Starting point
Instruction focused on isolated letter identification and repetitive activities, with limited connection to reading and writing.
Instructional focus (based on the scale)
The teacher used the Alphabet and Phonological Awareness → Decoding & Spelling scale to understand how students were progressing from recognizing letters and sounds toward applying that knowledge in reading and writing. The scale emphasizes movement from recognition → application → decoding and spelling in meaningful contexts.
Evidence gathered and interpreted
The teacher collected work samples and observations showing that students:
- could identify some letters and sounds
- engaged during isolated tasks
- struggled to use that knowledge during reading and writing
When interpreting this evidence against the scale, the teacher recognized:
- students were developing foundational knowledge
- but were not yet applying it in meaningful literacy tasks
She identified her own instructional need:
“I need to connect letter and sound work more directly to reading and writing.”
Action using Project VC resources:
She used the website to:
- explore instructional practices aligned to this part of the scale
- learn how to embed phonics into shared reading and writing
- access examples and routines that connect word study to authentic literacy tasks
She then made specific changes:
- integrating sound-letter work into predictable chart writing
- supporting students to represent sounds when writing
- connecting word study to texts used during shared reading
What changed
Students began to:
- identify letters and sounds within meaningful text
- represent sounds when writing ideas
- read and spell simple words connected to classroom topics
- use their knowledge during real literacy activities
Instruction shifted from isolated practice to building skills that students actively use to read and write.