IMSE Year-at-a-Glance: Pacing Guide, Content, Skills, Assessment
MSE’s scope and sequence carefully aligned instructional content, skills and assessment to inform literacy instruction to include systematic, year-long plans for phonics instruction that are sequential, direct, explicit, cumulative and multimodal to align teachers’ delivery of instruction.
IMSE’s HQIM provide instruction, practice, review and assessment on the development of following:
- alphabet knowledge and principles
- letter formation
- development of oral syllable awareness skills
- phonemic awareness skills
- sound-spelling patterns
- identifying, reading, and writing regular and red/irregular high frequency words
- read decodable connected texts with accuracy and automaticity
- fluency, vocabulary and comprehension
IMSE’s sequence was developed along the following tenets:
- Easy→complex
- Separating easily-confused concepts
- Teaching 25-32 concepts/year
- Annual assessments (initial, mid, final)
- Daily cumulative review
- Sequencing like concepts where appropriate (i.e., beginning and ending blends)
- Frequent and distributed review of phonics skills with cumulative practice opportunities with decodable text.
- Grade 3 begins with assessment and guides teachers to address gaps in learning until grade-level expectations are met in phonics. Teachers then transition to morphology.
