K-2 Instruction

  • Norfolk Public Schools' K-2 foundational skills literacy program is an evidence-based method of teaching students to read that includes phonemic awareness, phonics, fluency, vocabulary, and comprehension and enables students to develop the reading skills required to meet Virginia's academic standards of learning.

     

    5 pillars of early literacy graphic

    Phonemic Awareness

    Phonics

    Fluency

    Vocabulary

    Comprehension

    NPS K-2 Instructional Non-negotiables

    NPS Literacy Instructional Non-negotiables

    Teachers will provide learning experiences where student will read, write, communicate, and think critically in every classroom, in every school, everyday - no exceptions. 
     
     

     

    books

    What are Decodable Texts?

    Student Time in Text 

    Decodable text follows a predictable and systematic pattern of sound-symbol correspondence, allowing students to apply their phonics knowledge and decode words independently. By spending time reading decodable text, students can reinforce their understanding of letter-sound relationships, build fluency, and gain confidence in their reading abilities. This foundational practice sets a strong basis for more complex reading comprehension and fosters a love for reading as students experience success in deciphering words and understanding texts.


     

    Making Thinking Visible:
    Phoneme-Grapheme Mapping

    Phoneme-grapheme mapping refers to the process of matching individual speech sounds (phonemes) to the written symbols (graphemes) that represent those sounds. It is a fundamental aspect of phonics instruction, where students learn to associate specific letter or letter combinations with corresponding sounds.

    Understanding phoneme-grapheme relationships is crucial for developing strong reading and spelling skills. It allows students to decode and encode words, enabling them to read unfamiliar words and spell words accurately. This skill is essential for developing strong literacy skills and becoming independent, confident readers and writers.

    ER/RS1 Phoneme-Grapheme Mapping from Flyleaf Publishing on Vimeo.

     


    Daily Writing

    Students write everyday for a variety of purposes and audiences.   

    Writing is an essential component of a evidenced-based literacy curriculum.  Instruction is designed to enable students to communicate ideas for a variety of purposes and audiences including writing in response to reading to make the reading-writing connection.  In primary classrooms, evidence based practices include the following (Graham et al., 2012):

    • Provide daily time for students to write.

    • Teach students to use the writing process for a variety of purposes.

    • Teach students to become fluent with handwriting, spelling, sentence construction, typing and word processing.

    • Create an engaged community of writers.

    • Provide opportunities for students to share writing.

    Writing Instruction

     

    Teachers will provide data-driven, differentiated instruction.

    Kids with teacher at table

    Small Group Instruction

    Teachers provide small group, skill based reading instruction everyday.  

    Small group reading is an instructional non-negotiable in Norfolk Public Schools. This instructional format allows teachers to provide explicit, systematic, sequential and targeted instruction to students based on their identified needs. It is an opportunity for students to receive the additional teaching and practice that is often needed for them to master foundational skills. Using diagnostic assessment data, teachers will form small, flexible, needs-based groups to provide differentiated instruction.  Progress monitoring and observational data provide critical information to adjust  groups when needed. 

     

     


    conference graphic

    Conferencing and Feedback

    Conferences are an opportunity for the teacher to have one-on-one or small group interaction with students.  Teachers should conduct writing conferences with students frequently and at multiple points of the writing process.  Teachers should keep records of student conferences and track student feedback and goals.  (Fletcher & Portalupi, 2001)  

    Teachers provide students with immediate and corrective feedback during literacy instruction to facilitate effective learning. Prompt feedback allows students to correct their mistakes and build upon their successes in real-time, leading to faster progress and increased motivation. By addressing misconceptions and offering specific guidance, teachers support students in developing a deeper understanding of literacy concepts, stay actively engaged in their learning and fostering their confidence and growth as competent readers and writers.

    Writing Conferences

    Corrective Feedback Prompts for Word Reading

    Six Tips for Making the Most of One-on-One Reading Conferences

    NPS Components of the K-2 Literacy Block

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