CA BOCES Success Stories
Stories of Success from School Districts and CA BOCES Instructional Support Services
 Over the course of two professional development days, 57 educators from the CA BOCES region came together in 2 cohorts to enhance their literacy instruction after completing the SUNY New Paltz Science of Reading Micro Credential. The meeting focused on the first two modules of the program: Phonemic Awareness and Phonics. This collaborative effort exemplifies a commitment to improving literacy outcomes for students across diverse classrooms. The session kicked off with educators reflecting and sharing their experiences and insights gained from teaching students. Participants dove into the critical role of phonemic awareness-the ability to recognize and manipulate sounds in spoken words and phonics-a method of teaching the relationship between letters and sounds. These foundational skills are essential for reading development. Teachers engaged in discussions about effective strategies to cultivate this learning within their classrooms. By reflecting on their current practices, educators identified areas for growth and ways to enhance their phonics instruction through conversations with their peers.  In addition to sharing best practices, the teachers reviewed the first two New York State (NYS) released literacy briefs, which offer valuable insights into effective reading instruction. This resource served as a springboard for discussions about aligning their teaching methods with state standards and evidence-based practices.
As the day concluded, it was clear that the collaboration sparked a renewed enthusiasm for teaching literacy. Educators left inspired and ready to continue their significant impact on their students’ reading skills. This initiative not only highlights the importance of ongoing professional development but also illustrates the power of collaboration among educators striving for excellence in literacy instruction. If you are interested in participating in a SUNY New Paltz Micro Credential cohort through CA BOCES. Please contact me at [email protected] By: Janelle Freer, Coordinator for Curriculum and Professional Development Empowering Young Learners: A Summer Workshop on Phonics and Phonemic Awareness for Early Educators10/1/2024
In response to the Science of Reading research, educators across the CABOCES region are looking for ways to sharpen their skills and enhance their teaching practices. This summer, a dedicated group of kindergarten through third-grade teachers gathered for a workshop focused on phonics and phonemic awareness instruction. This workshop aimed to equip teachers with the tools they need to foster a strong foundation in reading for their young learners.
Understanding Phonics and Phonemic Awareness Phonics and phonemic awareness are critical components of early literacy development. Phonics involves the relationship between sounds and their written representation, while phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Together, these skills lay the groundwork for successful reading and writing. A Collaborative Learning Environment Hosted at the CABOCES barn training room, the workshop brought together a diverse group of educators eager to share their experiences and strategies. Participants engaged in interactive sessions that included lectures, hands-on activities, and collaborative planning. Led by local literacy expert, Sarah Cartmill, the workshop highlighted the latest research on effective phonics instruction and the importance of integrating phonemic awareness into daily classroom routines. Teachers learned how to create engaging lessons that not only teach these skills but also inspire a love for reading. Practical Strategies and Resources One of the workshop’s key components was the emphasis on practical, classroom-ready strategies. Teachers practiced using various phonics games and activities that could be easily adapted for different learning styles and abilities. From rhyming games to sound sorting exercises, educators left with a toolbox of ideas to implement in their classrooms. Additionally, participants explored various resources, including books, digital tools, and assessments designed to monitor student progress in phonics and phonemic awareness. The focus was on creating a research informed literacy program that nurtures young readers' skills while fostering their enthusiasm for learning. Building a Supportive Network In addition to skill-building, the workshop fostered a sense of community among educators. Teachers shared their successes and challenges, forming valuable connections that will last well beyond the summer. This collaborative spirit not only enhances professional growth but also creates a support network for sharing resources and ideas throughout the school year. Looking Ahead As the teachers wrapped up the workshop, there was a palpable sense of excitement and motivation. Armed with new knowledge and strategies, they are ready to head back to their classrooms, eager to implement what they learned. By focusing on phonics and phonemic awareness, these educators are poised to make a significant impact on their students’ reading journeys. As the 2024-2025 school year begins and children return to school ready to dive into their reading adventures, the influence of this summer workshop will undoubtedly resonate in classrooms across districts within the Cattaraugus-Allegany BOCES region. With dedicated teachers at the helm, young learners will be well-equipped to navigate the world of words and stories, setting the stage for a lifelong love of reading. By: Michelle Rickicki, Senior Coordinator for Curriculum and Professional Development This summer, teachers took advantage of two different opportunities to reflect on and learn more about what goes into skilled writing. Using two different texts: The Writing Revolution and The Writing Rope, participants dove into each book exploring the writing process and strategies that promote student writing. Before diving into the texts, participants explored two of the Science of Reading Literacy Briefs released by NYS in January 2024. In looking at the reading-writing relationship, participants reviewed Literacy Brief 3 and reflected how the reading-writing connection is evident in their classrooms. During the summer workshops both texts were utilized as valuable resources for supporting the reading-writing connection highlighted in Literacy Brief 3. The Writing Revolution strategies focus more on integrating writing into all content areas while emphasizing sentence-level writing as a foundation for more complex writing tasks. The Writing Rope offers more of a holistic view of writing, breaking down the key components that need to be woven together to create competent writers. The Writing Revolution (TWR) The Writing Revolution is a method developed by Judith C. Hochman that focuses on teaching writing skills across the curriculum. It emphasizes the integration of writing into content instruction rather than teaching writing in isolation. The six principles of TWR include:
The Writing Rope The Writing Rope is a metaphorical model created by Joan Sedita, which conceptualizes writing as a complex skill that can be broken down into five interrelated strands. Each strand represents a different component of writing that must be taught and developed simultaneously to produce skilled writers. The five strands include:
 This model is based on the idea that writing is a complex task that requires the integration of multiple skills and emphasizes that all strands must be woven together to produce skilled writers. When teaching, by focusing on each strand, educators provide direct explicit instruction on skilled writing to help students become more proficient and confident writers.
The Writing Rope text offers practical, hands-on activities to help educators learn how to teach these strands effectively, ensuring that each aspect of writing is developed in conjunction with the others. By: Jessica Schirrmacher-Smith, Senior Coordinator for Curriculum and Professional Development  A snapshot of the Decodables series. In the realm of early literacy education, the intersection of science and reading has never been more crucial. As educators and parents alike seek effective tools to nurture young readers, decodable books have emerged as a cornerstone of learning. Now, we are thrilled to announce the arrival of a new decodable book series in our warehouse, designed to align seamlessly with the Science of Reading.
The Decodables series is meticulously crafted to correspond with phonics instruction, allowing children to apply their growing knowledge of letter-sound relationships to decode words with confidence. This systematic approach not only enhances reading fluency but also builds a strong foundation in phonemic awareness and comprehension skills. All told, there are six sets of books aligned to grade levels from Kindergarten to Second. Each book provides engaging stories that reinforce phonics principles at every turn. From simple sentences to more complex narratives, these books cater to various stages of reading development, ensuring that every child can progress at their own pace. Why choose decodable books? The answer lies in their evidence-based approach. Backed by research in cognitive science and educational psychology, these books have proven instrumental in fostering early reading success. By offering children the tools they need to decode words independently, decodable books empower them to become proficient readers who delight in the magic of storytelling. Explore our warehouse's newest addition, The Decodables, coming to our warehouse shelves this coming school year. Discover how this new decodable book series can make a transformative impact on young readers, bridging the gap between theory and practice. By: Alexandra Freer, Coordinator for Media Resources  Dr. Kastner (center) with Tessa Levitt and Sarah Cartmill of CA BOCES. On July 16th, Dr. Pam Kastner returned to the CA BOCES region for the second time, as she presented on literacy with a focus on vocabulary and writing with a special emphasis on spelling for over 40 educators.
Dr. Kastner is an educational consultant, the literacy lead for the state of Pennsylvania, and has served on its task force for higher education. In addition, she has presented nationally at IDA, The Reading League, The National Summit for Science of Reading in Higher Ed, and has worked for PaTTAn of PA as a dedicated leader and President of The Reading League Pennsylvania. Some of the highlights of her work include the notion of integration in structured literacy instruction: to connect word reading/recognition to world knowledge for students through high-impact routines. Her focus on the triangulation of Phonology, Orthography and Morphology helped teachers see the connections and how Reading and Writing/Spelling are integrated. Furthermore, thinking about how the basis for Literacy is Oral language development, she helped teachers understand that spoken language is the key; and how we can strengthen those skills in the early years to promote readers. Teachers also experienced word work scaffolds and graphic organizers to help build students' knowledge and automaticity. She also helped foster ways for teachers to build on students' Writing starting at the sentence level with expansion and combining. By: Sarah Cartmill, Coordinator for Curriculum and Professional Development and Tessa Levitt, Senior Coordinator for Curriculum and Professional Development. |
Our TeamStories come from school districts within the CA BOCES region and are authored by our Instructional Support Services Team. Archives
November 2024
Categories
All
|
RSS Feed
