improvement to become strong and confident readers.

However, what’s equally crucial is the opportunity to provide small group instruction in the classroom, driven by the results of these formative assessments.

It’s one thing to assess how a classroom is faring on the foundational reading skills– if they have been assessed, if they need explicit instruction, or if they need more practice.

It’s another thing to then have the means to provide differentiated instruction to all children in the classroom.  

This article will explore why small group instruction, along with early literacy assessments, are essential in early literacy. 

It will describe the advantages of this personalized approach to instruction and how it complements the formative assessment process, creating a more effective learning experience for budding readers.

 

Assessment: The Starting Point

Assessments play a vital role in early literacy education. 

Formative assessments help educators to diagnose specific foundational reading skills and monitor progress of every early learner in the classroom.

Furthermore, they enable educators to intervene early for students requiring additional help beyond core instruction, like those in tier 2 instruction, which provides targeted support to specific student groups.

Formative assessments provide valuable insights into a child’s reading abilities and challenges. 

But assessment is only part of the teaching process. 

It is also critical to use that assessment data to inform and  shape the reinforcement of instruction, increasing the intensity or specialization of instruction (may require the involvement of more than one role), further practice, and reassessment.

Some assessment solutions pride themselves in assessments alone, which is no doubt a necessary part of early literacy. 

Formative assessments are no doubt a critical tool for early literacy,  but in order to enhance student learning and optimize early literacy practices, tools need to include  functionalities that support teachers to act upon student assessment data.

Often this looks like the enablement of small group instruction.

 

The Power of Small Group Instruction

Once diagnostic and progress monitoring assessments are completed, small group instruction can immediately come into play. 

This personalized approach to learning involves working with a small group of students who have similar reading abilities and needs. 

Here’s why it’s so important:

 

Targeted Support

Small group instruction allows educators to address specific reading challenges. 

Whether it’s decoding, fluency, comprehension, or vocabulary, teachers can tailor their instruction to meet individual needs when working in smaller groups.

 

Differentiated Learning

The practice of differentiated instruction is a topic by itself, and one that is covered extensively by Sprig. 

Small group instruction is one of the most common ways to provide differentiated instruction to a classroom of students

All students are never at the same point in their reading fluency and comprehension, at the same time.

Small group instruction enables educators to differentiate their teaching. They can provide more support for struggling readers while offering enrichment for advanced readers. 

 

Individualized Feedback 

Educators are always passionate about teaching and prefer to dedicate their time to instruction rather than being overwhelmed with administrative tasks.

In smaller groups, educators can provide more personalized feedback for students. This helps children understand their learning strengths and areas for improvement, fostering a growth mindset. 

 

Increased Engagement

Many states and provinces across North America are implementing evidence-based reading instruction policies. There is enough proof to show that when such instruction is delivered in play-based settings, it helps early learners engage with the lessons and retain the taught concepts.

Smaller settings are less intimidating for some children, leading to increased participation and engagement. This supportive environment is conducive to building confidence.

 

Progress Monitoring

Educators can continuously monitor students’ progress in small groups. As students advance in their reading skills, instruction can be adjusted to align with their development.

In fact, educators can continuously monitor the progress of the whole classroom, that is, each individual student. 

However, by grouping students by knowledge and/or specific skill level, teachers can enhance progress monitoring more efficiently for that specific group of children. 

 

Peer Interaction

Students in small groups can benefit from collaborative learning experiences. They can interact, discuss ideas, and learn from their peers, which adds a social dimension to their education.

Small group instruction encourages peer interaction. Students can learn from each other, ask questions, and engage in discussions, which enhances their understanding and love for reading.

 

The Synergy of Assessment and Small Group Instruction

The marriage of assessments and small group instruction creates synergy in early literacy education. 

Using small group instruction is powerful by itself, but when combined with assessments, the two complement each other very well.

Here’s how:

 

Small Group Instruction Includes Flexible Grouping. 

New Assessment Data Can Inform Groupings.

Unlike fixed small groups, flexible grouping allows students to work with various peers based on their current and evolving learning strengths, needs and interests. 

Educators can create groups for specific activities or projects, based on the learning needs of the students. Grouping can be constantly updated based on incoming assessment data specific for each child.

 

Small Group Instruction Allows for Scaffolding. 

Assessment Data on The Foundational Skill Acquisition Trajectory Can Inform Groupings.

In this approach, students receive unique work based on their readiness and interests. 

All students cover the same essential skills or concepts but are adjusted in complexity or content.

Sometimes, students within a given time frame may exhibit varying learning paces. To prevent any child from falling behind, it’s crucial to provide explicit instruction to all groups albeit with various degrees of difficulty, rather than avoiding teaching one concept to all students at one time.  

In these situations, it’s beneficial to create distinct groups to ensure that all students stay on track with their learning.

 

Small Group Instruction Allows for Group Efficiency

Teachers Can Dictate Terms Using Incoming Assessment Data.

Of course, small group instruction is not the only means of differentiated instruction. 

For example, there is also the idea of a flipped classroom, or learning contracts, where students are expected to engage with the learning materials and be accountable for learning certain concepts respectively.

There is a major issue here. Which is, that in early literacy, time is of the essence! 

Teachers need to dictate terms, teach explicitly, cover all the foundational skills before a certain point. So small group instruction is one of the most efficient ways where teachers can devise a strategy to differentiate instruction for as many students as possible, while still maintaining the option of creating further smaller groups if needed.

 

The Wonders of Small Group Instruction

In conclusion, early literacy assessments are the first step in understanding a child’s reading abilities, but small group instruction is the bridge that helps them cross over from emergent readers to proficient readers.

It’s a blessing for struggling readers, and joyful for advanced readers.

Small group instruction is often preferred because it combines personalization, collaboration, efficiency, and adaptability to create a learning experience that can significantly benefit students.

When educators combine the power of assessments with the personalized support of small group instruction, they create a learning environment that nurtures confident, capable, and enthusiastic young readers.

In the first part of a two-part series on diagnostic assessments, Sprig Learning uncovered the essential qualities of diagnostic assessments, shedding light on their pivotal role in shaping evidence-based literacy instruction. 

Re-entering this exploration, Sprig delves deeper into the nuanced aspects that distinguish diagnostic assessments as indispensable tools in the early literacy landscape.

 

More Diagnostic Assessment Qualities For Evidence-based Literacy Instruction

Part 2 of this series unearths further intricacies of diagnostic assessments, focusing on five more attributes that play a vital role in informing evidence-based literacy instruction.

Together with part 1, this thorough exploration of diagnostic assessments aims to equip educators with a comprehensive understanding of the multifaceted benefits these assessments have to offer. 

Each is explored below. See how they cater to the evolving needs of modern classrooms.

 

1. Offers Snapshot of Learning After Hiatus

Amid concerns over unmet learning milestones due to prolonged school closures from the pandemic, there was a significant opportunity to identify and address student learning gaps early in their educational journey. 

This is achievable through diagnostic assessments, providing a snapshot of current learning situations at the classroom or school level to guide necessary steps for student improvement.

Beyond the pandemic, there is also the concept of the summer slide, where students forget taught concepts from the previous school year. Here lies another opportunity to properly assess the students’ understanding using diagnostic assessments. 

Wherever there is a risk of early learning slides due to long interruptions or unforeseen circumstances, diagnostic assessments can always restore understanding to that particular situation. 

 

2. Allows The Setting & Monitoring of Goals

Given that literacy forms the foundation for numerous critical academic achievements, it is imperative to incorporate assessments of essential literacy skills when formulating preK-3 goals for school districts.

In the Bremerton School District, short-term objectives involved elevating the percentage of incoming kindergarteners proficient in recognizing the entire alphabet. 

Under the guidance of Superintendent Bette Hyde, there was a remarkable 62 percentage point surge over eight years in the number of kindergarteners entering with knowledge of all the letters.

While standardized testing may measure the outcome of learning, diagnostic assessments measure the progress of learning, which ultimately leads to that outcome. 

Thus by setting achievement indicators at each grade level, it is able to check if the progress monitoring measures are in fact producing the type of progress that is expected.

 

3. Provides Balance to Standardized Testing and Screening

In a meta-analytic review, it was revealed that only a quarter of the variance in academic skills on first and second-grade tests could be precisely predicted by preschool or kindergarten tests. 

While standardized testing and screenings have their role in the education system, more needs to be done at the early stages of learning. 

During this critical period, there’s too much at stake to inadvertently restrict a child’s potential by assessing them against a lower standard based on a standardized test conducted in a brief moment in time.

Excessive time on remediation can deprive a child of grade-level learning opportunities. While interventions are crucial for those requiring additional support, ongoing assessment on key diagnostic measures, especially foundational reading skills, is essential for overall reading proficiency. 

This approach, known as learning acceleration, ensures that students address learning deficiencies while staying on track with the curriculum, avoiding prolonged gaps in their educational progress.

 

4. Enhances Differentiated Instruction

Frequently, assessment and differentiated instruction are seen as a sequential process: conduct assessments first, then adapt instruction accordingly.  But did you know that diagnostic assessments itself can be itself differentiated to gauge learning of students?

Differentiated instruction comprises four key components: curricular content, teaching methods, learning environment, and assessments. These elements can be dynamically adjusted, aligning with grade-level standards while delivering personalized learning experiences for diverse student groups.

Thus changing assessments also count as an instance of differentiated instruction, and teachers have the freedom to change diagnostic assessments using their discernment, as long as certain principles are followed.

For instance, in an article highlighting the benefits of differentiated learning in early literacy, it emphasizes how teachers can allow student do-overs during assessments. There are situations where young learners comprehend a concept but, due to various reasons, may struggle to demonstrate that understanding. 

In such cases, providing additional opportunities for them to showcase their learning before making any adjustments is a strategy worth considering

Other methods of differentiating diagnostic assessments may include scenarios in which educators offer tiered assignments, adjust the number of tasks required for an assessment, and grant additional time for specific students to complete those tasks.

 

5. Conducive for Transformation With Technology While Retaining Teacher Control

In the past, teachers dedicated significant time to manually collect and organize student files, diverting their focus from actual teaching activities. However, with the advent of technology, essential diagnostic tools like observatory notes, performance evaluations, and assessments can now be efficiently stored electronically, streamlining teacher tasks and enhancing overall efficiency.

While diagnostic assessments can be used to assess students on foundational reading skills, it is not limited to just collecting that data. It can also be used as holistic assessments as well, where the viewpoint of educators and other professionals are also considered. Thus, it enables teachers to systematically track a broader range of data fields, ensuring a well-organized system.

While technology-supported self-paced learning provides an ideal platform for differentiation, it’s crucial for adults to supervise such activities in early learning. A reliable diagnosis necessitates trust. Ensuring sufficient teacher involvement in the process means that teachers acquaint the child with the concept of assessment and personally conduct the evaluation, fostering trust.

Also, despite the benefits of gamification, an offscreen learning approach is still preferred by many teachers, with teachers utilizing technology to monitor and track the progress of young learners.

 

Understand Diagnostic Assessments To Drive Evidence-based Literacy Instruction

Sprig hopes that this two-part series has amply showcased the profound impact of diagnostic assessments on evidence-based early literacy instruction.

Many case studies of high-performing schools involve using the right frequency of assessments. 

Diagnostic assessments, along with progress monitoring assessments, form the core of a school’s assessment strategy, due to their high frequency.

Together, they are the pulse of early literacy performance, and thus have to be understood properly via their qualities.

By exploring the qualities mentioned in this article and part 1, educators can harness the full potential of diagnostic assessments to drive evidence-based literacy instruction.