This week, we met to develop common understandings around the five domains of reading. We first defined each domain and then, looked more in depth at how we are addressing each area in our instruction. Through our discussions, we identified gaps and areas for growth. An interesting idea from the conversation was the need to look at how each domain is being approached in each grade level, and to think about aligning intervention practices vertically. What can the fifth grade teacher learn from the kindergarten teacher about incorporating phonological exercises into transition times? Most native speakers may have moved past the need for instruction in phonemic awareness, but our students who are at the start of their English language journey require this intervention. Vertical collaboration is one way we can support our upper primary teachers in this domain.
**The reading flow chart, shared last week, is a resource Erin has been carrying around for years. It was developed by a reading coach in her previous district and has been invaluable in her work with young readers. In an effort to clean-up the quality of the image, for use in her current school, Erin and Vivian used Lucidchart to create an updated version.