COMPREHENSIVE LITERACY PLAN An Instructional Strategies Handbook Building Literacy within the Context of the Disciplines

COMPREHENSIVE LITERACY PLAN Published in 2013 by the Dallas Independent School District,

Department of Curriculum and Instruction, Language and Literacy Department ACKNOWLEDGEMENT For each of the sections in this handbook grateful acknowledgement is made to all contributors in the:

Early Childhood Education Department Instructional Support Services Department Library Media Services Department Reading and Language Arts Department Multi-Language Enrichment Program School Leadership Department World Languages Department

Special acknowledgement is given to UnCommon Schools and COMMIT! for allowing the reprint of original material. The University of North Texas – Denton for reviewing and providing invaluable feedback in the development of this handbook.

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TABLE OF CONTENTS Part I: Dallas ISD Reading & Writing Philosophy and Beliefs Dallas ISD Core Belief Dallas ISD Reading & Writing Philosophy Introduction Habits of Classrooms and Discussions Culturally and Linguistically Diverse Learners Instructional Practices for ELLs and SELs World Languages and 21st Century Skills Connections Guiding Principles of Languages Other Than English The  Five  C’s  of  Foreign  Language  Learning Part II: Dallas ISD Reading & Writing Instructional Frameworks Continuum of Reading and Writing Development Stages of Reading Development Stages of Writing Development Balanced Literacy Approach Five Components of Reading PK-5 Five Components of Reading 6-12 Guided Reading Framework Strategic Actions for Processing Texts Comprehensive Literacy Frameworks PK-2 Balanced Literacy Pacing Guide Balanced Literacy Lesson Plan Template Balanced Literacy Framework Guides (One-Pagers) Comprehensive Literacy Framework 3rd – 5th Balanced Literacy Pacing Guide Balanced Literacy Lesson Plan Template Balanced Literacy Framework Guides (One-Pagers)

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About Secondary Struggling Readers Comprehensive Literacy Framework 6th – 8th Balanced Literacy Pacing Guide Balanced Literacy Framework Guides (One-Pagers) Comprehensive Literacy Framework 9th – 12th Balanced Literacy Pacing Guide Balanced Literacy Framework Guides (One-Pagers) Writing Process and Writing Workshop Writing Genres at a Glance K-5th Writing Genres PK – 2nd Writing Genres 3rd – 5th Writing Genres 6th – 8th Writing Genres 9th – 12th Balanced Literacy Framework Guides (One-Pagers/Writing) Part III Assessment and Progress Monitoring Assessment and Progress Monitoring RTI Decision Making Processes PK-5 Elementary Tier Three Instructional Model BOY, MOY, EOY Guidelines PK-5 RTI Decision Making Process 6-12 BOY, MOY, EOY Guidelines 6-8 Reading Master 7th and 8th Additional Support for 9th and 10th Grade Students Skills & Strategies Part IV: References Part V: Appendices Materials and Resources Step-by-Step Literacy Strategies (Examples)

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DALLAS ISD CORE BELEIFS ●

Our main purpose is to improve student academic achievement.

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Effective instruction makes the most difference in student academic performance.

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There is no excuse for poor quality instruction.

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With our help, at risk students will achieve at the same rate as non-at risk students.

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Staff members must have a commitment to children and a commitment to the pursuit of excellence.

DALLAS ISD READING AND WRITING PHILOSOPHY Dallas ISD believes that a balanced approach to literacy development is essential to building the foundational blocks of knowledge for strategic reading, writing, and analytical thinking. We believe that purposeful integration of interactive and engaging reading and writing skills in all disciplines, and media literacy, provide opportunities for students to enjoy reading, explore new learning, deepen thinking, ask and answer questions, and more importantly, develop lifelong learning. What We Believe About Reading 

Reading instruction is connected to writing, listening, and speaking.

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Reading instruction is direct and explicit in developing concepts of print, letter knowledge, phonemic awareness, phonics, fluency, vocabulary, comprehension, and critical thinking skills.

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Reading instruction includes progress monitoring and intervention, as needed, and is differentiated appropriately to help students meet grade level reading expectations.

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Reading is a skill that needs to be modeled and practiced daily.

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Reading should be purposeful and relevant.

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Students need to hear and read a variety of high quality texts to build reading skills.

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Students need ample opportunities to practice and build reading stamina.

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Students must be challenged daily to think critically.

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Students need to be able to self select materials they want to read.

What We Believe About Writing 

Writing is connected to reading, listening, and speaking.

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Writing is a process to convey knowledge, express ideas, and construct thoughts in a methodical framework.

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Writing instruction must be modeled and should include the complete writing process: planning, drafting, revising, editing, and publishing.

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Writing is a process that must be practiced daily in all content areas to build stamina.

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Students must be able to write in a variety of genres within content.

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Students should be able to communicate effectively through writing and use conventional spelling, grammar, and punctuation.

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Students should have purposeful, relevant, and connected opportunities to write daily.

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Students should have opportunities to write in a wide variety of modalities.

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Students need to honor intellectual properties by citing appropriately.

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INTRODUCTION The purpose of this handbook is to provide constructive guidance, meaningful resources, and evidence-based examples of culturally and linguistically relevant instructional strategies, activities, and organizers that can be used for literacy development, vocabulary development, comprehension, and analytical skills. The aim of the Dallas ISD Comprehensive Literacy Framework is to integrate differentiated and rigorous modes of teaching and learning to reach and engage our diverse student population. By organizing the elements that directly influence literacy development, our goal is to provide the knowledge, skills, and tools, and more importantly, to create a culture of effective teaching practices and classroom habits that are shared among all Dallas ISD teachers, administrators, and support staff.

Content

Methods

Structures and Formats

Approaches Literacy Development

Focus

Professional Learning

Assessments

Evaluation

Characteristics of Highly Effective Teachers of

Characteristics of Highly Effective Teachers of

High-Ability Students

At-Risk Students

In-depth knowledge of subject-matter

In-depth knowledge of subject-matter

Strong communication skills

Strong communication skills

In-depth knowledge of high-ability learners

In-depth knowledge of struggling learners

Know how to meet high-ability  learners’   social and emotional needs

Know    how  to  meet  struggling  learners’   social and emotional needs

Know how to differentiate instruction to meet the needs of high-ability learners

Know how to differentiate instruction to meet the needs of struggling learners

Need professional development in effective approaches for meeting the needs of high-ability learners

Need professional development in effective approaches for meeting the needs of struggling learners Qualities of Effective Teachers (Stronge, J. H., 2007)

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KEYS TO EFFECTIVE HABITS OF THE CLASSROOM Room Setup: Top Materials to Have at Hand  Extra pencils—sharpened, please!  Copies of the text students are reading: one for each student, plus a few extras  Copies of comprehension questions students will be working on  Sound cards (these  aren’t  necessary  for  extended  readers)  An extra chair or two  All visuals aids needed for the lesson  Note-taking template: for recording student errors during instruction

Transitions: Keys to Effective Transitions  Teacher location: The teacher is in a place where she can see and access all students  Instructional materials are ready: On seats/table, underneath seats, or with students  Designated Pathways: Students know where to walk during transition  Economy of Language: The teacher uses minimal narration and precise signals  Chants (optional): Students can be engaged in a quick, upbeat transition chant  Immediate: Lesson begins immediately after the transition is complete

How to Teach Routines Best Practices for Training Classroom Habits  Teach the Routine with Guided Practice: o

I Do: 10% (3-4 min)

o

We Do: 60% (first time: 15-20 min)

o

You Do: 30% (first time: 10-15 min)

 Rinse & Repeat: Perfect the routine with each successive practice  Positive Framing: narrate what goes well, not what goes wrong o

Assume the best: narrate the best effort of the students: assume they are trying to comply

 Challenge: Make even the driest transition something that is exciting: use cheers, team challenges, tone of your voice, etc. Source: Uncommon Schools

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HABITS OF DISCUSSION SCOPE AND SEQUENCE Below you will find a list and trajectory of the habits of discussion most often used during reading discussion LEARNING TO SHARE (Start in Grades K-1) CORE HABIT OF DISCUSSION Listen and talk only in turn TEKS: K.21A Listen attentively by facing speakers and asking questions to clarify information; 1.27A Listen attentively to speakers and ask relevant questions to clarify information

Speak Audibly

IDEAL STUDENT ACTIONS  

TEACHER TRAINING OR PROMPTING (to encourage these actions)  Teacher models hands down  Teacher eye contact, hand movement  Teacher prompts students to give peers a chance to think/talk

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Track the speaker Hands down when someone is speaking Do not interrupt

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Students speak audibly

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Teacher  prompts:  “Loud  and   proud”

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Restate the question in the response; no incomplete sentences

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Teacher non-verbal: fingers pursed together, and then spread apart (like pulling gum apart)

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Look at every group member when giving an answer, not just the teacher

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Nonverbal prompts: fingers pointing to eyes and then to the rest of the group Teacher  prompts:  “Tell  him/her”

TEKS: K.22A Share information and ideas by speaking audibly and clearly using the conventions of language. 1.28A Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.

Speak in Complete Sentences TEKS: K.16B Speak in complete sentences to communicate. 1.20B Speak in complete sentences with correct subject-verb agreement.

Interact Peer-to-Peer: direct answers to the group TEKS: K.23A Follow agreed-upon rules for discussion, including taking turns and speaking one at a time. 1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

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LEARNING TO BUILD (Starts in Grades 1-3 and Continues on to Grade 12) CORE HABIT OF DISCUSSION Elaborate on your answer

IDEAL STUDENT ACTIONS  

Teacher prompts students to give a more developed answer Students prompt students

Build Off

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Responses build off of what the previous student said; comments are not in isolation

Evaluate  others’  responses (Agree/disagree/somewhat agree)

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Thumbs up/side/down Students  saying  “I  agree  with   what you said  because…”  and  “I   somewhat agree with what you said  but…”

TEACHER TRAINING OR PROMPTING (to encourage these actions)  Teacher prompts students to give a  more  developed  answer:  “Tell   me  more.”  Teacher gestures for student to keep going.  “Build  off  that.”  “Tell  me  more  about  what   ___said.”  “Can you tell me more about what  _____is  thinking?”  Teach the stems of agree/disagree/somewhat disagree:  “I  agree  with  what  you   said  because…”  and  “I  somewhat   agree  with  what  you  said  but…”  

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Peer Praise

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Praise  each  other’s  work  or   thinking

Prompt Peers with Universal Prompts:

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“Tell  me  more.” “What  in  the  story  makes  you   think  that?” “Why  is  that  important?” “Why  do  you  think  that?” Repeat the original question Give a hint to another student to find the answer without telling them Prompt a peer to make a connection (to another text, to a life experience)

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Hint,  Don’t  Tell: cue peers to help them in their response

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No hands: aide the conversation without raising their hand

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Understand wait time, and know when to prompt a peer in the conversation

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Lead: facilitate the conversation from start to finish

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Stay focused on the core question Identify when the sharing strays from the core questions and redirect the conversation

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Use written responses done during independent reading to guide the discussion

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Come Prepared in Writing: use written response to aid discussion

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Teacher  prompts  nonverbal:  “Do   you  agree…”  Teacher  then  asks “Why  do  you  think  that…” Teacher prompts the group: “What  do  you  think  about  that?”   “Do  you  agree?” Teacher prompts for praise: “What  did  you  like  about  Jason’s   answer?”  “Could  someone  offer   some praise  for  that  answer?” Teacher  trains:  “So  now  we’re  at   a point where if you don’t  agree   you need to prompt that student with  universal  prompt.”

Teacher  could  say,  “I  want  you  to   help  your  neighbor”  or  “Instead   of telling the answer you could have  prompted  like  this…” Teacher could tie in another lesson:  “Remember  in  read  aloud   this morning what we did? How can you tie that in/use that here?” Teacher non-verbal: they back away in their chair and reach out their hands to the students to encourage them to continue the conversation No teacher action (just signs of watchful oversight) Signs of re-directing a literature circle  that’s  off-task Teacher  intervenes:  “What  is  our   core question? Are you answering  that  question?” Prompt:  “As  you  were  writing,  I   noticed that many of you wrote_______. What were you thinking?”

Source: Uncommon Schools

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CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS Academic English Language Proficiency Effective instruction in second language acquisition involves giving English Language Learners ( ELLs)* and Standard English Learners (SELs )** opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the academic English language they hear, read, and write in all content areas. According to Wilkinson and colleagues (2011), students who are not proficient in Standard English struggle academically. Their reports also contends that validating   students’   language   varieties, and equally important, giving students opportunities to explore the history of their English language  varieties  makes  instruction  more  effective  than  simply  correcting  a  student’s   grammar. They propose, for example, that students may be given an opportunity to discuss how they would dress and act at a formal dinner versus an informal dinner in order to understand the importance of using formal Standard English in education and career related settings. Another example would be to provide a group of students with an opportunity to write an essay using formal English, while another group writes using informal English, and then share and discuss the similarities and differences. To identify Dallas ISD ELL’s  English language proficiency level data from the Texas English Language Proficiency Assessment (TELPAS), the Woodcock-Munoz, among others, should be analyzed and evaluated. Standard English  Learners’  level  of  academic English language proficiency can be identified through informal classroom observations in the four language domains: speaking, listening, reading, and writing. Effective literacy teachers understand how to effectively identify the different English varieties their students bring to the classroom. Teachers who posses these knowledge and skills are able to plan intentional languagefocused instructional plans to meet the needs of both ELLs and SELs. For these reasons, it is imperative that teachers know how to identify a student’s  academic English language proficiency level in the first three weeks of school in order to provide targeted language instruction in conjunction with content instruction. The goal is that all DISD teachers use the recommended instructional strategies designed to increase   students’ academic language proficiency. The next section, Educational Practices for English Learners and Standard English Learners, outlines a comprehensive list of student behaviors and instructional strategies derived  from  the  State’s  English  Language  Proficiency  Standards  (ELPS)   and the College and Career Reading Standards (CCRS) for each of the four language domains: listening, speaking, reading, and writing. *English Language Learner: A student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary class work in English (Texas English Language Learners Portal-TEA). **Standard English Learners (SELs) are ethnic  minority  native  speakers  of  English  whose  mastery  of  the  “standard  English  language”  used  in  the  curriculum  of  schools is limited due to their use of ethnic-specific nonstandard dialect (LeMoine). The Texas Education Research has conducted research on Standard English Learners (SELs) including best educational practices for SELs. Full  disclosure  of  the  report  “Recommended  Educational  Practices  for  Standard  English  Learner”  can  be  found  at:   http://www.utaustinerc.org/files/publications/Practices%20for%20Standard%20English%20Learners_April_2011_website_ExecutiveSummary.pdf

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INSTRUCTIONAL PRACTICES FOR ENGLISH LANGUAGE LEARNERS AND STANDARD ENGLISH LEARNERS LISTENING ELL & SEL students will: ● distinguish sounds and intonation patterns of English with increasing ease; ● recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; ● learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; ● monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; ● use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; ● listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; ● understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; ● understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ● demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs ● apply listening skills as individuals and as a member of a group in a variety of settings (formal and informal) Instructional Strategies for Listening: Offer students opportunities to develop habits of thinking and listening through: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Guided Reading Read Alouds Think-Write-Pair-Share Oral Presentations Follow Oral Directions Taking Notes Total Response Signals Reader’s  Theater Active Listening by illustrating or writing to demonstrate comprehension

10. 11. 12. 13. 14. 15. 16.

Lectures Discussions Conversations Team projects Presentations Interviews Provide  verbal  feedback  on  a  speaker’s   message/presentation

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INSTRUCTIONAL PRACTICES FOR ENGLISH LANGUAGE LEARNERS AND STANDARD ENGLISH LEARNERS SPEAKING ELL and SEL students will: ● practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible; ● expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication; ● speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired; ● speak using grade-level content area vocabulary in context to internalize new Standard English words and build academic language proficiency; ● share information in cooperative learning interactions; ● ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments; ● express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics; ● narrate, describe, and explain with increasing specificity and detail as more English is acquired; ● adapt spoken language appropriately for formal and informal purposes; and ● respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment ● understand the elements of communication both in informal group discussions and formal presentations

Instructional Strategies Speaking: Model and use Habits of Discussion by using sentence stems, as necessary, to scaffold the discussions through: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Think-Pair-Share (Bilingual Pairs) Cooperative Groups Learning Centers Project Based Learning (Bilingual Research Centers) Think-Write-Pair-Share Speaking in Complete Sentences Oral Presentations Reader’s  Theater Cooperative Group/Pairs/Trios Choral Reading

11. 12. 13. 14. 15. 16. 17. 18. 19.

Interviews Sentence Stems Author’s  Chair Word Banks Oral Retelling What to say instead of “I don’t  know” Deliver focused and coherent presentations Utilize  presenter’s  notes  to  delivers  speeches Use appropriate media to deliver speeches/presentations

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INSTRUCTIONAL PRACTICES FOR ENGLISH LANGUAGE LEARNERS AND STANDARD ENGLISH LEARNERS READING ELL and SEL students will: ● learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words; ● recognize directionality of English reading such as left to right and top to bottom; ● develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials; ● use pre-reading supports such as graphic organizers, illustrations, and pre-taught topic-related vocabulary and other pre-reading activities to enhance comprehension of written text; ● read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned; ● use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language; ● demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; ● read silently with increasing ease and comprehension for longer periods; ● demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs; ● demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs; and ● demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and gradelevel needs ● Analyze genres of reading (themes, structures and elements) Instructional Strategies for Reading: Offer students opportunities for Reading activities through: 1. 2. 3. 4. 5. 6. 7.

Silent Sustained Reading/D.E.A.R. Time Read Alouds Guided/Choral/Shared/Interactive Reading Word Walls Vocabulary Activities Reader’s  Theater Reader’s  Response

8. 9. 10. 11. 12. 13. 14.

Graphic Organizers Sentence Stems Reading in Chunks Read-Write-Pair-Share Literature Circles Interactive Notebooks Provide Genres Studies Author Studies

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INSTRUCTIONAL PRACTICES FOR ENGLISH LANGUAGE LEARNERS AND STANDARD ENGLISH LEARNERS WRITING ELL and SEL students will: ● learn relationships between sounds and letters of the English language to represent sounds when writing in English; ● write using newly acquired basic vocabulary and content-based grade-level vocabulary; ● spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired; ● edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired; ○ employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as: using correct verbs, tenses, and pronouns/antecedents; ○ using possessive case (apostrophe s) correctly; and ○ using negatives and contractions correctly; ○ write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired; and ○ narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more Standard English is acquired ● compose a variety of texts that determine clear focus, logical development of ideas using appropriate language to advance the authors purpose ● revise, edit, and publish writing pieces to refine key ideas and organize them logically and fluidly

Instructional Strategies Writing: Offer students opportunities for Reading activities through: 1. 2. 3. 4. 5. 6. 7.

Journaling Note-Taking/Interactive Notebook Writing Process Writing Workshop Author’s  workshop Mentor Texts (Read Aloud Modeling) Reader’s  Writer’s  Notebooks

8. 9. 10. 11. 12. 13.

Read-Write-Share-Pair Reading and Writing in Different Genres Sentence Starters Letter Writing Writing Retell Self, peer, and teacher editing and conferencing

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WORLD LANGUAGES AND 21 CENTURY SKILLS CONNECTIONS ST

COMMUNICATIONS

“Language   and   communication   are   at   the   heart   of   the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This COMPARISIONS CONNECTIONS imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in  their  first  language”. COMMUNITIES

CULTURES

Statement of Philosophy Standards for Foreign Language Learning

Dallas ISD is committed to providing all students in DISD opportunities to not only develop linguistic proficiency in a language other than English, but equally important, to develop these skills with a sophisticated level of cultural proficiency. We believe that by  integrating  the  5  C’s  of  Foreign  Language  Learning  within  the Comprehensive Literacy Framework, students will be expected to use diverse modes of Communications while exploring Cultures and Communities as they make Connections and Comparisons across worlds. To accomplish this, we understand that our students need to experience a balanced literacy approach that reaches far beyond traditional methods of teaching and learning. By incorporating 21 st century technology tools and skills, we believe our students will be equipped with the essential competitive knowledge and skills to critically engage, navigate, and compete in a global society.

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GUIDING PRINCIPLES OF LANGUAGES OTHER THAN ENGLISH (LOTE) SEDL.ORG PDF FORMAT Guiding Principle 1 Acquiring languages other than English is essential for all students. Guiding Principle 2 Multiple student variables affect how students acquire languages. Guiding Principle 3 Knowing languages other than English at advanced proficiency levels upon graduation benefits students and society. Guiding Principle 4 LOTE programs that start in elementary school and continue uninterrupted through high school allow students the possibility of reaching advanced levels of proficiency and benefit students in other academic and social arenas. Guiding Principle 5 Maintaining and expanding the language of native speakers benefits the individual and society. Guiding Principle 6 Students should have opportunities to develop proficiency in a variety of languages. Guiding Principle 7 Learning languages other than English is interdisciplinary. Guiding Principle 8 Languages other than English enable students to better understand other cultures.

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THE  FIVE  C’S  OF  FOREIGN  LANGUAGE  LEARNING

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COMMUNICATION Communicate in Languages Other Than English

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CULTURES Gain Knowledge and Understanding of Other Cultures

CONNECTIONS Connect with Other Disciplines and Acquire Information

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COMPARISONS Develop Insight into the Nature of Language and Culture

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COMMUNITIES Participate in Multilingual Communities at Home & Around the World

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Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Students understand and interpret written and spoken language on a variety of topics. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Students reinforce and further their knowledge of other disciplines through the foreign language. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Students use the language both within and beyond the school setting. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Source: American Council on the Teaching of Foreign Languages, Inc .

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PART II: READING AND WRITING INSTRUCTIONAL FRAMEWORKS

Learning to Read

Reading to Learn

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CONTINUUM OF READING AND WRITING DEVELOPMENT This comprehensive literacy development handbook is design to help teachers understand the developmental stages of students in reading and writing. Importantly, however, is that the stages are not static. Students will display various behaviors depending on the text they are reading and the writing task at hand. Skilled teachers have an in-depth understanding of which skills need to be developed within the continuum of reading and writing development. This comprehensive understanding includes being knowledgeable about how to set explicit curricular goals in order to implement literacy strategies that will meet the literacy needs of all learners in their classrooms. In general, there are four reading stages: emergent, early, transitional, and fluent and five stages for writing: pre-phonemic, early phonemic, letter name, transitional, and conventional. To determine which stage the student is in, the teacher must use multiple tools and sources of information, such as, observing students, administering early reading and writing assessments, and monitoring students’  progress. Important to note is that these stages represent the typical development of students learning to read in a first language. English language learners may exhibit different behaviors, in different stages, depending on their English language proficiency.

Comprehensive Literacy Strategies Pre-K Kinder First Second Third Print Concepts Alphabet Recognition Phonemic Awareness Systematic, Explicit Phonics Independent Wide Reading Oral Language Development Vocabulary Development Comprehension Strategies Interventions Home-School Connections

Fourth

Fifth

Sixth

Seventh

Eighth

Adapted from Core Reading Research Sourcebook (2000)

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Stages of Reading Development Emergent (Grade PreK-1) Fountas & Pinnell Levels A-C DRA Levels A-3

Early (Grade K-2) Fountas & Pinnell Levels D-G DRA Levels 4-12

Transitional (Grade 1-3) Fountas & Pinnell Levels H-M DRA Levels 14-28

Begin to be aware that print carries a message

Have good control of early reading strategies (directionality;

Recognize distinguishing features of a sentence (capitalization,

one to one word matching; locating known words)

commas, quotation marks, and ending punctuation)

Recognize distinguishing features of a sentence

Use multiple sources of information (meaning; language structure; visual/graphophonic) and a variety of strategies (check; monitor; search; predict; confirm; self correct) to problem solve while reading

Know some sounds and names of the letters of the alphabet Start to display directional movement (Left to right; top to bottom; return sweep)

(capitalization and ending punctuation)

Begin to establish one to one correspondence by finger pointing

Rely less on pictures and use more information from print

Locate some known words

Begin to build a core of highfrequency words known automatically

Depend heavily on picture clues

Student Behaviors

Recognize the difference between a letter and a word Begin to use pattern and repetition of text to read Respond to texts by linking meaning with their own experience Recognize and generate rhyming words Recognize spoken alliteration Begin to use known, high frequency words to monitor reading

Read familiar text with some phrasing and fluency Start to attend to punctuation while reading Read using more than one source of information Begin to monitor own reading and self correct Use phonetic clues to decode (initial-final sounds; simple chunks)

Begin to engage in discussions about what is read

Make predictions and confirm or revise them while reading Recognize the importance of monitoring reading for understanding Use familiar parts of words (beginning, middle, end) to problem-solve unknown words

1st Grade Guided Reading Lesson Video Clip (Link)

Monitors and self corrects on familiar text Uses larger word parts for problem  solving  words  (“chunks”) Re-reads to check for understanding Reads fluently with accuracy, prosody, appropriate phrasing, and comprehension Uses context clues to read and understand challenging vocabulary Is familiar with story structure and characteristics

Read many punctuation marks appropriately Read most texts with phrasing and fluency

Reads a variety of genres for a variety of purposes

Begin to read a greater variety of longer and more complex texts (fictional and informational)

Uses word patterns, affixes, and Latin and Greek roots to read unknown words

Attend more to story structure and literary language

Identifies meanings of common prefixes, suffixes, and Latin and Greek roots. Use context to determine meaning of unfamiliar words or multiple meaning words. Identify and use antonyms, synonyms, homographs and idioms. Use dictionaries and glossaries to determine meaning, syllabication and pronunciations

Know a large core of high frequency words automatically

Begin to identify details from the text to support ideas in discussions

PK-K Guided Reading Lesson Video Clip (Link)

Ability to apply decoding and comprehension strategies

Uses metacognitive strategies (visualization, inferencing, determining importance, making predictions, summarizing) to cope with challenges in increasingly more difficult text

Engage in discussions about what is read

Teacher Behaviors

Fluent (Grade 2 and higher) Fountas & Pinnell Levels N+ DRA Levels 30+

3rd Guided Reading Lesson Video Clip (Link)

6th Grade Guided Reading Lesson Video Clip (Link)

Page | 20

Stages of Writing Development Graves, D.H., 1989

Pre-Phonemic Student Behaviors

Early Phonemic

Scribbling, drawing, mock letters

Letters represent sounds

Uses 1-2 Upper Case Consonant Letters

Picture labeling

Uses letters but may lack letter/sound relationship Forms  letter  “strings”

Awareness of Environmental Print Transitional stage spelling or invented spelling

Letter Name Beginning and ending letters are used to represent a word (ct for cat). Uses more than 1-2 consonants with the addition of one or more vowel sounds

Ask students about their writing

Encourage attempts at writing

Model writing

Model writing

Use Read Alouds as mentor text

Continue to use Read Alouds

Utilize Language Experience Approach (LEA)

Brainstorm words to make word banks

Encourage children to write

Display words frequently used in writing

Discuss and model directionality

Conventional

Medial sound is a consonant

Uses some form of ending punctuation

Medial sound is in correct position, but the vowel is wrong.

Forms all letters correctly

Uses sound to symbol spelling mixed with conventional spelling

Spells most words correctly Writes readable words and sentences

Forms most letters correctly

Lettesr represent sounds

Teacher Behaviors

Transitional

Model writing and encourage children to write Expose children to word families, spelling patterns, word structure.

Provide word-sorting activities

Develop proofreading skills

Model writing and encourage children to write

Encourage use of a variety of spelling strategies

Encourage the use of personal word banks

Provide quality writing experiences

Teach students how to study a word.

Continue to model and share writing

Introduce concepts of print (left-to-right, words, sentences, beginning/ending sounds)

Materials & Resources ALL LEVELS Mentor Text Journals Writer’s  Notebooks Dialogue Journals

Model Writing Video Clip (Letters and Spacing) Writing Stages Primary Shared Writing Video Clip

Writing Workshop Kindergarten-(Labeling Pictures) Conferencing Video Clip

Writer’s  Workshop   Kindergarten Conferencing (Sounding 0ut Letters) Video Clip

Writing Workshop – Kindergarten Forming Letters Video Clip

Writing Workshop, Second Grade Conferencing (Punctuation) Video Clip

Kindergarten Mini-lesson Video Clip

Student Examples of the Different Writing Stages Video Clip

Page | 21

BALANCED LITERACY APPROACH The balanced approach to instruction is based on a comprehensive view of literacy that combines explicit instruction, guided practice, collaborative learning, and independent reading and writing. Balanced Literacy Characteristics: ● ● ● ● ● ● ● ●

Literacy involves both reading and writing. Oral language is integrated with reading and writing. Reading instruction includes phonemic awareness, phonics, fluency, vocabulary, and comprehension. Writing instruction includes the writing process, the qualities of good writing to communicate ideas effectively, and conventional spelling, grammar, and punctuation to make those ideas more readable. Reading and writing are used as tools for content-area learning. Strategies and skills are taught explicitly, with a gradual release of responsibility to students. Students often work collaboratively and talk with classmates. Students are more motivated and engaged when they participate in authentic literacy activities. A Continuum of Literacy Instruction Level of Support

Writing

Modeled

Teacher reads aloud, modeling how good readers read fluently and with expression. Example: interactive read alouds

Teacher writes in front of students, creating the text, doing the writing, and thinking aloud about writing strategies and skills. Example: demonstrations

Shared

Teacher and students read books together, with students following as the teacher reads and then repeating familiar refrains. Example: big books, buddy reading

Teacher and students create the text together; then the teacher does the actual writing. Example: Language Experience Approach

Teacher and students read together and take turns doing the reading. Examples: choral reading and reader’s theatre

Teacher and students create the text and share the pen to do the writing. Example: Interactive writing

Teacher plans and teaches reading lessons to small, homogeneous groups. Example: guided reading lesson

Teacher plans and teaches lessons on a writing procedure, strategy, or skill and students participate. Example: class collaborations

Students choose and read self-selected books independently; teacher conferences with students to monitor their progress. Examples: reading workshops and reading centers

Students use the writing process to write stories, informational books, and other compositions; teacher monitors  students’  progress.  Examples:  writing workshop and writing centers

High

Interactive

Guided

Independent Low

Reading

Source: Literacy for the 21st Century: A Balanced Approach Tompkins, G. E., 2010

Page | 22

120 MINUTE DALLAS ISD BALANCED LITERACY BLOCK PK-5TH

Read Aloud

Independent Reading

Reading Workshop

Shared Reading

Guided Reading

Write Aloud

Independent Writing

Writing Process /Writing Workshop

Shared Writing

Guided Writing

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45 MINUTE DALLAS ISD BALANCED LITERACY BLOCK 6TH- 12TH

Read Aloud

Independent Reading

Reading Workshop

Shared Texts

Small Group Reading

Modeled Writing

Independent Writing

Writing Process/Writing Workshop

Mentor Writing

Managed Writing

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DALLAS ISD READING COMPONENTS PK-5th LITERACY COMPONENT

Reading Workshop: (Attach One Page Definition Link) (Attach Video Link)

Read Aloud: (Attach One Page Definition Link) (Attach Video Link)

Shared Reading: (Attach One Page Definition Link) (Attach Video Link)

Guided Reading: (Attach One Page Definition Link) (Attach Video Link)

Independent Reading: (Attach One Page Definition Link) (Attach Video Link)

DEFINITION

RATIONALE

A framework of reading instruction that includes components that support comprehension and vocabulary development, differentiation of instruction and independence.

The Reading Workshop framework allows teachers to differentiate and meet the needs of all of their students. Reading workshop fosters a love of reading and opportunities to practice reading strategies independently and with guidance. It emphasizes the importance of student engagement and facilitates the interaction and connection between readers and texts. Read Aloud promotes a love of reading, stimulates the imagination, and helps students develop an ear for the vocabulary and structures of language in print. It allows the teacher to introduce new reading strategies, and to model or demonstrate them by thinking aloud. It provides models of fluent reading; develops a sense of story/text, develops vocabulary and encourages predictions. Read Aloud also builds a community of readers and develops active listening. Allows the teacher to model reading strategies, provides students with essential demonstrations of how reading works and what readers do to construct meaning. It demonstrates an awareness of text, develops a sense of story or content, teaches students strategies for decoding unknown words and for construction meaning from the text, develops fluency, phrasing and reading strategies. It also increases comprehension and allows for students to see themselves as readers. They feel comfortable and experience fluency when joining in the reading of familiar texts, provide students with a safe, nonthreatening environment in which to practice new and familiar reading strategies.

Teacher reads a selection aloud to students engaging in a series of activities, including: pre-viewing, vocabulary development, predicting, questioning, story analysis, feature analysis, and responding.

Teacher and students read text together promoting discussion, problem-solving and critical thinking. It is an interactive experience in which an enlarged text is used for all students to see. The use of big books, charts and projected texts is a common practice for shared reading. At the primary level, texts are usually read multiple times over a period of days. Intermediate and upper grades often divide a longer selection over a period of days. Teacher works with small groups of students who have similar reading needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students with increasingly challenging levels of difficulty. Readers are carefully prepared when being introduced to a new text, and various strategies are explicitly taught. Ongoing observation, assessment and running records help to inform instruction and grouping of students is flexible and may be changed often. Students self-select and independently read appropriate books based on their independent reading level and interest. During this time, students practice reading strategies that were explicitly taught during read aloud, shared reading and guided reading.

Guided Reading promotes reading strategies and offers students the opportunity to practice their reading skills. It increases comprehension, encourages independent reading, and allows the teacher  to  monitor  individual  student’s  progress.  The  teacher  may   need to prompt students to apply their knowledge of reading strategies when difficulties arise, provide further support, or regroup  students  according  to  their  needs.  It  expands  student’s   belief in their own ability as a reader and consolidates or extends their understanding of a text.

Independent Reading encourages strategic reading, allows students to choose texts that interest them and increases comprehension by allowing readers to practice the behaviors of proficient readers. It also supports writing development and extends experiences with a variety of written texts. It promotes reading for enjoyment and information, develops fluency by reading just right books and fosters self confidence by reading familiar and new texts.

Page | 25

DALLAS ISD READING COMPONENTS 6TH – 12TH LITERACY COMPONENT

Reading Workshop: (Attach One Page Definition Link) (Attach Video Link)

Read Aloud

Shared Texts

Small Group Reading

Independent Reading

DEFINITION

RATIONALE

A framework of reading instruction that includes components that support comprehension and vocabulary development, differentiation of instruction and independence.

The Reading Workshop framework allows teachers to differentiate and meet the needs of all of their students. Reading workshop fosters a love of reading and opportunities to practice reading strategies independently and with guidance. It emphasizes the importance of student engagement and facilitates the interaction and connection between readers and texts.

Teacher reads a selection aloud to students engaging in a series of activities, including: pre-viewing, vocabulary development, predicting, questioning, story analysis, feature analysis, and responding.

Read Aloud promotes a love of reading, stimulates the imagination, and helps students develop an ear for the vocabulary and structures of language in print. It allows the teacher to introduce new reading strategies, and to model or demonstrate them by thinking aloud. An expert reader, the teacher models fluency, prosody, and analysis of outstanding fiction/non-fiction literature of varied genre. It provides models of fluent reading; develops a sense of story/text, develops vocabulary and encourages predictions. Read Aloud also builds a community of readers and develops active listening.

Teacher and students read complex text together promoting discussion, problemsolving and critical thinking. It is an interactive experience in which the same text is being used by all students. A longer selection is usually divided over a period of days.

Allows the teacher to model reading strategies, provides students with essential demonstrations of how reading works and what readers do to construct meaning. It demonstrates an awareness of text, develops a sense of story or content, teaches students strategies for decoding unknown words and for construction of meaning from the text, develops fluency, phrasing and reading strategies. It also increases comprehension and allows students to see themselves as readers. They feel comfortable and experience fluency when joining in the reading of familiar texts. Provide students with a safe, nonthreatening environment in which to practice new and familiar reading strategies. Guided Reading promotes reading strategies and offers students the opportunity to practice their reading skills. It increases comprehension, encourages independent reading, and allows the teacher to monitor individual  student’s  progress.  The  teacher  may   need to prompt students to apply their knowledge of reading strategies when difficulties arise, provide further support, or regroup students according to their  needs.  It  expands  students’ belief in their own ability as readers and consolidates or extends their understanding of a text.

Teacher works with small groups of students who have similar reading needs or interests. The teacher selects and introduces new books carefully chosen to match the instructional levels of students with increasingly challenging levels of difficulty. Readers are carefully prepared when being introduced to a new text, and various strategies are explicitly taught. Ongoing observation and assessment help to inform instruction. Grouping of students is flexible and may be changed often. Students self-select and independently read appropriate books based on their independent reading level and interest. During this time, students practice reading strategies that were explicitly taught during read aloud, shared reading, and guided reading.

Independent Reading encourages strategic reading, allows students to choose texts that interest them and increases comprehension by allowing readers to practice the behaviors of proficient readers. It also supports writing development and extends experiences with a variety of written texts. It promotes reading for enjoyment and information, develops fluency by reading just right books and fosters self confidence by reading familiar and new texts.

Page | 26

GUIDED READING AND SMALL GROUP READING PRACTICES Preparation-Before; Reading-During; After-Reading Core Reading Elements

PREPARATION: Pre-work before the lesson begins

BEFORE READING: Book Introduction

DURING READING: Word Solving/Fluency

AFTER READING: Comprehension Conversation

 Select a text that gives multiple opportunities to practice the core reading strategy  Determine  the  text’s  big  ideas  Plan your introduction and questions around the reading strategy and big ideas of the text  Hook students to the text by using one of the following:  Question to access schema  Preview the text  Personal connection  Draw students to notice text structure  Point out text features  Quick write  Have students restate key strategies  Focus  students  on  the  content  with  a  “big  idea”  question/statement  Address challenges that may get in the way of reading    

Diagnose student reading errors Prompt for ideal student reading Take notes on student errors Note: Teacher does not ask comprehension questions while students are reading

 Start the comprehension conversation using one of the following:  Deep retell  Critical Thinking Questions addressing a big idea of the text  Diagnose student confusion  Prompt for ideal student thinking/responses  Ask a mix of factual, inferential, and critical thinking questions  Strategically prompt for Habits of Discussion  Metacognition: Help students name the reading strategies they used to gain understanding Source: Adapted from Uncommon Schools

Page | 27

WAYS OF THINKING STRATEGIC ACTIONS FOR PROCESSING TEXTS THINKING WITHIN THE TEXT

Continuum of Expectations for Developing Critical & Analytical Thinking Adapted from Pinnell & Fountas, Systems of Strategic Actions (2012)

Page | 28

WAYS OF THINKING STRATEGIC ACTIONS FOR PROCESSING TEXTS THINKING BEYOND THE TEXT

Continuum of Expectations for Developing Critical & Analytical Thinking Adapted from Pinnell & Fountas, Systems of Strategic Actions (2012)

Page | 29

PK – 2nd Balanced-Literacy Framework

Page | 30

In grades PK-2, students will engage in activities that promote metalinguistic and metacognitive skills in listening, speaking, reading, and writing. It is during these early years that the most essential foundational literacy skills are developed; therefore, students must be provided with a wide range of opportunities to practice these skills and expand their thinking abilities through differentiated reading and writing strategies in all content areas. Researchers agree that students who are not reading at grade level by the end of first grade will have a very difficult time catching up and will in fact fall further and further behind in their literacy development. Nonetheless, researchers also agree that reading failure can be prevented by employing explicit reading instructional strategies, rich and varied texts, and an array of writing opportunities. Importantly, however, is that effective implementation of these strategies requires that teachers be adequately prepared and be knowledgeable about how reading and writing skills are developed.

PK – 2ND LITERACY DEVELOPMENT 

  



Daily Literacy Teaching Practices 1. Keep in mind the strategic actions that readers must use 2. Know the text deeply and understand its demands and the opportunities it provides for learning 3. Provide conversational  leads  to  focus  student’s  attention 4. Model and demonstrate behaviors that help children achieve better understanding 5. Ask students to share their thinking in a focused way 6. Prompt students to listen to and respond to one another rather than always being the center of conversation 7. Keep the conversations grounded in the text 8. Generate conversations that ask for deeper thinking 9. Require students to be accountable for their comments by asking more than opinion, evidence from text, and personal experience 10. Always   give   feedback   to   student’s   comments, learning, and thinking





Development of phonemic awareness and of the alphabetic principles Ability to decode words Automaticity with enough words Acquisition of vocabulary along with application of reading comprehension strategies Extensive reading of both narrative and expository texts Maintaining the motivation to learn Adequate teacher preparation and materials

Source: Pinnell, G. S. & Fountas, I. C. (2012) Continuum of Literacy Acquisition

Page | 31 Honig, Diamond, & Gutlohn,(2000) Teaching Reading Source Book; August & Shanahan, 2006 Developing Literacy in Second-Language Learners; Linan-Thompson & Vaughn, (2007) Research-Based Methods of Reading Instruction for ELLs.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.

Reading/Language Arts/MLEP/Special Ed/Gifted

Primary Comprehensive Literacy Framework Preparing for college and the work force Elementary PK-2

Disciplinary Literacy: Reading, Writing, Thinking, Talking, Listening as Author’s Apprentice Academic Rigor – Clear Expectations – Socializing Intelligence - Accountable Talk - Self Management of Learning – Learning through Apprenticeship

Ongoing Assessment

Use formative assessment to inform instruction by observing the talk, the writing, and by studying student work daily. Provide specific feedback during the act of teaching Use informal assessments:  Running records/Retellings/Anecdotal notes/Fluency Probes  Progress Monitoring  Benchmarks Provide differentiated instruction and immediate intervention (RTI)

COMPREHENSION

Reading Workshop

Reading widely in a variety of genres Think and problem solve before, during and after reading Learn and connect through themes and genre studies Interpret author’s purpose and meaning through multiple readings

READING   

Writing Workshop

Engage in independent writing daily Genre based writing about self-selected and assigned topics Build on the reading writing connection by studying author’s craft

WORD STUDY

WRITING

Explicit whole group focus and mini lessons on comprehension, reading and writing strategies or skills, and word work Implement routines that build independence such as: Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work as in the Daily 5 - Use as a management piece during small group instruction on a rotation basis Build on the reading-writing connection by engaging in independent writing daily: writing about self-selected topics, studying author’s craft, and writing in many genres for a variety of audiences and purposes

Shared Reading Reading together and working with a text that all children can see, (can be a Big Book) such as: a poem, song, or excerpt of outstanding text

TO

Phonological/Phonemic Awareness Phonics/Decoding Systematic and direct instruction embedded in text whole to part to whole WITH

Guided Reading Daily Tier 1

Fluency

(Core) for all students based on instructional reading level. RtI: Daily Tier 2 instruction for 30 additional minutes. Tier 3 instruction is an additional 150 minutes outside the Core weekly

Wide, voluminous reading Use of authentic engaging text Includes retelling K-45 wcpm, 1st -60 wcpm, 2nd – 90 wcpm

Independent Reading Reading Workshop Daily 30 to 40 minute reading routine consisting of a mini-lesson, independent reading time, conferring, and sharing Frequent use of Literature Circles

Write Aloud

Routinely modeling writing process in front of students by thinking out loud

Shared/Interactive Writing Writing together, the teacher facilitating the negotiation of meaning with the students and usually modeling the writing

Guided Writing

Support those who need more time in writing process Use Shared/Interactive strategies targeting 1 or 2 teaching points with application in independent writing

Vocabulary Apply word knowledge across content reading; word problem solving; teach students how to learn words; strategic intentional instructions of selected words and high frequency words; generative study of cognates/roots, sustained focus on academic vocabulary instruction

Independent Writing Writing Workshop

Daily 30 to 40 minute writing routine consisting of a mini-lesson, independent writing time, time to confer and share.

BY

Ongoing and regular small group or one-on-one discussions with students about their compositions during Writing Workshop that includes specific feedback validating progress and 1 or 2 needs

Ongoing and regularly listening to students read a portion of self-selected text. Conferring: Discuss their responses and understanding of the text. Assess and monitor reading progress.

Read Aloud Daily expert modeling of fluent reading and understanding of outstanding fiction/nonfiction literature

Grammar/Language Develop grammar concepts and language structures appropriate to developmental age

Note: At every level pay particular attention to standard English and second language learners.

Page | 32

OPTION 1: 120 Minute Balanced Literacy Block Pacing Guide Grades K-2nd Daily Components of Literacy

Opening Routines

10 Minutes

Read Aloud/Shared Reading

10 Minutes

Shared Writing/Interactive Writing

10 Minutes

Reading Workshop Mini-Lesson 

Instructional Practices PK-2nd

Instructional Minutes

10 Minutes

            

Morning Message Phonemic Awareness Phonics/Spelling Concepts of Print Reading comprehension skills/strategies Vocabulary Development Modeled Fluency Think Aloud & Modeling comprehension and writing Interactive Writing/Grammar/Conventions Language to Literacy Chart Vocabulary Comprehension Strategies/Skills Vocabulary

Whole Group

Guided Reading

30 Minutes

 Small Group  2-3 group rotations daily  Tier 1 – all students Reading Workshop Closure

   

Guided Reading/Leveled Texts Analyzing assessment data to guide instruction Daily 5 Stations K-2/Literacy Centers PreK Fluency Practice

10 Minutes



Demonstration of Learning

Writing Workshop Mini-Lesson

10 Minutes

     

Writing Aloud Connection to Read Aloud/Mentor Text Guided Writing Think-Pair-Share (MRS) Independent Writing Writing Process o Pre-Writing/Planning o Drafting o Revising o Editing/Conventions o Publishing Conferencing Use Multiple Sharing Strategies



Whole Group

Writing Process/Writing Workshop

Writing Workshop  Sharing

20 Minutes

10 Minutes

 

*This document should be used daily to plan a balanced literacy block based on state standards and district curriculum. *Integrated Reading and Writing – 60 Minutes of Reading/60 Minutes of Writing

Page | 33

OPTION 2: 120 Minute Balanced Literacy Block Pacing Guide Grades K-2nd Daily Components of Literacy

            

Word Study Vocabulary Guided Reading/Leveled Texts Strategy Groups based on Data Daily 5 Stations/Literacy Centers Fluency Practice Read Aloud Comprehension Strategies/Skills Vocabulary Guided Reading/Leveled Texts Strategy Groups based on Data Daily 5 Stations/Literacy Centers Fluency Practice

5 Minutes

  

Share/Check-In Review Demonstration of Learning

10 Minutes

     

Writing Aloud Connection to Read Aloud/Mentor Text Model of Writing Strategy Think-Pair-Share (MRS) Independent Writing Demonstration of Learning o Pre-Writing/Planning o Drafting o Revising o Editing/Conventions o Publishing Conferring Use Multiple Sharing Strategies

Reading Workshop Mini-lesson

10 Minutes

Guided Reading  Small Group  2-3 group rotations daily Tier 1 – all students Reading Workshop Mini-lesson

15 Minutes

Guided Reading  Small Group  2-3 group rotations daily Tier 1 – all students

15 Minutes

Reading Workshop Closure

Writing Workshop Mini-Lesson 

Writing Workshop 

10 Minutes

Whole Group

Writing Process/Writing Workshop

Instructional Practices PK-2nd

Instructional Minutes

20 Minutes

10 Minutes

 

Sharing *This document should be used daily to plan a balanced literacy block based on state standards and district curriculum. *Integrated Reading and Writing – 60 Minutes of Reading/60 Minutes of Writing

Page | 34



120 Minute Literacy Block Grades PK-2

Lesson Plan/Pacing Guide Template Teacher_________________________ Grade ___________ Date__________________________ Daily Components of Literacy

Instructional Minutes

Opening Routines TEK:

10 Minutes

Read Aloud/Shared Reading TEK:

10 Minutes

Interactive Writing/Shared Writing TEK:

10 Minutes

Reading Workshop Whole Group

10 Minutes

Monday

TEK:

Tuesday

TEK:

Wednesday

Thursday

Friday

TEK:

TEK:

ELPS: ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO):

ELPS: Linguistically Accommodated Lesson Objective (LO):

ELPS: ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO):

Instructional Strategies:

Instructional Strategies:

Instructional Strategies:

Instructional Strategies:

TEK

Instructional Strategies:

Page | 35

Daily Components of Literacy

Instructional Minutes

Monday

Tuesday

Guided Reading Small Group 2-3 group rotations daily

30 Minutes

10 Minutes



Reading Workshop Closure

Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

10 Minutes

TEK:



Writing Workshop Mini-Lesson

Writing Workshop Writing Process

20 Minutes

ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO): Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

Writing Workshop Sharing

10 Minutes

  



 

Wednesday

Thursday

Friday

Rotation 1

Rotation 1

Rotation 1

Rotation 1

Rotation 1

Rotation 2

Rotation 2

Rotation 2

Rotation 2

Rotation 2

Linguistically Linguistically Accommodated Accommodated Demonstration of Learning Demonstration of Learning (DOL): (DOL):

Linguistically Accommodated Lesson Objective (LO): Linguistically Accommodated Demonstration of Learning (DOL):

Linguistically Accommodated Demonstration of Learning (DOL):

Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO): Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

Accommodations and Modifications (Special Education, TAG)

Page | 36

One-Pager Guide: Phonological Awareness (PK-2) 

Phonological awareness creates the foundation on which students decode words. Introduction/Hook

Opening Chant/Activity

One, Two, Buckle My Shoe 1, 2, buckle my shoe 3, 4, shut the door. 5,  6,  pickup  sticks….

Rhyming: Match ending sounds of words: Identify rhymes; Produce rhymes. A cat wearing a ______. A mouse that lives in a _____. A moose with a tooth that is _____. A pig that is dancing a_____. Alliteration: Match initial sounds of words. “Peter  Piper  picked  a  peck  of  pickled  peppers.” Sentence Segmentation: Understand that sentences are composed of separate words.  Clapping, tapping, words in sentences

 

Students count the words in sentences and stack block to equal the number of words count.

      

An



It begins in pl and end in ain. What’s  the  word? plain (consonant-cluster onset)

Deleting words from a sentence until only one word is left Syllable Blending, Segmenting, and Manipulating: Manipulating syllables; adding, deleting and substituting syllables in words (from simpler to more complex)  Dog house = Doghouse na = Anna

Yel low = Yellow Josh u a = Joshua Ba na na = Banana “Say  base.    Say  ball.    Now  put  these  two  words  together.”  (baseball) “Tell  me  the  two  words  that  make  the  word  cupcake?”  (segmenting)

“The  word  is  rainbow.  I  will  say  rain.    What  word  do  we  have  left?” (deleting) Onset-Rime Blending, Segmenting, and Manipulating: Onset = initial consonant or consonant cluster Rime = vowel and consonants following onset  It begins in m and end in all. What’s  the  word? mall (one-consonant onsets)

I Do (Direct Instruction) Read  a  story  that  has  rhyming  words.    Draw  students’  attention  to  the  words  that  rhyme.    Help  students  identify  the  patterns  made by rhyme, i.e., “Which last two sounds are the same?” We Do (Guided) Give three consonant-vowel-consonant (CVC) words, e.g., but, mat, cat.    “Two  of  these  words rhyme, one does not rhyme. Can you tell me which ones rhyme?”    Students  may  also  manipulate  words  by  making words. Have students make the word cat. Replace the /c/ with /m/. What is the new word? They Do (pair, groups) Work in groups or pairs to match rhymes. Students will have four pictures, one which is placed inside a square. Name each picture and have students identify the picture that rhymes with the one inside the box. You Do (independently) Prepare rhyming picture cards for each student. Have students work independently to sort their picture cards with the correct rhyming picture.

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One-Pager Guide: Phonics (PK-2)   

To  become  skilled  readers’  children  must  be  able  to  decode  words  quickly  and  accurately. Phonics instruction provides students with important and useful ways to figure out unfamiliar words while reading. When children recognize words quickly, and automatically, reading fluency improves and they can turn their attention to comprehending the story.

Introduction/Hook Opening Chant/Activity  Letter-Sound correspondences and letter combination: Display one sound card at a time. Have children chorally state the sound that the spelling stands for. For example, when you show the s card, the students will say the sound. I am learning letter A, letter A, letter A. I  am  learning  letter  A,  /a/,  /a/,  /a/.    Apple  begins  with  letter  “A”,  letter  “A”;  apple  begins  with   letter  “A”.  /a/,  /a/,/a/.  (Tune to Wheels on the Bus) Who  let  the  “A”  out,/a/,  /a/,  /a/,  Who  let  the  “b”  out,  /b/,  /b/,  /b/… 



Word Study: Knowledge of the basic morphological elements (i.e., root words, compound words, prefixes, suffixes) High-frequency words - The teacher uses sight word flashcards for students to read. Ability to manipulate syllables Decoding – single letter sound correspondences and letter combinations that represent a particular sound or sounds; letter combinations are the primary focus of phonics instruction:  consonant blends -/bl/ in the word blue, the /spl/ in splat, /ft/ in left; each letter retains its common sound  consonant digraphs - /sh/ in the word shop; combination that represents one unique sound  vowel combinations or vowel pairs – ea in meat, the oy in boy, or the ow in how; two adjacent vowels in the same syllable that represent a single speech sound  Irregular – letters that do not represent their most commonly used sounds  Spelling patterns  Vowel sounds – Vowel Chant: A, E, I, O, U, and sometime Y. AGAIN!

Say It Slow Using letters, demonstrate how to say a CVC word slowly by blending the sounds together in units: Letters: s, a, t Say: /s/, /sa/, /sat/

I Do (Direct Instruction) Write the word he on a whiteboard. Check that all children can read it. Say a sentence using the word. Sounds talk the word, raising a finger for each phoneme. Ask children to trace the shapes of the letters with their fingers. Rub the word off the whiteboard and ask all children to write the word on their own whiteboards. Repeat with she, we, me, be We Do (Guided) Play Phoneme Frame. Give each child a small phoneme frame. Read out words one at a time and ask children to create them in the phoneme frame with magnetic letters. Words: help, just, chimp, roast, pond, nest, milk They Do (pair, groups) Read a sentence. Ask children to write the sentence on their whiteboards. Have students work together to check their peer’s sentence. If any children find writing very difficult then they can create the sentence using magnetic letters. Encourage children to sound talk words. Give students a plastic bag with sentences that contain CVC, CVCC, irregular words. The students will work with a partner to choose a sentence out of the bag to read to their partner. The partner will write the sentence on their whiteboards. After they have all sentences written on their whiteboard, they will practice reading them. You Do (independently) Dictate words and or sentences that contain CVC, CVCC and irregular students to write independently.

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One-Pager Guide: Guided Reading (PK-2) The overall purpose is for students to read for meaning at all times. The major goal is for students to learn how to use independent reading strategies successfully The major objective is for students to utilize reading strategies during their independent reading. Teacher Preparation ● ● ●

● ●

Collect leveled books and having a common book area that gives students access to a wide variety of levels and topics, including tubs of books organized not by level but by genre, author, and subject; Build a classroom culture to work with small groups while the rest of the class is engaged in other productive literacy activities. Assess students’  reading  proficiency  and  identifying  the  instructional  level  at  the  beginning  of  each  year  in   individual conferences and using running records throughout the year to monitor student’s progress and adjust reading levels. Differentiate instruction  by  working  with  students  in  leveled  reading  groups,  using  books  at  children’s   instructional level and providing the support they need to build their reading power. Plan Guided Reading lessons that address the following: ○ Concepts ○ Background information ○ Vocabulary ○ Language structures ○ Word analysis strategies needed to read the book ○ Comprehension strategies needed to read the book

  

Before Set the context and purpose for the reading. Highlight main ideas and key points. Activate background knowledge, Do a book walk through the story: o Discuss the title, cover, pictures, author, illustrator and key vocabulary they need to know. Draw attention to pictures or other context clues Make connections (to self, text, world). Predict what the story might be about.

       

During Teacher listens and observes individual students: Monitoring comprehension Asking questions Rereading Interacting with the text (note-taking, post-it notes, response journals) Making personal connections Creating pictures (visualizing) Checking previous predictions, make new predictions

     

After Reflect on what was read Summarize the major ideas Interpret and evaluate the ideas in the text Synthesize from a variety of texts to produce opinion Praise points Teaching point

  

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  

  

 

One Pager Guide: Vocabulary (PK-2) Students’  word  knowledge  relates  strongly  to  their  reading  comprehension  and  academic  success. Students’  understand  new  ideas  and  concepts  more  quickly. If words are not in a student’s  oral  vocabulary,  it  is  more  difficult  for  him  or  her  to  fluently  read  or  spell  the  words  and   ultimately comprehend what is read. Introduction/Hook Opening Chant/Activity Read Aloud: Teachers will select a rich text to read for students to acquire new knowledge of words. Readers learn new words by repeatedly encountering them in text. Chant and Cheer: Chant and cheer the new words from a text that they learned. Place the words on the Word Wall for additional conversation about words. Structural Analysis (Word Parts): Many words in the English language are made up of words parts called prefixes, roots, and suffixes: in = not; ible = able to do something In most cases, a word is built upon at least one root. Words can have more than one prefix, root or suffix. Two or more roots- geo/logy: earth/study of Two prefixes – in/sub/ordination: not/under/order Two suffixes – beauty/ful/ly: beauty/full of Context Clues: The words around an unfamiliar word that give you clues about the unknown word’s  meaning. Word Wall Activities: The teacher uses a word from the Word Wall in a sentence. The student gives the meaning of the word, antonym, or synonym of the word.

Draw It-Pictionary Students draw pictures as clues to the vocabulary word for team members to correctly identify the term. After Reading Card Game A fun way to review vocabulary words of a previously read text, chapter, unit, or topic. Read the definition on the card, and the student with the word that fits that definition comes to the front of the room and reads his/her term. Word Sorts Select words that are important to the unit of study. Direct students to sort or classify the words according to the closed sort determined by the teacher or an open sort where students sort the words into categories that make sense to them. Vocabulary Journals Direct students identify unknown words, confusing words, or interesting words while they read. Require students to list the exact sentence in which the word appears in the text. Have students write their own definition of the word. I Do (Direct Instruction) Select words for explicit or direct vocabulary instruction. Have students say the word. Then provide student- friendly explanations or definitions of the word. Characterize the word and explain how the word is regularly used. For example, what comes to mind when you think of the word ferocious? You might think: A dog with a loud, mean bark is ferocious. Next, consider the dictionary definition of the word. Ferocious is defined as "savagely fierce." This definition may not be clear to students because they need to understand the meaning of both savagely and fierce. Simplify the language: "Something that is ferocious is very scary. You might be afraid that something ferocious could hurt you." Show pictures, objects, or other visual representations to help students better understand the word's meaning. We Do (Guided) Have conversations to discuss the word. Have them provide examples and non-examples of the word. Teach students to complete the graphic organizer that you select by first giving students a copy of the organizer. Place a copy of the graphic organizer on the overhead projector or on the board. Have students write what you write. Model thinking aloud as you decide which words to fill in on the graphic organizer. After you model thinking about one section of the graphic organizer, fill it in and have students copy the information on their paper. As students become more proficient with writing words and as their vocabularies grow, you will gradually turn over more and more responsibility to the students for completing the graphic organizers. They Do (pair, groups) Have students to work with a partner to complete a Four-Square Vocabulary Map can be modified to fit the type of word you are teaching. The handout includes squares for "word," "examples," "what it is," and "what it is like." These categories can be changed to such categories as "word," "definition," "examples," "non-examples," "picture," or "sentence." You Do (independently) After working with their partner, have students use the dictionary to check their Vocabulary Map. Assign students three words to study independently to create a Vocabulary T Chart. On the left of the T Chart students will write what they think the definition of the word is. On the right side of the T Chart the students will draw a visual representation of the word.

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rd

th

3 –5 Literacy Framework

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In order for students to be good readers in grades 3rd – 5th they must have mastered phonemic awareness and phonics. These skills are generally developed by grade three or earlier. Although this may be the case for most students, teachers must not ignore that some students in the upper grades may be in need of these skills, particularly English language learners. Therefore, students who struggle to decode words and lack fluency need further explicit instruction in phonics and word attack strategies along with vocabulary and comprehension strategies in all content areas. Effective implementation of these strategies requires that teachers be adequately prepared and knowledgeable about how reading and writing skills are developed.

Daily Literacy Teaching Practices 1. Keep in mind the strategic actions that readers must use 2. Know the text deeply and understand its demands and the opportunities it provides for learning 3. Provide conversational   leads   to   focus   student’s   attention 4. Model and demonstrate behaviors that help students achieve better understanding 5. Ask students to share their thinking in a focused way 6. Prompt students to listen to and respond to one another rather than always being the center of conversation 7. Keep the conversations grounded in the text 8. Generate conversations that ask for deeper thinking 9. Require students to be accountable for their comments by asking more than opinion, evidence from text, and personal experience 10. Always   give   feedback   to   student’s   comments,   learning, and thinking

3rd – 5th LITERACY DEVELOPMENT   







Ability to decode words Automaticity with enough words Acquisition of vocabulary along with application of reading comprehension strategies Extensive reading of both narrative and expository texts Maintaining the motivation to learn Adequate teacher preparation and materials

Source: Pinnell, G. S. & Fountas, I. C. (2012) Continuum of Literacy Acquisition

Page | 42 Taylor, R. T. (2007) Improving Reading, Writing, and Content Learning for Students in Grades 4-12.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.

Reading/Language Arts/MLEP/Special Ed/Gifted

Intermediate Comprehensive Literacy Framework Preparing for college and the work force Elementary 3 - 5

Disciplinary Literacy: Reading, Writing, Thinking, Talking, Listening as Author’s Apprentice Academic Rigor – Clear Expectations – Socializing Intelligence - Accountable Talk - Self Management of Learning – Learning through Apprenticeship

Ongoing Assessment Use formative assessment to inform instruction by observing the talk, the writing, and by studying student work daily. Provide specific feedback during the act of teaching Use informal assessments:  Running records/Retellings/Anecdotal notes/Fluency Probes  Progress Monitoring  Benchmarks Provide differentiated instruction and immediate intervention (RTI)

COMPREHENSION

Reading Workshop

Reading widely in a variety of genres Think and problem solve before, during and after reading Learn and connect through themes and genre studies Interpret author’s purpose and meaning through multiple readings

READING   

Writing Workshop

Engage in independent writing daily Genre based writing about self-selected and assigned topics Build on the reading writing connection by studying author’s craft Use the writing process to produce publishable products

WORD STUDY

WRITING

Explicit whole group focus and mini lessons on comprehension, reading and writing strategies or skills, and word work Implement routines that build independence such as: Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work as in the Daily 5 - Use as a management piece during small group instruction on a rotation basis Build on the reading-writing connection by engaging in independent writing daily: writing about self-selected topics, studying author’s craft, and writing in many genres for a variety of audiences and purposes

Shared Reading Reading together and working with a text that all children can see, (can be a Big Book) such as: a poem, song, or excerpt of outstanding text

Guided Reading Daily Tier 1 (Core) for all students based on instructional reading level. RtI: Daily Tier 2 instruction for 30 additional minutes. Tier 3 instruction is an additional 150 minutes outside the Core weekly

Independent Reading

TO

Phonics/Decoding Systematic and direct Instruction embedded in text Whole to part to whole WITH

Fluency Wide, voluminous reading Use of authentic engaging text Includes retelling 3rd-120 wcpm, 4th 150 wcpm, 5th 180 wcpm

Vocabulary Wide reading across contents Word consciousness and problem solving Strategic, intentional instruction of selected words and High frequency words Generative study of cognates and roots Sustained focus on academic vocabulary instruction

Reading Workshop Daily 30 to 40 minute reading routine consisting of a mini-lesson, independent reading time, conferring, and sharing Frequent use of Literature Circles

Write Aloud

Routinely modeling writing process in front of students by thinking out loud

Shared/Interactive Writing Writing together, the teacher facilitating the negotiation of meaning with the students and usually modeling the writing

Small Group Writing Support those who need more time in writing process Use Shared/Interactive strategies targeting 1 or 2 teaching points with application in independent writing

Independent Writing Writing Workshop

BY

Grammar/Language

Daily 30 to 40 minute writing routine consisting of a mini-lesson, independent writing time, time to confer and share

Ongoing and regular small group or one-on-one discussions with students about their compositions during Writing Workshop that includes specific feedback validating progress and 1 or 2 needs

Ongoing and regularly listening to students read a portion of self-selected text. Conferring: Discuss their responses and understanding of the text. Assess and monitor reading progress.

Read Aloud Daily expert modeling of fluent reading and understanding of outstanding fiction/nonfiction literature

Develop grammar concepts and language structures appropriate to developmental age

Note: At every level pay particular attention to Standard English and second language learners.

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OPTION 1: 120 Minute Literacy Block Pacing Guide Grades 3rd – 5th Daily Components of Literacy

(Link to Reproducible Sample)

Instructional Practices 3rd – 5th

Instructional Minutes

Opening Routines

10 Minutes

 

Daily Oral Language – Grammar in Writing Spelling/Word Study

Read Aloud/Shared Reading

10 Minutes



Chosen to support reading and writing instruction and content integration Related to reading comprehension skills/strategies Related to writing workshop/mentor text Vocabulary Modeled Fluency Supports comprehension and writing instruction Language to Literacy Chart Vocabulary Mini-lesson Comprehension Strategies/Skills Vocabulary



Interactive Writing/Shared Writing

Reading Workshop Mini-Lesson 

10 Minutes

Whole Group

Guided Reading   

10 Minutes

30 Minutes

Small Group 2-3 group rotations daily Tier 1 – all students

Reading Workshop Closure

10 Minutes

Writing Workshop

10 Minutes



Mini-Lesson

Writing Process/Writing Workshop

Writing Workshop 

20 Minutes

10 Minutes

                      

 

Guided Reading/Leveled Texts Strategy Groups based on Data Literature Circles/Book Club/Author Study Daily 5 Stations/Literacy Centers Fluency Practice Share/Check-In Review Demonstration of Learning Writing Aloud Connection to Read Aloud/Mentor Text Model of Writing Strategy Think-Pair-Share (MRS) Independent Writing Demonstration of Learning o Pre-Writing/Planning o Drafting o Revising o Editing/Conventions o Publishing Conferring Use Multiple Sharing Strategies

Sharing *This document should be used daily to plan a balanced literacy block based on state standards and district curriculum. *Integrated Reading and Writing – 60 Minutes of Reading/60 Minutes of Writing

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OPTION 2: 120 Minute Literacy Block Pacing Guide Grades 3rd – 5th Daily Components of Literacy

(Link to Reproducible Sample)

Instructional Practices 3rd – 5th

Instructional Minutes

Reading Workshop Mini-lesson

10 Minutes

Guided Reading  Small Group  2-3 group rotations daily Tier 1 – all students

15 Minutes

Reading Workshop Mini-lesson

10 Minutes

Guided Reading

15 Minutes

 Small Group  2-3 group rotations daily Tier 1 – all students Reading Workshop  Mini-lesson

10 Minutes

Reading Workshop  Small Group  2-3 group rotations daily Tier 1 – all students

15 Minutes

Reading Workshop  Closure

5 Minutes

Writing Workshop  Mini-Lesson

10 Minutes

Writing Workshop  Writing Process

20 Minutes

Writing Workshop  Sharing

10 Minutes

                 

Comprehension Strategies/Skills Vocabulary Guided Reading/Leveled Texts Strategy Groups based on Data Literature Circles/Book Club/Author Study Daily 5 Stations/Literacy Centers Fluency Practice Read Aloud Comprehension Strategies/Skills Vocabulary Guided Reading/Leveled Texts Strategy Groups based on Data Literature Circles/Book Club/Author Study Daily 5 Stations/Literacy Centers Fluency Practice Mini-lesson Comprehension Strategies/Skills Vocabulary

             

Guided Reading/Leveled Texts Strategy Groups based on Data Literature Circles/Book Club/Author Study Daily 5 Stations/Literacy Centers Fluency Practice Share/Check-In Review Demonstration of Learning Writing Aloud Connection to Read Aloud/Mentor Text Model of Writing Strategy Think-Pair-Share (MRS) Independent Writing Demonstration of Learning o Pre-Writing/Planning o Drafting o Revising o Editing/Conventions o Publishing Conferring Use Multiple Sharing Strategies

 

*This document should be used daily to plan a balanced literacy block based on state standards and district curriculum. *Integrated Reading and Writing – 60 Minutes of Reading/60 Minutes of Writing

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120 Minute Literacy Block Grades 3rd – 5th (Link to Reproducible Sample)

Lesson Plan/Pacing Guide Template Teacher_________________________ Grade ___________ Date__________________________ Daily Components of Literacy

Instructional Minutes

Opening Routines TEK:

10 Minutes

Read Aloud/Shared Reading TEK:

10 Minutes

Interactive Writing/Shared Writing TEK:

10 Minutes

Reading Workshop Whole Group

10 Minutes

Monday

TEK:

Tuesday

TEK:

Wednesday

Thursday

Friday

TEK:

TEK:

ELPS: ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO):

ELPS: Linguistically Accommodated Lesson Objective (LO):

ELPS: ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO):

Instructional Strategies:

Instructional Strategies:

Instructional Strategies:

Instructional Strategies:

TEK

Instructional Strategies:

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Daily Components of Literacy

Instructional Minutes

Monday

Tuesday

Guided Reading Small Group 2-3 group rotations daily

30 Minutes

Reading Workshop Closure

10 Minutes

Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

Writing Workshop Mini-Lesson

10 Minutes

TEK:

Writing Workshop Writing Process

20 Minutes

ELPS: Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO): Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

Writing Workshop Sharing

10 Minutes

Wednesday

Thursday

Friday

Rotation 1

Rotation 1

Rotation 1

Rotation 1

Rotation 1

Rotation 2

Rotation 2

Rotation 2

Rotation 2

Rotation 2

Linguistically Linguistically Accommodated Accommodated Demonstration of Learning Demonstration of Learning (DOL): (DOL):

Linguistically Accommodated Lesson Objective (LO): Linguistically Accommodated Demonstration of Learning (DOL):

Linguistically Accommodated Demonstration of Learning (DOL):

Linguistically Accommodated Linguistically Lesson Objective (LO): Accommodated Lesson Objective (LO): Linguistically Accommodated Linguistically Demonstration of Learning Accommodated (DOL): Demonstration of Learning (DOL):

Accommodations and Modifications (Special Education, TAG)

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One-Pager Guide: Guided Reading (3rd – 5th) The overall purpose is for students to read for meaning at all times. The major goal is for students to learn how to use independent reading strategies successfully The major objective is for students to utilize reading strategies during their independent reading. Teacher Preparation ● ● ●

● ●

Collect leveled books and having a common book area that gives students access to a wide variety of levels and topics, including tubs of books organized not by level but by genre, author, and subject; Build a classroom culture to work with small groups while the rest of the class is engaged in other productive literacy activities. Assess students’  reading  proficiency  and  identifying  the  instructional  level  at  the  beginning  of  each  year  in   individual conferences and using running records throughout the year to monitor student’s progress and adjust reading levels. Differentiate instruction  by  working  with  students  in  leveled  reading  groups,  using  books  at  children’s   instructional level and providing the support they need to build their reading power. Plan Guided Reading lessons that address the following: ○ Concepts ○ Background information ○ Vocabulary ○ Language structures ○ Word analysis strategies needed to read the book ○ Comprehension strategies needed to read the book

  

Before Set the context and purpose for the reading. Highlight main ideas and key points. Activate background knowledge, Do a book walk through the story: o Discuss the title, cover, pictures, author, illustrator and key vocabulary they need to know. Draw attention to pictures or other context clues Make connections (to self, text, world). Predict what the story might be about.

       

During Teacher listens and observes individual students: Monitoring comprehension Asking questions Rereading Interacting with the text (note-taking, post-it notes, response journals) Making personal connections Creating pictures (visualizing) Checking previous predictions, making new predictions

     

After Reflect on what was read Summarize the major ideas Interpret and evaluate the ideas in the text Synthesize from a variety of texts to produce opinion Praise points Teaching point

  

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rd

  

  

 

th

One Pager Guide: Vocabulary (3 – 5 ) Students’  word  knowledge  relates  strongly  to  their  reading  comprehension  and  academic  success. Students’  understand  new  ideas  and  concepts  more  quickly. If  words  are  not  in  a  student’s  oral  vocabulary,  it  is  more  difficult  for him or her to fluently read or spell the words and ultimately comprehend what is read. Introduction/Hook Opening Chant/Activity Read Aloud: Teachers will select a rich text to read for students to acquire new knowledge of words. Readers learn new words by repeatedly encountering them in text. Chant and Cheer: Chant and cheer the new words from the text they have learned. Place the words on the Word Wall for additional conversation about words. Structural Analysis (Word Parts): Many words in the English language are made up of words parts called prefixes, roots, and suffixes: in = not; ible = able to do something In most cases, a word is built upon at least one root. Words can have more than one prefix, root or suffix. Two or more roots- geo/logy: earth/study of Two prefixes – in/sub/ordination: not/under/order Two suffixes – beauty/ful/ly: beauty/full of Context Clues: The  words  around  an  unfamiliar  word  that  give  you  clues  about  the  unknown  word’s  meaning. Word Wall Activities: The teacher uses a word from the Word Wall in a sentence. The student gives the meaning of the word, antonym, or synonym of the word.

Draw It-Pictionary Students draw pictures as clues to the vocabulary word for team members to correctly identify the term. After Reading Card Game A fun way to review vocabulary words of a previously read text, chapter, unit, or topic. Read the definition on the card, and the student with the word that fits that definition comes to the front of the room and reads his/her term. Word Sorts Select words that are important to the unit of study. Direct students to sort or classify the words according to the closed sort determined by the teacher or an open sort where students sort the words into categories that make sense to them. Vocabulary Journals Direct students identify unknown words, confusing words, or interesting words while they read. Require students to list the exact sentence in which the word appears in the text. Have students to write their own definition of the word. I Do (Direct Instruction) Select words for explicit or direct vocabulary instruction. Have students say the word. Then provide student- friendly explanations or definitions of the word. Characterize the word and explain how the word is regularly used. For example, what comes to mind when you think of the word ferocious? You might think: A dog with a loud, mean bark is ferocious. Next, consider the dictionary definition of the word. Ferocious is defined as "savagely fierce." This definition may not be clear to students because they need to understand the meaning of both savagely and fierce. Simplify the language: "Something that is ferocious is very scary. You might be afraid that something ferocious could hurt you." Show pictures, objects, or other visual representations to help students better understand the word's meaning. We Do (Guided) Have conversations to discuss the word. Have them provide examples and non-examples of the word. Teach students to complete the graphic organizer that you select by first giving students a copy of the organizer. Place a copy of the graphic organizer on the overhead projector or on the board. Have students write what you write. Model thinking aloud as you decide which words to fill in on the graphic organizer. After you model thinking about one section of the graphic organizer, fill it in and have students copy the information on their paper. As students become more proficient with writing words and as their vocabularies grow, you will gradually turn over more and more responsibility to the students for completing the graphic organizers. They Do (pair, groups) Have students to work with a partner to complete a Four-Square Vocabulary Map can be modified to fit the type of word you are teaching. The handout includes squares for "word," "examples," "what it is," and "what it is like." These categories can be changed to such categories as "word," "definition," "examples," "non-examples," "picture," or "sentence." You Do (independently) After working with their partner, have students use the dictionary to check their Vocabulary Map. Assign students three words to study independently to create a Vocabulary T Chart. On the left of the T Chart students will write what they think the definition of the word is. On the right side of the T Chart the students will draw a visual representation of the word.

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SECONDARY STRUGGLING READERS In order to support our core belief that at-risk students will achieve at the same rate as non at risk students and fulfill the goals of Destination 2020, the Curriculum and Instruction Department understands that our secondary students will need high-quality instruction with a well-designed and implemented language and literacy plan for struggling readers. Beers (2003/2002) defines a struggling reader as one who is dependent on others to give him/her meaning to a text and cannot employ his/her own strategies to the text. In Dallas ISD we understand that the question is not why   some   of   our   students   can’t   read, but rather what skills do our students need to learn in order to become independent readers. Researchers compared strong readers to struggling readers and found that there are clear differences in the strategic processes these two groups use Before, During, and After reading activities. First, each group of readers approaches a reading activity differently. Struggling readers lack confidence in their reading ability and therefore feel resistant to the reading activity before it even begins. They also may lack prior knowledge of the subject matter, which only adds to this lack of confidence. Strong readers tend to feel confident about the reading tasks. Since they participate more in reading, they are more likely to have prior knowledge of the subject matter, which they can apply to the reading. Finally, struggling readers approach all reading activities the same while strong readers establish a purpose for each reading activity. During the reading process, struggling readers are hampered by a limited vocabulary and tend to read word by word rather than in phrases. This makes fluency difficult and can result in frustration and loss of attention. The strong reader on the other hand tends to have a more extensive vocabulary and reads fluently. Another critical difference is in monitoring comprehension. Struggling readers often tend to overlook comprehension problems and struggle through the reading to get finished whereas strong readers implement comprehension strategies and seek to understand the material. Moreover, after reading a passage, the strong reader will reflect on what was read to add new information to their knowledge base. But the struggling reader often mixes up the information and finds it hard to relate it to existing knowledge. In addition, the strong reader will summarize the information, paraphrase it by putting it into their own words, and identify the main points and supporting details while the struggling reader looks for “the   answer”   and   often   states   answers   exactly   as   the   information   was   written   in   the   text.   Fortunately,   the   skills and strategies that strong readers use can be learned and will improve reading comprehension in struggling readers. For these reasons, this comprehensive disciplinary literacy framework grades PK-12 is designed to support struggling readers within the processes and interventions of the Dallas ISD Three-tiered Response to Intervention Framework.

Beers,  K.  (2002/03),  When  Kids  Can’t  Read,  What  Can  Teachers  Do:  A  Guide  for  Grades  6-12

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6th – 8th Literacy Framework

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Across the continuum of reading and writing development teachers will find students who can read at grade level or beyond; however, teachers will also find students who read at an instructional level, or below, and may be in need of additional materials, resources, and support from the teacher. In grades 6th – 8th, students need support in the reading process, particularly in the content areas because most students are reading novels in language arts, primary sources and documents in science and social studies for the first time. Therefore, effective implementation of reading and writing strategies, appropriate for the needs of these students, requires that teachers be adequately prepared and knowledgeable about how these skills are developed.

Daily Literacy Teaching Practices 1. Keep in mind the strategic actions that readers must use and coach students on how to use them 2. Know the text deeply and understand its demands and the opportunities it provides for learning 3. Provide conversational   leads   to   focus   student’s   attention 4. Model and demonstrate behaviors that help students achieve better understanding 5. Ask students to share their thinking in a focused way 6. Prompt students to listen to and respond to one another rather than always being the center of conversation 7. Keep the conversations grounded in the text 8. Generate conversations that ask for deeper thinking 9. Require students to be accountable for their comments by asking more than opinion, evidence from text, and personal experience 10. Always   give   feedback   to   student’s   comments,   learning, and thinking

6th – 8th LITERACY DEVELOPMENT   







Ability to decode words Automaticity with enough words Acquisition of vocabulary along with application of reading comprehension strategies Extensive reading of both narrative and expository texts Maintaining the motivation to learn Adequate teacher preparation and materials

Source: Pinnell, G. S. & Fountas, I. C. (2012) Continuum of Literacy Acquisition

Page | 52 Taylor, R. T. (2007) Improving Reading, Writing, and Content Learning for Students in Grades 4-12

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.

Reading/Language Arts/MLEP/Special Ed/Gifted

Secondary Comprehensive Literacy Framework Preparing for college and the work force (6th -8th)

Disciplinary Literacy: Reading, Writing, Thinking, Talking, Listening as Author’s Apprentice Academic Rigor – Clear Expectations – Socializing Intelligence - Accountable Talk - Self Management of Learning – Learning through Apprenticeship

Ongoing Assessment Using formative assessment to inform instruction observing the talk, the writing, the actions studying student work and daily writing Providing specific feedback during the act of teaching Providing differentiated instruction and immediate intervention (RTI)

COMPREHENSION

Reading Workshop

Writing Workshop

Read widely in a variety of genres Think and problem solve before, during and after reading Learn and connect through themes and genre studies Follow the patterned way of reading, writing and talking

Genre based writing about self-selected and assigned topics Build on the reading writing connection by studying author’s craft Write in many genres for a variety of audiences and purposes Use the writing process to produce publishable products

T h e D L P a t t e r n e d W a y o f R e a d i n g , W r i t i n g a n d T a l k i“I  Do” ngMultiple readings for specific purposes, Writing to learn, Discussing ideas,

GRADUAL

Reflecting on learning (meta-cognition), Questioning and Inquiring Project based learning

“We  Do”  

Reading and writing to get the gist

RELEASE

[Teacher models]

[Whole class/ groups]

Rereading and writing to find and respond to significant moments Read and write again to interpret the ideas

MODEL

Read and write to analyze the author’s use of language, grammar and conventions

[Independent work]

Step back to reflect on learning, writing and thinking

Mini-lessons are short lessons that occur in each category during reading time, conferring, and sharing. They generally are whole group, but can be taught during small groups or one-on-one. (ex. Topic selection). Conferring is ongoing and regularly listening to students read a portion of selfselected text. Students discuss responses, understandings and assess and monitor progress.

  



 

Reading Aloud

WORD STUDY

Grammar/Language *Grammar concepts and language structures analyzed in models minutes to read models *Concepts  and  structures  applied  to  students’  own  writing self-selected and

Expert reader models fluency, prosody and analysis of outstanding fiction/nonfiction literature of varied genre

Aloud Expert reader Shared Texts Reading Reading and prosody and models fluency, analysistext of literature Vocabulary working together with complex using of varied genre

the DL patterned way of reading

*Wide reading across contents Shared Texts Reading and *Word working together with consciousness ocomplex text using the DL: RtI for extension, core and differentiation * Strategic, patterned way of reading.  intentional Literature Circles  instruction Students of grouped according to need/interest (Core and selected intervention) Small Group Reading RTI for cognates, roots  and Differentiate 2 and Tiercore 3 and multisyllabic for Tier extension, differentiation students words *Literature Circles *Sustained focus *Students grouped according to need/interests on academic *Differentiate for Tier2 and Teir 3 vocabulary Daily routine with a minimum of 30-45 Independent Reading Daily instruction routine with a mimimum of 3045 minutes to read self-selected and assigned texts within and outside the classroom.

Small Group Reading

Independent Reading

assigned texts within and outside the classroom.

WRITING

 Concepts and structures applied to students’  own writing thinking aloud Use genre-based text to shape writing Teachers model process writing.

Mentor Writing

Model Writing Routinely Guided modelling writing for students Fluency and writing (pairs, groups, alone) by thinking aloud. Use genreProsody texts based text to shape writing. imitating features of mentor Teachers model process writing. (From a variety of genres) Mentor Writing Guided writing Students receive written *(Wide, feedback (pairs, groups, alone) imitating voluminous and differentiated support. freaturs of mentor texts (from a reading variety of genres) Students *Use of authentic receive written feedback and engaging text Students learn writing routines to differentiated support. *Increase/decrea engage in formal and informal tasks. se speed with They reread drafts whileof self complexity text *Includes bothand Manage Writing Students learn assessing with criteria/rubric receive feedback and oral differentiated and silent writing routines to engage in formal and informal tasks. They reading and fluid support. reread drafts while selfwritinga writing They begin to build assessing with criteria/rubric portfolio. and receive feedback and differentiated support. They begin to build a writing porfolio.

Manage Writing

Independent Writing Students write with minimal outside support. They reflect and discuss their writing.

Mini-lessons are short lessons that occur in each category during reading time, conferring, and sharing. They generally are whole group, but can be taught during small groups or one-on-one. (ex. Topic selection) Conferring is ongoing and regular small group or one-on-one discussions with teacher about compositions, receive feedback that validates progress and targets support.

READING

“You  Do”

Note: At every level pay particular attention to standard English and second language learners.

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Balanced Literacy Weekly Pacing Guide 6th – 8th (Link to Reproducible Sample) Day 1

Activity

5 minutes

Explication of LO/start of class routine

25 minutes

I DO activity

Example

Mini-lesson/modeling (include a read-aloud) 5 minutes

DOL

10 minutes

SSR of self-selected text

Day 2

Activity

5 minutes

Explication of LO/start of class routine

25 minutes

WE DO activity

Example

Review/practice/expand mini-lesson and apply (include a readaloud) 3 minutes

DOL

10 minutes

SSR of self-selected text

Day 3

Activity

3 minutes

Explication of LO/start of class routine

25 minutes

THEY DO activity

Example

(teacher monitoring, conferencing, and small group work) 3 minutes

DOL

10 minutes

SSR of self-selected text

Day 4

Activity

3 minutes

Explication of LO/start of class routine

25 minutes

YOU DO activity

Example

(teacher monitoring, conferencing, and small group work) 3 minutes

DOL

10 minutes

SSR of self-selected text

Day 5

Activity

3 minutes

Explication of LO

25 minutes

Application/revision/editing/sharing/conferencing

3 minutes

DOL

10 minutes

Written response to self-selected text

Example

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One-Pager Guide: Read Aloud (6 – 8 ) Definition/Purpose Expert reader models fluency, prosody, and analysis of outstanding fiction/non-fiction literature of varied genre Preparation (Work teacher does to prepare for the lesson)

 

Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart Lesson Introduction (Teacher explains exactly what the students will do) 8 min (new skill); 6 min.(review of skill)

   

Include a hook/catchy opening (skit, metaphor, real world connection, review of previous skills/strategies) Introduce and define reading skill or strategy Preview the text (adjusted to the reading level of the students; tied to the objective) Summarize  the  previous  day’s  reading  (if  a  continuation  of  book) 1. Fast paced 2. Includes review questions

I Do (Teacher models exactly what the students will do) 5 min.  



Read the text while modeling fluency; remember to bring the drama! Think aloud 1. Use precise, scripted language on targeted skill 2. Cue  students  in  and  out  (I’m  realizing/thinking…Now  back  to  the  text…) 3. Chart thinking (as needed) Teach vocabulary (as it is encountered in the text) We Do (Teacher checks for understanding and students begin to practice) 12 min.

  

Continue to think aloud Continue to teach vocabulary Ask targeted questions that build to the objective (often the big question related to the skill might be the final question rather  than  repeated  continuously,  as  would  happen  with  “theme”) 1. Utilize turn and talk for inference and critical thinking questions 2. Use strategic universal prompts to deepen understanding or address student confusion You Do (Students do the work; teacher monitors and intervenes with those who need additional support) 13 min.

   

Clear connection to the skill that was just presented/practiced Clear directions for independent practice Monitor to check for understanding (teacher moves around, observes work) Offer additional support where needed

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One-Pager Guide: Shared Texts (6 – 8 ) Definition/Purpose Reading and working together with complex text The text is closer to an instructional level (students can understand it with some support from the teacher) Promotes more active student engagement and discussion Helps teachers identify points of confusion that need more support for particular students (Small Group Reading) Preparation (Work teacher does to prepare for the lesson) Students have their own copy of the text Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart

Lesson Introduction (Teacher explains exactly what the students will do) 5 min.  

State the objective with clear, precise language Preview  the  text  (at  students’  instructional  level;  tied  to  the  objective) I Do (Teacher models exactly what the students will do) 10 min.



Teach the skill/strategy using the shared text 1. Break down the steps consistently 2. Chart thinking 3. Explain rationale behind the strategy 4. Students give feedback on what the teacher has modeled We Do (Teacher checks for understanding and students share the work) 15 min.



 

Students practice the same skill as the teacher modeled 1. Teacher starts a think aloud, students take over 2. Teacher questions and prompts strategically 3. Turn and talk followed by discussion 4. Quick writes follow discussion Evaluate skill implementation 1. Teacher assesses quality of skill implementation 2. Students assess the quality of their peers’  implementation Tightly timed: teachers make sure they end promptly to move to You Do You Do (Students do the work; teacher monitors and intervenes with those who need additional support) 15 min.

   

Clear connection to the skill that was just presented/practiced Clear direction for independent practice Students read independently Monitor to check for understanding (teacher moves around, observes work)

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One-Pager Guide: Small Group Reading (Grades 6 – 8 ) Definition/Purpose    

Reading and working together with complex text The text is closer to an instructional level (students can understand it with some support from the teacher) Promotes more active student engagement and discussion Helps teachers identify points of confusion that need more support for particular students (Small Group Reading) Preparation (Work teacher does to prepare for the lesson)

  

Students have their own copy of the text Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart Lesson Introduction (Teacher explains exactly what the students will do)

 

State the objective with clear, precise language Preview  the  text  (at  students’  instructional  level;  tied  to  the  objective) I Do (Teacher models exactly what the students will do)



Teach the skill/strategy using the shared text 5. Break down the steps consistently 6. Chart thinking 7. Explain rationale behind the strategy 8. Students give feedback on what the teacher has modeled We Do (Teacher checks for understanding and students share the work)



Students practice the same skill as the teacher modeled 5. Teacher starts a think aloud, students take over 6. Teacher questions and prompts strategically 7. Turn and talk followed by discussion 8. Quick writes follow discussion Evaluate skill implementation 3. Teacher assesses quality of skill implementation 4. Students  assess  the  quality  of  their  peers’  implementation Tightly timed: teachers make sure they end promptly to move to You Do You Do (Students do the work; teacher monitors and intervenes with those who need additional support)

 

   

Clear connection to the skill that was just presented/practiced Clear direction for independent practice Students read independently Monitor to check for understanding (teacher moves around, observes work)

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One-Pager Guide: Independent Reading (6 – 8 ) Definition/Purpose Students self-select and independently read appropriate books based on their independent reading level and interest Students practice reading strategies that were explicitly taught during read aloud, shared reading, and guided reading. Preparation (Work teacher does to prepare for the lesson)

  

Teacher selects a variety of books at different reading levels Books will be related to the genre being studied Students self-select text or teacher assigns text

Lesson Introduction (Teacher explains exactly what the students will do)



Introduce and define reading skill or strategy

I Do (Teacher models exactly what the students will do)

 

Read selected text Think aloud  Use precise, scripted language on targeted skill  Cue  students  in  and  out  (I’m  realizing/thinking…Now  back  to  the  text…) We Do (Teacher checks for understanding and students share the work)

  

Continue to read and to think aloud Ask targeted questions that build to the objective Model how students will have to do independent reading You Do (Students do the work; teacher monitors and intervenes with those who need additional support)

  

Clear connection to the skill that was just presented/practiced Clear direction for independent practice Monitor to check for understanding (teacher moves around, observes work)

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9 – 12 Literacy Framework

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Within the continuum of reading and writing development teachers in grade 9th – 12th will find students who can read at grade level or beyond; however, similar to grades three to eight, teachers will also find students who read at an instructional level, or below, and will require additional materials, resources, and support from the teacher. In grades 9th – 12th , students will need to continue to receive support in the reading process because content gets increasingly more rigorous and vocabulary more abstract.

9th – 12th LITERACY DEVELOPMENT   

Therefore, effective implementation of reading and writing strategies requires that teachers be adequately prepared and be knowledgeable about how these skills are developed.

Daily Literacy Teaching Practices 1. Keep in mind the strategic actions that readers must use and coach students on how to use them 2. Know the text deeply and understand its demands and the opportunities it provides for learning 3. Provide conversational   leads   to   focus   student’s   attention 4. Model and demonstrate behaviors that help students achieve better understanding 5. Ask students to share their thinking in a focused way 6. Prompt students to listen to and respond to one another rather than always being the center of conversation 7. Keep the conversations grounded in the text 8. Generate conversations that ask for deeper thinking 9. Require students to be accountable for their comments by asking more than opinion, evidence from text, and personal experience 10. Always   give   feedback   to   student’s   comments,   learning, and thinking







Ability to decode words Automaticity with enough words Acquisition of vocabulary along with application of reading comprehension strategies Extensive reading of both narrative and expository texts Maintaining the motivation to learn Adequate teacher preparation and materials

Source: Pinnell, G. S. & Fountas, I. C. (2012) Continuum of Literacy Acquisition

Page | 60 Taylor, R. T. (2007) Improving Reading, Writing, and Content Learning for Students in Grades 4-12

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.

Reading/Language Arts/MLEP/Special Ed/Gifted

Secondary Comprehensive Literacy Framework Preparing for college and the work force (9th-12th)

Disciplinary Literacy: Reading, Writing, Thinking, Talking, Listening as Author’s Apprentice Academic Rigor – Clear Expectations – Socializing Intelligence - Accountable Talk - Self Management of Learning – Learning through Apprenticeship

Ongoing Assessment Using formative assessment to inform instruction observing the talk, the writing, the actions studying student work and daily writing Providing specific feedback during the act of teaching Providing differentiated instruction and immediate intervention (RTI)

COMPREHENSION

Reading Workshop

Writing Workshop

Read widely in a variety of genres Think and problem solve before, during and after reading Learn and connect through themes and genre studies Follow the patterned way of reading, writing and talking

Genre based writing about self-selected and assigned topics Build on the reading writing connection by studying author’s craft Write in many genres for a variety of audiences and purposes Use the writing process to produce publishable products

T h e D L P a t t e r n e d W a y o f R e a d i n g , W r i t i n g a n d T a l k i“I  Do” ngMultiple readings for specific purposes, Writing to learn, Discussing ideas,

GRADUAL

Reflecting on learning (meta-cognition), Questioning and Inquiring Project based learning

“We  Do”  

Reading and writing to get the gist

RELEASE

[Teacher models]

[Whole class/ groups]

Rereading and writing to find and respond to significant moments Read and write again to interpret the ideas

MODEL

Read and write to analyze the author’s use of language, grammar and conventions

[Independent work]

Step back to reflect on learning, writing and thinking

 



 

Reading Aloud

WORD STUDY

Grammar/Language *Grammar concepts and language structures analyzed assigned textsin models *Concepts  and  structures  applied  to  students’  own  writing within and

Expert reader models fluency, prosody and analysis of outstanding fiction/nonfiction literature of varied genre

Reading Aloud Expert reader Shared Texts Reading andfluency, prosody and models

of literature of varied Vocabulary working together with complex analysis text using genre the DL patterned way of reading *Wide reading across contents Shared Texts Reading and *Word working together with consciousness ocomplex text using the DL: RtI for extension, core and differentiation * Strategic, patterned way of reading.  intentional Literature Circles  instruction Students of grouped according to need/interest (Core and selected intervention) Small Group Reading RTI for cognates, roots  and Differentiate Tier 3 core and multisyllabic for Tier 2 andextension, differentiation students words *Literature Circles *Sustained focus *Students grouped according to need/interests on academic *Differentiate for Tier2 and Teir 3 vocabulary Daily routine with a minimumIndependent of 30-45 Reading Daily instruction routine minutes to read self-selected and with a mimimum of 3045 minutes to read self-selected and assigned texts within and outside the classroom.

Small Group Reading

Independent Reading

WRITING

outside the classroom.

Mini-lessons are short lessons that occur in each category during reading time, conferring, and sharing. They generally are whole group, but can be taught during small groups or one-on-one. (ex. Topic selection) Conferring is ongoing and regular small group or one-on-one discussions with teacher about compositions, receive feedback that validates progress and targets 1 or 2

Mini-lessons are short lessons that occur in each category during reading time, conferring, and sharing. They generally are whole group, but can be taught during small groups or one-on-one. (ex. Topic selection). Conferring is ongoing and regularly listening to students read a portion of selfselected text. Students discuss responses, understandings and assess and monitor progress.



READING

“You  Do”

Fluency

writing models  Concepts and structures applied to Model Writing Routinely students’  own writing thinking aloud modelling writing for students Use genre-basedFluency text toand shape by thinking aloud. Use genrewriting based text to shape writing. Prosody Teachers model process writing. Teachers model process writing. Mentor Writing Guided writing *(Wide, Guided (pairs, groups, alone) imitating voluminous freaturs of mentor texts (from awriting (pairs, groups, alone) reading variety of genres) Students imitating features ofofmentor texts *Use authentic receive written feedback and (From a variety of genres) engaging text differentiated support. Students receive*Increase/decrea written feedback se speedsupport. with and differentiated complexity of text Manage Writing Students learn *Includes both writing routines to engage in oral and routines silent Students learn writing to formal and informal tasks. They reading and fluid reread drafts while self- engage in formal and informal tasks. writing assessing with criteria/rubric They reread drafts while self and receive feedback and assessing with criteria/rubric and differentiated support. They receive feedback and differentiated begin to build a writing porfolio.

Mentor Writing

Manage Writing

Independent Writing Students write with minimal outside support. They reflect and discuss their writing.

support. their writing

Note: At every level pay particular attention to standard English and second language learners.

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Balanced Literacy Weekly Pacing Guide 9th -12th (Link to Reproducible Sample) Day 1

Activity

Example

5 minutes

Beginning of class routines/Explication of LO

10.5A: Separate scenes within a plot

15 minutes

I DO activity

Introduce PLOT (actions, conflicts, setting, characters, etc.) Use examples.

20 minutes

WE DO activity

Read aloud a brief text and think aloud with students about plot elements as they annotate. Ask questions to engage.

5 minutes

DOL

5 minutes

Beginning of class routines/Explication of LO

Day 2

Activity

Example

5 minutes

Beginning of class routines/Explication of LO

10.5A: Separate scenes within a plot

20 minutes

THEY DO activity (collaborative groups/pairs)

Groups/pairs/trios  continue  Day  1’s  text   (or anew text), reading, identifying, discussing, and annotating examples of plot elements. Teacher monitors.

15 minutes

YOU DO

Each student

10.5A: Separate scenes within a plot

DOL 5 minutes

Beginning of class routines/Explication of LO

Day 3

Activity

3 minutes

Explication of LO/start of class routine

25 minutes

THEY DO activity

10.5A: Separate scenes within a plot

Example

(teacher monitoring, conferencing, and small group work) 3 minutes

DOL

10 minutes

SSR of self-selected text

Day 4

Activity

3 minutes

Explication of LO/start of class routine

25 minutes

YOU DO activity

Example

(teacher monitoring, conferencing, and small group work) 3 minutes

DOL

10 minutes

SSR of self-selected text

Day 5

Activity

3 minutes

Explication of LO

25 minutes

Application/revision/editing/sharing/conferencing

3 minutes

DOL

10 minutes

Written response to self-selected text

Example

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One-Pager Guide: Read Aloud (9 – 12 ) Definition/Purpose Expert reader models fluency, prosody, and analysis of outstanding fiction/non-fiction literature of varied genre Preparation (Work teacher does to prepare for the lesson)

 

Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart Lesson Introduction (Teacher explains exactly what the students will do) 8 min (new skill); 6 min.(review of skill)

   

Include a hook/catchy opening (skit, metaphor, real world connection, review of previous skills/strategies) Introduce and define reading skill or strategy Preview the text (adjusted to the reading level of the students; tied to the objective) Summarize  the  previous  day’s  reading  (if  a  continuation  of  book) 3. Fast paced 4. Includes review questions

I Do (Teacher models exactly what the students will do) 5 min.  



Read the text while modeling fluency; remember to bring the drama! Think aloud 4. Use precise, scripted language on targeted skill 5. Cue  students  in  and  out  (I’m  realizing/thinking…Now  back  to  the  text…) 6. Chart thinking (as needed) Teach vocabulary (as it is encountered in the text) We Do (Teacher checks for understanding and students begin to practice) 12 min.

  

Continue to think aloud Continue to teach vocabulary Ask targeted questions that build to the objective (often the big question related to the skill might be the final question rather  than  repeated  continuously,  as  would  happen  with  “theme”) 3. Utilize turn and talk for inference and critical thinking questions 4. Use strategic universal prompts to deepen understanding or address student confusion You Do (Students do the work; teacher monitors and intervenes with those who need additional support) 13 min.

   

Clear connection to the skill that was just presented/practiced Clear directions for independent practice Monitor to check for understanding (teacher moves around, observes work) Offer additional support where needed

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  

th

One-Pager Guide: Shared Texts (9 – 12 ) Definition/Purpose Reading and working together with complex text The text is closer to an instructional level (students can understand it with some support from the teacher) Promotes more active student engagement and discussion Helps teachers identify points of confusion that need more support for particular students (Small Group Reading) Preparation (Work teacher does to prepare for the lesson) Students have their own copy of the text Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart

Lesson Introduction (Teacher explains exactly what the students will do) 5 min.  

State the objective with clear, precise language Preview  the  text  (at  students’  instructional  level;  tied  to  the  objective) I Do (Teacher models exactly what the students will do) 10 min.



Teach the skill/strategy using the shared text 9. Break down the steps consistently 10. Chart thinking 11. Explain rationale behind the strategy 12. Students give feedback on what the teacher has modeled We Do (Teacher checks for understanding and students share the work) 15 min.



 

Students practice the same skill as the teacher modeled 9. Teacher starts a think aloud, students take over 10. Teacher questions and prompts strategically 11. Turn and talk followed by discussion 12. Quick writes follow discussion Evaluate skill implementation 5. Teacher assesses quality of skill implementation 6. Students  assess  the  quality  of  their  peers’  implementation Tightly timed: teachers make sure they end promptly to move to You Do You Do (Students do the work; teacher monitors and intervenes with those who need additional support) 15 min.

   

Clear connection to the skill that was just presented/practiced Clear direction for independent practice Students read independently Monitor to check for understanding (teacher moves around, observes work)

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One-Pager Guide: Small Group Reading (Grades 9 -12 ) Definition/Purpose    

Reading and working together with complex text The text is closer to an instructional level (students can understand it with some support from the teacher) Promotes more active student engagement and discussion Helps teachers identify points of confusion that need more support for particular students (Small Group Reading) Preparation (Work teacher does to prepare for the lesson)

  

Students have their own copy of the text Flag the text (pre-mark book for stopping and thinking points) Prepare and post chart Lesson Introduction (Teacher explains exactly what the students will do)

 

State the objective with clear, precise language Preview  the  text  (at  students’  instructional  level;  tied  to  the  objective) I Do (Teacher models exactly what the students will do)



Teach the skill/strategy using the shared text 13. Break down the steps consistently 14. Chart thinking 15. Explain rationale behind the strategy 16. Students give feedback on what the teacher has modeled We Do (Teacher checks for understanding and students share the work)



Students practice the same skill as the teacher modeled 13. Teacher starts a think aloud, students take over 14. Teacher questions and prompts strategically 15. Turn and talk followed by discussion 16. Quick writes follow discussion Evaluate skill implementation 7. Teacher assesses quality of skill implementation 8. Students  assess  the  quality  of  their  peers’  implementation Tightly timed: teachers make sure they end promptly to move to You Do You Do (Students do the work; teacher monitors and intervenes with those who need additional support)

 

   

Clear connection to the skill that was just presented/practiced Clear direction for independent practice Students read independently Monitor to check for understanding (teacher moves around, observes work)

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One-Pager Guide: Independent Reading (9 – 12 ) Definition/Purpose Students self-select and independently read appropriate books based on their independent reading level and interest Students practice reading strategies that were explicitly taught during read aloud, shared reading, and guided reading. Students read for a variety of purposes, including enjoyment Preparation (Work teacher does to prepare for the lesson)

    

Include time to go to the library Build a classroom library Books could be related to the genre being studied Teach students effective ways to preview a book to determine interest Have a book to read independently while students read Practice (Classroom Implementation)

   

Schedule time daily Model independent reading (do not use this time to catch up on administrative duties) Allow students to orally share their books with others Allow time for written reflection, not quizzes or reports, at least once a week

“Free,  voluntary  reading,  both  in  school  and  out,  is  strongly  associated  with  gains  in  reading  achievement,”  (Krashen   2004). Zemelman, Steven, Harvey Daniels, Arthur A. Hyde, and William Varner. Best practice: new standards for teaching and learning in America's schools. 2nd ed. Portsmouth, NH: Heinemann, 1998. Print.

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WRITING INSTRUCTIONAL PRACTICES THAT SUPPORT THE FIVE COMPONENTS OF READING PK-5th Instructional Practice

Definition

Rationale

Writing Aloud:

Teacher and students work together to compose various forms of writing. Students provide the ideas and the teacher supports the process as a scribe. The teacher provides full support, modeling and demonstrating the process of writing.

Writing Aloud develops concepts of print, writing strategies, supports reading development, and provides a model for a variety of writing styles. It models the connection among and between sounds, letters, and words. It produces text that students can read independently and necessitates communicating in a clear and specific manner.

Shared/Interactive Writing:

The teacher and class compose together to create a variety of written  text  using  a  “shared  pen”   technique. The group agrees on what to write through discussion and negotiation. Together the teacher and students navigate through the writing process.

Shared and Interactive writing provides opportunities to plan and construct texts. It increases spelling knowledge, produces written language resources in the classroom, and creates opportunities to apply what has been learned.

Guided Writing lessons are temporary, small group lessons teaching those strategies that a group of students most need to practice with immediate guidance from teachers.

Teacher works with small groups of children who have similar writing needs. The teacher selects and introduces new techniques and strategies carefully chosen to match the instructional levels of students. Writers are carefully prepared when being introduced to an element  of  the  writer’s craft, and various strategies are explicitly taught. Ongoing observation and assessment help to inform instruction and grouping of students is flexible and may be changed often.

Students write independently in a variety of genres. Writing topics are either directed by the teacher or often self-selected. During this time, students practice writing strategies and techniques that were explicitly taught during shared writing, interactive writing and guided writing.

Independent writing strengthens text sequence, develops understanding of multiple uses of writing, supports reading development, and develops writing strategies and active independence.

During Writing Workshop, children proceed through the writing process and use a variety of writing forms. The teacher guides the process and provides instruction through focus lessons and conferences.

Writing Workshop helps writers develop their voice and provides opportunities for children to learn to be writers. It provides chances to use writing for different purposes across the curriculum. It increases writers’  abilities  to  use  different  forms  of  writing  and  fosters  creativity   and the ability to compose a variety of genres.

Small Group Writing/Guided Writing:

Independent Writing:

Writing Workshop

The Writing Workshop components include: Read Alouds, Mini-lessons, Independent Writing, Conferring, Guided Writing and Sharing.

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THE WRITING PROCESS Writing is a fluid process created by writers as they work. Accomplished writers move back and forth between the stages of the process, both consciously and unconsciously. Writers benefit from the structure and security of following the writing process in their writing.

WRITING STAGES A series of steps through which the writer works to produce a published product

PREWRITING

Students generate ideas for writing: brainstorming; reading literature; creating life maps, webs, and story charts; developing word banks; deciding on form, audience, voice, and purpose as well as through teacher motivation.

ROUGH DRAFT

Students get their ideas on paper. They write without concern for conventions. Written work does not have to be neat; it is a 'sloppy copy.'

REREAD

Students proof their own work by reading aloud and reading for sensibility

SHARE WITH A PEER REVISOR

Students share and make suggestions for improvement: asking who, what, when, where, why, and how questions about parts of the story the peer does not understand; looking for better words; and talking about how to make the work better.

REVISE

Improve what the narrative says and how it says it: write additions, imagery, and details. Take out unnecessary work. Use peer suggestions to improve. Clarify.

EDITING

Work together on editing for mechanics and spelling. Make sure the work is 'goof proof.'

FINAL DRAFT

Students produce their final copy to discuss with the teacher and write a final draft.

PUBLISHING

Students publish their written pieces, sending their work to publishers; reading their finished story aloud, making books. This is a time to celebrate!

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WRITING WORKSHOP Writing Workshop consists of three parts: the Mini-lesson, Writing/Conferencing and Sharing. The infrastructure  is  predictable  and  consistent  so  that  student’s  experience with the organization of Writing Workshop remains the same from year to year within the continuum of writing.

MINI-LESSON Connection: 1 minute for recalling a previous experience

Teach: 4-5 minutes to teach a new concept

Active Involvement: Brief time students learn, by doing, how to use concept learned

WRITING/CONFERENCING After mini-lesson; self-guided; writing block gradually increase from 10 - 45 minutes as stamina increases; students write where they are comfortable writing

Contains 3 parts: Research = teacher observes and interviews to understand what the writer is trying to communicate; Compliment = compliment what the student is trying to achieve in writing; Teach = teach something the student is already attempting to do

SHARING Closes Writing Workshop with a 5 minute teaching time; reemphazises the mini-lesson

Students share with partners or small groups; a miniconference can be held in front of the class for everyone to observe specifically highlighting student's implementation of mini-lesson

Source: Calkins, L. Units of Study for Primary Writing (2011)

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WRITING GENRES AT A GLANCE K-5 Grade

1st 6 Weeks

2nd 6 Weeks

3rd 6 Weeks

4th 6 Weeks

5th 6 Weeks

6th 6 Weeks

K

Launching Writer’s  

Write a Personal

Writing Poetry

Narrative

Nonfiction: Procedural (How-To) Writing

Nonfiction: Informational

Workshop

Nonfiction: Functional Personal Writing

Launching Writer’s  

Personal Narrative: Small Moment Story

Nonfiction: Procedural (How-To) Writing

Nonfiction: Informational

Workshop

Nonfiction: Functional Writing

Nonfiction: Procedural (How-To) Writing

Nonfiction: Informational

Expository & Procedural

Poetry & Memoirs

Persuasive & Essays

Poetry & Memoirs

Persuasive & Essays

Poetry & Memoirs

Persuasive & Essays

1

2

Launching Writer’s  

Write a Personal

Workshop

Narrative

(Lists, Cards, Letters) Nonfiction: Functional Writing (Lists, Cards, Letters)

3

4

5

Notes:

Launching Writer’s

Write a Personal

Workshop & Personal Narrative

Narrative

Launching Writer’s

Write a Personal

Workshop & Personal Narrative

Narrative

Launching Writer’s

Write a Personal

Workshop & Personal Narrative

Narrative

Expository/ Informational Report

Writing Poetry

Writing

Writing Poetry

Writing

Poetry

Expository/ Expository & Informational Procedural Report Poetry

Expository/ Informational Report

Writing

Expository & Procedural Poetry

1. Bold reading genres are assessed by STAAR at the indicated grade level 2. Reading genres highlighted in yellow were ADDED to six weeks units to ensure students have studied those assessed by the testing

STAAR prior to

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WRITING GENRES AND MILESTONES PK-2 Genre/ Example

Personal Narrative (Link to Rubric)

Purpose/ Description

Writes about a personal experience; autobiography

Typical Organization

Time/ Chronology/ Sequence

Typical Language Features (Grammar, Conventions) past and future tenses, descriptive words, pronouns (I, Me) First, second, last, eventually, later, etc. Typical Conjunctions (Transitional Words) Examples

Literary Text (Link to Rubric)

makes comments about literary texts; responds to texts

Sequential; includes supporting ideas; retells

Simple subject-verb agreement; begins to understand appropriate tenses; uses appropriate pronouns (he, him, she, her, they, them, etc.) 1st grade: uses features such as headings, page numbers, etc. 2nd grade begins to use simple compare and contrast, cause and effect,

Poetry (Link to Rubric)

to convey sensory details

illustrates poems with drawings

uses words that describe how something looks, tastes, smells, feels, sounds

Student Behaviors

Writing Example

PK - Kinder teacher models writing a personal narrative; students dictate and teacher writes; students use drawings extensively to express ideas

PK- Kinder (Link to a Writing Sample Here)

1st Simple sentences telling the sequence of events; using drawing or graphics, teacher modeling, teacher uses mentor texts

1st (Link to a Writing Sample Here)

2nd Sentences tell sequence of events. Student’s  drawings  show  sequence  of   events, sometimes showing speech bubbles

2nd (Link to a Writing Sample Here)

PK-Kinder Teacher models retelling stories (beginning, middle, end); students use pictures to make short stories

(Link to a Writing Sample Here)

1st Teacher models how to write literary nonfiction from mentor texts; students begin to apply some text features

1st(Link to a Writing Sample Here)

2nd Creates texts that have characteristics of published texts, students may borrow words from authors they enjoy

2nd (Link to a Writing Sample Here)

PK-Kinder Student understands that writer and illustrator can represent a song or rhyme; Begins to notice words for sounds, figurative words, unusual words

PK-Kinder (Link to a Writing Sample Here)

1st Student understand how to shape words on the page to look like a poem, teachers models these behaviors through interactive and shared writing

1st (Link to a Writing Sample Here)

2nd Words on page are shaped like a poem, students use poetic language to communicate meaning

2nd (Link to a Writing Sample Here)

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WRITING GENRES AND MILESTONES PK-2 Genre/ Example

Expository (Link to Rubric)

Procedural (Link to Rubric)

Letters (Link to Rubric)

Purpose/ Description

Writes about facts; records ideas; describes sets of characteristics

Write to discover, to develop, refine ideas, reflect, to inform.

Write short letters that put ideas in a chronological or logical sequence

Typical Organization

makes a series of drawings showing an object or process

orders of items in a list; lists and drawings

Begins to understand the difference between notes, letters, emails

Typical Language Features (Grammar, Conventions) uses text features such as page numbers, titles, labeling

begins to understand how lines and spacing are used to present clusters of words and lists

Understands appropriate conventions (e.g., date ,salutation, closing).

Student Behaviors

Writing Example

PK-Kinder Student understands that the writer and the illustrator wants to tell others information; begins to notice how authors use labeling, pictures, etc to show facts; teacher models these behaviors through writing alouds, share and interactive writing

PK-Kinder (Link to a Writing Sample Here)

1st Students understand how to write labels to pictures, create labels of illustrations that are part of a written piece, teacher models these behaviors through share and interactive writing

1st (Link to a Writing Sample Here)

2nd Students understand how to categorize information, provides information for each category, understands how to use headings, diagrams and tables

2nd (Link to a Writing Sample Here)

PK-Kinder Through writing aloud or interactive writing, student actively participates in suggesting order of list, topics, and process

PK-Kinder (Link to a Writing Sample Here)

1st Student makes lists in the appropriate form with one item under another, writes captions under pictures, use lists to plan activities or to support memory of ideas

1st (Link to a Writing Sample Here)

2nd Understands how to craft procedural writing that follow mentor texts formats, understands how to write ‘how-to-books’;  teacher  models  these   behaviors

2nd (Link to a Writing Sample Here)

PK-Kinder Actively participates in writing notes, letters, invitations, etc, through shared and interactive writing

PK-Kinder (Link to a Writing Sample Here)

1st Teacher models how to write to a known audience or specific reader, student understands the tone of voice needed for communicating different type of letters

1st (Link to a Writing Sample Here)

2nd Students write notes, cards, invitations, emails for different purposes

2nd (Link to a Writing Sample Here)

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WRITING GENRES AND MILESTONES PK-2 Genre/ Example

Purpose/ Description

Persuasive  (Link to Rubric)  

Historical Recount (Link to Rubric)

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Writing Example

Write to influence; to convince; to express/promote a particular point of view; to justify a position

Main idea Facts Supporting details Concluding arguments

2nd Both facts and opinions are used in persuasive writing

2nd Teacher models/facilitates how to generate persuasive statements about issues that are important to the student. Students understand the appropriate audience in school, home, and community

2nd (Link to a Writing Sample Here)

Set of facts generalized, information about a topic, issue, event or historical figure.

Sets context by providing information about who, where, when, etc. chronological order

2nd Action verbs, use of appropriate tense (usually in the past)

2nd Student begins to understand how to include supporting sentences with simple facts, details, and explanations

2nd (Link to a Writing Sample Here)

Sources: Gibbons, P (2009); Pinnell, G., S. & Fountas, I. C. (2012)

WRITING GENRES AND MILESTONES 3RD – 5TH Genre/ Example

Personal Narrative (Link to Rubric)

Purpose/ Description

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Writing Example

Recalls a sequence of events related to a personal experience.

Orientation (who, where, when, etc) Series of event personal comment

Usually one person is the main participant that uses verbs of thinking and feeling to express ideas

Students understand how to write journals, diaries, short stories, incorporate descriptive language, and dialogue, teacher models these behaviors using the interactive and shared writing

(Link to a Writing Sample Here)

Students understand how to develop a plot with basic sequence of events in a story (includes problem and solution) Point of view - the perspective from which the events in the story are told the vantage point or stance

(Link to a Writing Sample Here)

Writing is focused with ideas connected through time for example; later, in the evening, after, last year.

Literary Text (Imaginative Stories) (Link to Rubric)

Imaginative stories that build a plot to a climax and contain details about the characters and setting with a focused plot and point of view.

Setting Goal and/or Problem Events Resolution

Several people or characters participant that use verbs of thinking and feeling to express ideas. Writing is focused with ideas connected through time for example; later, in the evening, after, last year. Events in literary text are not always

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WRITING GENRES AND MILESTONES 3RD – 5TH Genre/ Example

Poetry (Link to Rubric)

Purpose/ Description

3rd- 4th Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched

Typical Organization

Relates a set of facts and key ideas about a class of things in an organized structure.

Student understands how to write poems that convey sensory details using the conventions of poetry (e.g.,rhyme, meter, patterns of verse).

(Link to a Writing Sample Here)

Presents effective introductions and concluding paragraph.

Action verbs in past, present, and future. Descriptive language for actions and motivations. Categories for evaluating the validity of sources and points of view

Student understands how to construct a central idea, topic sentence, concluding statements, and include supporting sentences with simple facts, details and explanations.

(Link to a Writing Sample Here)

Student understands how to organize ideas in a sequentially and logically manner, uses a variety of simple structures and transitions to link paragraphs

(Link to a Writing Sample Here)

Includes supporting sentences with simple facts, details, and explanations

Procedural: Describes  “how  to”   by writing a sequence of events or steps to follow to complete a procedure ( instructions and/or directions)

Writing Example

Rhyme - two words or lines that end in the same sound Meter - the movement of words in the poem. Patterns of verse the number of stresses (emphasis) or syllables in a line Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.

Establishes a central idea in a topic sentence.

Procedural (Link to Rubric)

Student Behaviors

Multiple structures/forms such as sonnets, cinquains, and haikus.

5th Poems that include: Quatrains, Acrostics, Epitaph - written to praise or to reflect on the life of a deceased person Haikus, Limericks Autobiographical poems, Free verse

Expository (Link to Rubric)

Typical Language Features (Grammar, Conventions)

Purpose of procedure Materials required. Sequence of steps followed

Time frame, sequence, causes, effects, motives, intentions, validity of evidence, prediction of consequences

Action verbs and clauses give details of place, extent, and manner of how procedure will be completed. Content specific vocabulary included in procedural; compound sentences, varied structures and word orders Connecting words indicate sequence of procedures such as first, second and then.

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WRITING GENRES AND MILESTONES 3RD – 5TH Genre/ Example

Purpose/ Description

Typical Organization

Typical Language Features (Grammar, Conventions)

Letters (Link to Rubric)

Write to provide information and to clarify, explain, or instruct

Includes important information, includes a closure, date and salutation

Persuasive (Link to Rubric)    

Purpose of persuasive writing: Influence Convince Express Promote a particular point of view Justify a position

Both facts and opinions are used in persuasive writing



Student Behaviors

Writing Example

Including, but not limited to: Date, Salutation greeting in a letter (e.g.,Dear friend,) Closing (e.g., Sincerely,) Audience - the intended reader or readers of the letter

Student understands how to write formal and informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutations, closing)

(Link to a Writing Sample Here)

Persuasive essay - a short piece of writing to try to persuade the reader to a specific point of view

Student understands how to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives

(Link to a Writing Sample Here)

Student understands how to include supporting sentences with simple facts, details, and explanations

(Link to a Writing Sample Here)

Ideas support the writer’s  beliefs  in   order to change the reader's mind Applies reasons for why the reader should be persuaded to consider the writer’s  position,   proposition, etc.

Historical Recount (Link to Rubric)

Relates a set of fact gives generalized information about a topic, issue, event or historical figure. Tells what happened by documenting a series of events and evaluating their significance

Provides information about who what, when, where, why and how. Record of events in sequential order Cause and Effect Compare and contrast

Past tense and Present tense verbs Focus on generalizing about events, issues or historical figures References specific time periods and eras Uses Social Studies Vocabulary Indicates Time (historical time periods, and eras) Sequencing Ideas Cause/Effect Summarizing Drawing Conclusions Comparing/ Contrasting

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WRITING GENRES AND MILESTONE 6TH – 8TH Genre/ Example

Purpose/ Description

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Writing Example

Personal Narrative (Link to Rubric)

Recounts an event, drawing on personal experience

Plot structure/ diagram, time connected

Lead/Hook Descriptive/sensory details, Usually written in first person, past tenses, subject-verb agreement

Student understands how to write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, and/or consequences

(Link to a Writing Sample Here)

Literary Texts Imaginative Writing (Link to Rubric)

Generate fantastic, science fiction, or historical fiction. Creative writing.

Situating events and issues in accurate time and space or historical circumstances and with characters that illustrate valid frames of reference. Comic strip writing.

Action verbs, establishing contextual elements, and descriptive language for observable behaviors and inner thoughts. Identification of the elements that make up frame of reference, circumstances that could possibly motivate or influence participants

Student understands how to create a specific, believable setting through the use of sensory details

(Link to a Writing Sample Here)

Create original stories, poems, songs, etc.

Organization will vary by genre.

Poetry (Link to Rubric)

Express thoughts, feelings, ideas in a specific format

Multiple structures/forms such as sonnets, cinquains, and haikus

Figurative Language Rhyme Rhythm

Student understands different poetic techniques, figurative language, and graphic elements of a poem

(Link to a Writing Sample Here)

Expository (Link to Rubric)

Expository: Explain (causes and effects, comparisons, problem/solution, etc). of an issue by clarifying points of view in relation to historical contexts and frames of reference

Analyzing primary and secondary sources and artifacts

Action verbs in past, present, and future. Descriptive language for actions and motivations. Categories for evaluating the validity of sources and points of view Time frame, sequence, causes, effects, motives, intentions, validity of evidence, prediction of consequences

Student understands how to logically organize ideas with appropriate facts and details and includes no extraneous information or inconsistencies

(Link to a Writing Sample Here)

Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to content.

Cause/effect Problem/Solution Compare/ Contrast Descriptive

Respond to various prompts of an expository nature

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WRITING GENRES AND MILESTONE 6TH – 8TH Genre/ Example

Procedural (Link to Rubric)

Purpose/ Description

Describes  “how  to”   by reporting a sequence of events or steps to follow (directions and instructions) Describes how to conduct a scientific investigation Use a problem solving model Arithmetic sequence (with a constant rate of change) Formulate problem situations when given a simple equation Make a conjecture from patterns or sets of examples and nonexamples

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Steps of the Scientific Method; recording data using qualitative means such as graphic organizers to organize data,

Action verbs are used when writing the procedures of a scientific investigation, adverbial clauses will give details such as place (where), extent (how much, how long), manner (how something is done) , and includes content specific academic vocabulary

Student understands how to use varied sentence structures, transitional words and phrases; maintains a thought or idea through the writing. Student links sentences and paragraphs together smoothly so that there are no abrupt breaks between the ideas

(Link to a Writing Sample Here)

Problem-solving model: 1) Understand the problem 2) Make a plan 3) Carry out the plan 4) Evaluate the solution for reasonableness

Formulate an equation when given a problem situation Solving application problems: use appropriate tables, graphs, and algebraic equations to predict, find and justify solutions

Writing Example

Math: Communicate mathematical ideas using language, efficient tools, appropriate units and graphical, numerical, physical or algebraic mathematical models; time connective at beginning of sentences to express sequence of events (then, later, next, at the time) Academic vocabulary specific to the content area will provide cohesion.

Letters (Link to Rubric)

Create informal letters (journals, diaries, etc.) to communicate ideas, and demonstrate a sense of closure

Journals Letters Diaries Letters t o the Editor Speeches

Greeting Salutation Dear Sincerely, etc. Addresses Signature line

Student understands how to write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context

(Link to a Writing Sample Here)

Persuasive (Link to Rubric)

Effectively communicate a point of view to win support for an issue.

Objectively present an issue, present a point of view, support that point of view with evidence, counter other possible views.

Action verbs in past, present, and future. Descriptive language for actions and motivations. Categories for evaluating the validity of sources and points of view

Student understands how to include evidence that is logically organized to support the  author’s   viewpoints and differentiates between fact and opinion

(Link to a Writing Sample Here)

Transitional words: As you can see, furthermore, as a result, consequently, also, as well

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WRITING GENRES AND MILESTONE 6TH – 8TH Genre/ Example

Historical Recount (Link to Rubric)

Purpose/ Description

Typical Organization

Relates a set of fact gives generalized information about a historical topic, issue, event or figure. Tells what happened by documenting a series of events and evaluating their significance

Provides information about who what, when, where, why and how. Record of events in sequential order Cause and Effect Compare and contrast

Typical Language Features (Grammar, Conventions) Past tense and Present tense verbs Focus on generalizing about events, issues or historical figures

Student Behaviors

Writing Example

Student understands how to include supporting sentences with simple facts, details, and explanations

(Link to a Writing Sample Here)

Student understands how to develop a well organized paper, develop ideas in a coherent manner. Main points are supported, each idea flows sequentially and logically to the next idea, transitions connect ideas and extraneous sentences are eliminated

(Link to a Writing Sample Here)

References specific time periods and eras Uses Social Studies Vocabulary Indicates Time (historical time periods, and eras) Sequencing Ideas Cause/Effect Summarizing Drawing Conclusions Comparing/ Contrasting

Literary Response (Interpretations) (Link to Rubric)

Responds to literary text or other medium in an analytical, interpretive way.

Introduction, Expand on arguments while referencing textual evidence, Conclusion that summarizes/reaffirms ideas

Textual evidence Sequential transitions

WRITING GENRES AND MILESTONE 9TH – 12TH Genre/ Example

Literary (stories, scripts, multimedia presentations) (Link to Rubric)

Purpose/ Description

Engage the reader; Communicate themes

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Responds to literary text or other medium in an analytical, interpretive way

references to specific people and things; positive and negative evaluative vocabulary; quotations to support ideas after a while, before long, meanwhile, next, eventually, consequently, previously, immediately

Student understands how to develop a well organized paper, develop ideas in a coherent manner. Main points are supported, each idea flows sequentially and logically to the next idea, transitions connect ideas and extraneous sentences are eliminated

Writing Examples

(Link to a Writing Sample Here)

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WRITING GENRES AND MILESTONE 9TH – 12TH Genre/ Example

Purpose/ Description

Typical Organization

Typical Language Features (Grammar, Conventions)

write using a variety of poetic techniques (structural elements, figurative language)

Multiple structures/forms such as sonnets, cinquains, and haikus

Figurative Language Rhyme Rhythm

Student understands different poetic techniques, figurative language, and graphic elements of a poem

(Link to a Writing Sample Here)

Expository (Link to Rubric)

Provide information such as an explanation or directions

Compare/ Contrast, Cause & Effect, ProblemSolution, Chronological, Description,

Action verbs in past, present, and future. Descriptive language for actions and motivations. Categories for evaluating the validity of sources and points of view similarly, likewise, to illustrate, in other words, for example, although, therefore, however, in contrast, at the same time, on the contrary

Student understands how to logically organize ideas with appropriate facts and details and includes no extraneous information or inconsistencies

(Link to a Writing Sample Here)

Procedural (Link to Rubric)

Explain the steps of a procedure

Chronological, Cause & Effect, steps in a process

Action verbs are used when writing the procedures of a scientific investigation, adverbial clauses will give details such as place (where), extent (how much, how long), manner (how something is done) , and includes content specific academic vocabulary . After, afterward, before, then, once, next, last, formerly, finally, to begin with, generally, in order to, to begin with, simultaneously

Student understands how to use varied sentence structures, transitional words and phrases; maintains a thought or idea through the writing. Student links sentences and paragraphs together smoothly so that there are no abrupt breaks between the ideas

(Link to a Writing Sample Here)

Poetry (Link to Rubric)

Describe how to conduct a scientific investigation.

Follow the steps of the scientific method: Asking well defined questions , formulating a testable hypotheses that must be capable of being supported or not supported by observational evidence, collecting and recording data using qualitative means such as graphic organizers, organizing data, and analyzing data to formulate reasonable explanations.

Student Behaviors

Writing Examples

The steps of the scientific method are followed in sequential order

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WRITING GENRES AND MILESTONE 9TH – 12TH Genre/ Example

Purpose/ Description

Typical Organization

Typical Language Features (Grammar, Conventions)

Student Behaviors

Writing Examples

Persuasive Text (Link to Rubric)

Influence the attitudes/actions of the audience on a specific issue

Statement of position and supporting evidence; editorials

Uses positive, negative, evaluative vocabulary, descriptive language for actions and motivations, points of view, bias, validity In my opinion, I believe, for the reasons, equally important, in support of, since, in effect, caused by, therefore, if...then, have in common, even though

Student understands how to include evidence that is logically organized  to  support  the  author’s   viewpoints and that differentiates between fact and opinion

(Link to a Writing Sample Here)

Analytical essay (Link to Rubric)

Analyzes, interprets, or responds to a literary text, artwork, or performance

thesis statement with evidence and support from text

Evaluative, analytical transitional words for example, as a consequence, likewise, in contrast to, not only

Students understand how to write effective introductory and concluding paragraphs and a variety of sentence structures; rhetorical devices, and transitions between paragraphs; control idea in an organized structure appropriate to purpose, audience, and context

(Link to a Writing Sample Here)

Interpretative Response (Link to Rubric)

Provide a personal reaction to a nonfiction text Relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to content

Summary of discussion; explain differing sides of one issue

Present or past tense, Transitional words: On the contrary, in contrast, on one hand, rather, or nor, while this may be true

Student understand how extend beyond a summary and literal analysis; addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations; and analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices

(Link to a Writing Sample Here)

Past tense and Present tense verbs Focus on generalizing about events, issues or historical figures

Student understands how to include supporting sentences with facts, details, and explanations

(Link to a Writing Sample Here)

Historical Recount (Link to Rubric)

Relates a set of fact gives generalized information about a historical topic, issue, event or figure. Tells what happened by documenting a series of events and evaluating their significance

Analyzing primary and secondary sources and artifacts

References specific time periods and eras; Uses Social Studies Vocabulary Indicates Time (historical time periods, and eras) Sequencing Ideas Cause/Effect Summarizing Drawing Conclusions Comparing/ Contrasting

Page | 80

One-Pager Guide: Model Writing Definition/Purpose The teacher thinks aloud and models the writing skill or strategy the students will use in their own writing. “This  bears  repeating:  of  all  the  strategies  I  have  learned  in  my  25  years  of  teaching,  no  strategy  improves  students’  writing more than having my students watch and listen to me as I write and think aloud. None.  (p.  15)” Gallagher, K. (2011). Write Like This: Teaching Real-Word Writing Through Modeling & Mentor Texts.

Preparation (Work teacher does to prepare for the lesson):     

Identify student expectation (SE) to be taught Write learning objective (LO) Prepare anchor chart and post (if using) Plan think aloud Prepare all materials (handouts, etc.) Lesson Introduction (Teacher explains exactly what students will do): (5-10 minutes)

   

Share the lesson objective with clear, precise language Introduce skill Refer to anchor chart or create chart  based  on  students’  thinking Introduce rubric if using I Do (Teacher models exactly what students will do): (5-10 minutes)

 

Teach the skill/strategy with preplanned think aloud, making sure to break down the steps Model what students are expected to do We Do (Students share the work. Teacher checks for understanding and intervenes with those needing additional support):

  

Continue thinking aloud and modeling as students provide input Work with students as they practice the same skill that teacher modeled Monitor  students’  and/or  groups’  work  to  intervene  for  those  who  need  additional  support You Do (Students do the work independently – could be DOL) 5-10 minutes

 

Give clear directions for independent practice Monitor students and observe work

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One Pager Guide: Guided Writing/Mentored Writing Definition Guided writing (pairs, groups, alone) imitating features of mentor texts from a variety of genres. Students receive written feedback and differentiated support. Preparation (Work teacher does to prepare for the lesson):      

Identify student expectation (SE) to be taught Write learning objective (LO) Choose  a  mentor  text  and  select  section  to  use  as  students’  model Prepare anchor chart and post (if using) Plan think aloud Prepare all materials (handouts, etc.) Lesson Introduction (Teacher explains exactly what students will do):

    

Share the lesson objective with clear, precise language Conduct a read aloud with the chosen section of the text Lead students in an analysis of the author’s  craft  as  related  to  the  LO   Refer to anchor chart or create chart  based  on  students’  thinking Introduce rubric if using I Do (Teacher models exactly what students will do):

 

Teach the skill/strategy with preplanned think aloud, making sure to break down the steps Model imitating the mentor text

We Do (Students share the work. Teacher checks for understanding and intervenes with those needing additional support):   

Continue thinking aloud and modeling as students provide input Work with students as they practice the same skill that teacher modeled Monitor  students’  and/or  groups’  work  to  intervene  for  those  who  need  additional  support You Do (Students do the work independently – could be DOL) 5-10 minutes

 

Give clear directions for independent practice Monitor students and observe work

Page | 82

PART III ASSESSMENT & PROGRESS MONITORING

Page | 83

ASSESSMENT AND PROGRESS MONITORING Preparing every student to be College and Career Ready in Dallas ISD “Start  Early,  Language  Matters,  and   Read and  Write  for  Life!” “Knowing  where  our  students  are  from day one” Universal Screening and Progress Monitoring All students in Dallas ISD, grades PK-12, will have a universal screening which will evaluate their abilities in critical areas of reading development. For grades PK-3, students will be assessed in the areas of fluency, vocabulary, phonemic awareness, comprehension and alphabetic knowledge. For grades 4-8, students will be assessed to determine their abilities in the areas of word analysis, comprehension, vocabulary, and fluency. This initial screening should be a component of all campus plans for RTI. Students in grades 9-12 will be given an initial screening at the beginning of the year which will provide campus staff the Lexile reading levels of students as well as the areas of need. These data will provide the baseline for how reading instruction will need to be differentiated in order to meet the needs of students who are at the secondary level. This will also provide information on specific student instructional needs the campus staff will need in order to address these skills within the RTI plan. Progress Monitoring will occur at the beginning (BOY), middle (MOY) and end of the year (EOY), in addition to when campus staff determines the need.

“Addressing  the  needs  of students based on where they are” Based on the data from the universal screener and other data utilized by the campus, students will be given access to leveled readers in the classroom. It will be imperative to ensure that all classrooms have literary libraries, including a wide selection of expository texts. Contemporary texts to engage the struggling reader will also be made available to campuses to increase student’s enjoyment in reading!

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RtI Tier Instruction-Initial Student Identification Decision-Making Process for Elementary Reading Step 1

Goal of Step 1: Identify 5%-15% of served students for Tier 2 and/or Tier 3 instruction.

Identification of Student(s)

Guiding Question(s): Using the cut scores from ISIP and ISIP Español, which students initially meet the criteria for tiered instruction (yellow/red)?

Step 2

Goal of Step 2: Identify 5%-15% of served students for Tier 2 and/or Tier 3 instruction.

Identification of Student(s)

Guiding Question(s): Of those students identified through ISIP and ISIP Español as Tier 2/3, which 5%-15% of the students have the greatest need for tiered intervention?

Step 3

Goal of Step 3: Determine 1-3 foundational skills that each identified student must master to meet Tier 1 ISIP and ISIP Español cut scores.

Identification of Targeted Skills

Step 4

Goal Setting

Step 5

Intervention and Progress Monitoring

Step 6

Guiding Question(s): In examining the ISIP and ISIP Español results and the results of diagnostic assessments (e.g. running records, fluency probes, components of Journeys/Senderos diagnostic, quick phonics screener), what are the greatest areas of concern for each identified student? Do any of the students have the same instructional needs? Goal of Step 4: Set improvement goals for each student that are realistic and obtainable within 12 weeks of intensive intervention. Guiding Question(s): Using the identified skill concerns, the ISIP and ISIP Español and diagnostic assessments, what are some realistic and obtainable goals for each student? Are there language goals that should be included in the intervention plan? Goal of Step 5: Identify interventions and progress monitoring schedules that will support the tiered instruction. Guiding Question(s): What research-based intervention tools/lessons (e.g. I-Station Teacher Directed Lessons, I-Station Curriculum, Journeys/Senderos Interventions) will be used to meet the needs of each identified student? How often will you use ISIP and ISIP Español to monitor progress to determine the effectiveness of the intervention? What is the plan for students who have unique skill needs not common to your grade level (e.g. a 4th grader that lacks phonics skills)? Goal of Step 6: Establish an intervention plan in the EXCEED program for each student that addresses goals, area(s) of concern, intervention tools, and ISIP and ISIP Español progress monitoring schedules.

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Complete Intervention Plan Step 7

Parent Notification

Step 8

Other Considerations

Guiding Question(s): What information from data analysis should be addressed in the intervention plan? Is the plan entered in EXCEED to provide documentation of the RtI process. Goal of Step 7: Parent(s) of each student identified for tiered instruction is notified of the intervention plan. Guiding Question(s): How will the parent(s) be notified of the plan? Has the RtI discussion been communicated to the parent? Has the parent(s) that cannot attend a school conference been fully informed of the intervention plan? Goal of Step 8: For each identified student, decide what underlying reasons or functions best explain  the  student’s  difficulties. Guiding Question(s): What are the strengths, talents, current skill level and/or classroom habits of the identified student(s)? What rewards, incentives or preferred activities seem to motivate the identified student(s)?

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Elementary Reading Three Tier Instructional Model

Tier 1 – 120 Minute Reading/LA Block

Tier 2 - Intervention

Tier 3 - Intervention

High quality, rigorous instruction for all students (80-90% will master content)

3-5 Students (5-15% of class)

1-3 Students (1-5% of class)

Differentiated and culturally proficient

ISIP/ISIP Español Progress Monitoring of targeted skills every 2 weeks

ISIP/ISIP Español Progress Monitoring of targeted skills every 2 weeks

Guided Reading/ Small Group Instruction

30 minutes during the school day outside of the 120 minute Reading/LA instructional block

30-45 minutes per day before, during or after school or Saturday School

Universal Screener-ISIP/ISIP Español

Lessons delivered 3-4 days per week for 12 weeks ( 2 six weeks timeframe)

Lessons delivered 5 days per week for 12 weeks ( 2 six weeks timeframe)

Diagnostic assessments (e.g. running records, fluency probes, components of Journeys/Senderos diagnostic, quick phonics screener)

Established cut score for progress Established cut score for progress monitoring to determine intervention monitoring to determine intervention effectiveness effectiveness

Demonstrations of Learning

Targeted instruction to meet individualized student needs (no more than 3 foundational skills)

Intensive Targeted instruction to meet individualized student needs (no more than 2 foundational skills)

Enrichment opportunities Productive group work Scaffolding and modeling Focus on academic vocabulary ACPs Professional Learning Communities/Grade Level and Vertical Collaboration

Provided by personnel trained in delivering quality reading instruction

Provided by personnel trained in delivering quality reading instruction

RtI/SST Committees

RtI/SST Committees

Professional Learning Communities/Grade Level and Vertical Collaboration

Professional Learning Communities/Grade Level and Vertical Collaboration

Page | 87

BOY, MOY, AND EOY (PK) PREKINDERGARTEN BOY

MOY

EOY

Skill ISIP Overall Reading

147-157

*Letter KnowledgeLetter Naming

145-159

PK Guidelines

ISIP

PK Guidelines

ISIP

PK Guidelines

157-166

165-174

155-172

Name 10 upper 167-179 and 10 lower case letters.

Name 20 upper and 20 lower case letters.

Recognizes at least 10 letter sounds.

Recognizes at least 20 letter sounds.

Phonemic Awareness

Can distinguish when two words rhyme.

Can produce a word that rhymes with a given word.

Listening Comprehension

Child interacts with a story as it is being read aloud

Child retells or re-enacts a story after it is read aloud.

Letter KnowledgeLetter Sounds

*Vocabulary

Names the first letter in his name.

Identifies the letter associated with the sound of the first letter of his name.

169-174

173-182

175-185

Page | 88

BOY, MOY, AND EOY GRADES K-5 Beginning of Year Grades K

Oral Rdg. FluencyWCPM

Guided Reading

-

ISIP Ability Score

DRA

184-186

-

st

40-59

C

191-207

4

nd

55-79

I

216-230

16

rd

75-99

M-N

240-246

th

90-99

Q

1786-1896

38

th

105-115

T

1853-1891

40

1 2 3 4 5

*1653-1737

28

*ISIP Advanced Reading Ability Scores

Middle of the Year Grades

Guided Reading

ISIP Ability Score

-

-

191-202

st

40-59

F-G

208-215

10-12

nd

55-79

K-L

231-234

20-24

rd

75-99

O

245-250

th

90-99

R

1887-2050

40

th

105-115

U

2051-2100

44

Guided Reading

ISIP Ability Score

DRA

-

A-C

191-202

1-3

st

40-59

I

216-226

14-16

nd

55-79

M

235-239

28-30

rd

75-99

P

251-265

th

90-99

S

1887-2050

44

th

105-115

V

2051-2100

50

K 1 2 3 4 5

Oral Rdg. FluencyWCPM

DRA

*1738-1785

34

End of Year Grades K 1 2 3 4 5

Oral Rdg. FluencyWCPM

*1786-1896

38

Page | 89

BOY, MOY, AND EOY FOR WCPM GRADES K-5TH Grades

InterventionWCPM

BOY-WCPM

InterventionWCPM

MOY-WCPM

EOY-WCPM

K

-

-

-

-

-

1st

-

-

28

12 or less

60-70

2nd

55-79

*25 or less

72-78

*42 or less

80-95

3rd

75-99

*44 or less

84-93

*62 or less

100-119

4th

90-99

*68 or less

98-119

*87 or less

120-135

5th

105-115

*85 or less

115-129

*99 or less

130-145

Source: Hasbrouck & Tindal Oral Reading Fluency *If more than 50% of you students are in this range, then intervention at TIER 1 instruction and Guided Reading Instruction need to be addressed.

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Response to Intervention Secondary Decision Chart for Struggling Readers `

Tier 1 Instruction: Core standard-based curriculum. Focus on all student using differentiated instruction strategies.

Tier 1 Assessment: + Universal Screener given to all students three times a year (BOY, MOY, EOY) I-Station Indicator of Performance (ISIP) + STAAR performance below STAAR II Satisfactory + Failure of 2 or more core course + Excessive absences (3 or more)

Tier 1 Data Decision Making: Grade Level PODs (6th, 7th, 8th) or Content Area PLCs take information gathered in step 1 & 2 to identify students needing additional instructional support + Create a chart with grade level needs that will be addressed in daily core instruction with scientific researched strategies that impact the content standard’s weaknesses discovered in the data results. + The teachers implement interventions and informal assessments with/for students as needed.

Tier 1 Problem Solving Decision: PLCs establish entry and exit criteria for students needing Tier 2 Instruction

Master Schedule will provide time

Tier 2 Instruction: Focus on 10- 15% - Student needing additional support after receiving core standard-based curriculum. + 30 additional minutes during the school day (Intervention period, Advisory) + Identified reading problem issues in comprehension, word analyzes, vocabulary and fluency + Delivered in small group of less than 12 students

Tier 2 Assessment: + ISIP/SRI Diagnostic + Informal Assessments + Progress Monitoring weekly or biweekly for 9 to 12 weeks

SST can meet at anytime

Tier 3 Instruction: Focus on 1 - 5% - Student needing additional support based on a continued lack of student response. + Additional time before, after or Saturday School + Additional support for more intensive interventions + Delivered in small group of less than 5 students

Tier 3 Assessment: + ISIP/SRI Diagnostic + Informal Assessments + Progress Monitoring weekly for 9 weeks

Tier 3 Data Decision Making: Tier 2 Data Decision Making: Teacher prepares and presents the case to the Grade-level PLC team + PLC help teacher to reanalyze the data and create RtI plan with goals, objectives and interventions. + Parent  notified  of  students’   academic status and plan + The teacher documents implemented interventions with/for students

Tier 2 Problem Solving Decision: PLCs meet monthly and determine Tier  2  students’   progress criteria and students needing Tier 3 Instruction due to students’  lack  of  Response  to   Instruction and Intervention If interventions are successful the student is returns to Tier1.

Teacher prepares and presents the case to the SST + SST helps teacher to reanalyze the data and continue the RtI plan or create a new plan + Parent  notified  of  students’   academic status and plan + The teacher documents implemented interventions with/for students

Tier 3 Problem Solving Decision: SST meets to determine Tier 3 students’  progress. Action  due  to  students’  lack  of   Response to Instruction and Intervention OR Referral for additional support KEY PageSolving | 91 Problem Decisions RtI Process

Instructional Support Services Revised 5. 13.2013

BOY, MOY, AND EOY GRADES 6TH – 8TH ISIP Assessment Assessment Month

7TH Grade

6th Grade Tier 3

Tier 2

Tier 1

Tier 3

Tier 2

8th Grade Tier 1

Tier 3

Tier 2

Tier 1

September < 1961 1961-2119 > 2119 < 2029 2029-2195 > 2195 < 2097 2097-2271 > 2271 BOY January < 1988 1988-2150 > 2150 < 2056 2056-2226 > 2226 < 2124 2124-2302 > 2302 MOY May < 2016 2016-2180 > 2180 < 2083 2083-2256 > 2256 < 2151 2151-2332 > 2332 EOY A struggling reader in middle school is approximately two grade levels behind as indicated by multiple data sources: iStation’s   indicators   of   progress,   standardized   testing   data   (STAAR),   teacher   observations,   and   anecdotal records. The following targeted achievement charts utilize iSIP and lexiles: 6TH GRADE OVERALL iSIP Lexile Comprehension Fluency Word Analysis Vocabulary

BOY 1952-2075 851 1961-2119 70-133 1920-2068 1914-2072

MOY 1965-2089 913 1988-2150 102-137 1929-2076 1927-2056

EOY 1978-2102 975 2016-2180 134-141 1938-2083 1940-2072

7TH GRADE OVERALL ISIP Lexile Comprehension Fluency Word Analysis Vocabulary

BOY 1982-2106 976 2029-2195 116-138 1942-2087 1946-2080

MOY 1998-2123 1013 2056-2226 120-158 1951-2094 1958-2096

EOY 2012-2137 1050 2083-2256 134-177 1960-2102 1971-2112

8TH GRADE OVERALL iSIP Lexile Comprehension Fluency Word Analysis Vocabulary

BOY 2018-2144 1051 2097-2271 116-138 1964-2106 1977-2120

MOY 2032-2158 1076 2124-2302 120-158 1973-2113 1990-2136

EOY 2045-2172 1100 2151-2332 138-188 1982-2121 2003-2152

Deficient Skill Monitoring/Strategies/If-Then

Comprehension

Fluency

Word Analysis Vocabulary

Background knowledge Self-monitoring Retelling Summarizing Main idea/Detail Make connections Text structure Author’s  Purpose Synthesis Stamina Accuracy Rate Prosody Punctuation Cues Morphology Context Clues Morphology

Page | 92

6TH GRADE [BOY/EOY] STUDENT BEHAVIORS BOY: A sixth grade student can            

plan a first draft, sequence events in a story, and revise and edit drafts with adult assistance write and tell stories with a chronological sequence. write short poems. write expository texts with an audience and a clear purpose write lists, captions, and invitations understand and can use the following parts of speech with adult assistance: past and future tenses; singular and plural nouns; descriptive words; prepositions and prepositional phrases, and pronouns speak in complete sentences use complete, simple sentences capitalize the first letter in a sentence use punctuation at the end of the sentence match sounds to letters spell consonant

EOY: A sixth grade student can                      

plan a first draft with appropriate genre and topic and a thesis or controlling idea develop a focused, organized, and coherent draft with an appropriate organizational strategy revise drafts (simple and compound sentences, transitions, addresses purpose, audience, and genre) edit drafts for grammar, mechanics, and spelling; and revise final draft in response to feedback from peers and teacher write focused stories with plot and point of view, a believable setting, and dialogue write poem with poetic techniques, figurative language, and graphic elements write a focused personal narrative create multi-paragraph essays in an appropriate structure with effective introductions and conclusions, specific facts and details with a variety of sentence structures and transitions write informal letters that convey ideas write responses to literary or expository texts using textual evidence write persuasive texts for a specific audience over a specific issue using reasoning and evidence use and understand the following parts of speech: verbs, non-count nouns, predicate adjectives, comparative adjectives, superlative adjectives, conjunctive adverbs, prepositions and prepositional phrases, indefinite pronouns, subordinating conjunctions, and transitional words and phrases differentiate between the active and passive voice and know how to use them both use complete simple and compound sentences with correct subject-verb agreement use capitalization for abbreviations, initials, acronyms, and organizations use commas in compound sentences use proper punctuation and spacing for quotations, and parentheses, brackets, and ellipses use proper mechanics including italics and underlining for titles of books differentiate between commonly confused terms use print and electronic word resources use spell check appropriately

Page | 93

7TH GRADE [BOY/EOY] STUDENT BEHAVIORS BOY: A 7th grade student can  plan a first draft with appropriate genre and topic and a thesis or controlling idea  develop a focused, organized, and coherent draft with an appropriate organizational strategy  revise drafts (simple and compound sentences, transitions, addresses purpose, audience, and genre)  edit drafts for grammar, mechanics, and spelling; and  revise final draft in response to feedback from peers and teacher  write focused stories with plot and point of view, a believable setting, and dialogue  write poem with poetic techniques, figurative language, and graphic elements  write a focused personal narrative  create multi-paragraph essays in an appropriate structure with effective introductions and conclusions, specific facts and details with a variety of sentence structures and transitions  write informal letters that convey ideas  write responses to literary or expository texts using textual evidence  write persuasive texts for a specific audience over a specific issue using reasoning and evidence  use and understand the following parts of speech: verbs, non-count nouns, predicate adjectives, comparative adjectives, superlative adjectives, conjunctive adverbs, prepositions and prepositional phrases, indefinite pronouns, subordinating conjunctions, and transitional words and phrases  differentiate between the active and passive voice and know how to use them both  use complete simple and compound sentences with correct subject-verb agreement  use capitalization for abbreviations, initials, acronyms, and organizations  use commas in compound sentences  use proper punctuation and spacing for quotations, and parentheses, brackets, and ellipses  use proper mechanics including italics and underlining for titles of books  differentiate between commonly confused terms  use print and electronic word resources  use spell check appropriately EOY: A 7th grade student can  plan a first draft with appropriate genre and topic and a thesis or controlling idea  develop a focused, organized, and coherent draft with an appropriate organizational strategy  revise drafts (simple and compound sentences, transitions, addresses purpose, audience, and genre)  edit drafts for grammar, mechanics, and spelling; and  revise final draft in response to feedback from peers and teacher  write focused stories with plot and point of view, a believable setting, dialogue, interesting characters, and a range of literary strategies and devices  write poem with poetic techniques, figurative language, and graphic elements  write a focused personal narrative  create multi-paragraph essays in a logical structure with effective introductions and conclusions, clearly stated thesis, specific facts and details synthesized from a many sources with a variety of sentence structures , rhetorical devices, and transitions  write an opinion letter, a complaint letter, and a request for information  write responses to literary and expository text with textual evidence  write a persuasive essay with a clear position, consideration of other viewpoints, and differentiates between fact and opinion Page | 94

      

use and understands the following parts of speech: verbs, participles, appositive phrases, adverbial and adjectival phrases and clauses, conjunctive adverbs, preposition and prepositional phrases, relative pronouns, subordinating conjunctions, and transitions write complex sentences differentiate between main and subordinate clauses use capitalization rules effectively use the following punctuation marks effectively: commas after introductory words, phrases, and clauses and semicolons, colons, and hyphens spell correctly utilize spelling resources

8TH GRADE [BOY/EOY] STUDENT BEHAVIORS BOY: An 8th grade student can                   

plan a first draft with appropriate genre and topic and a thesis or controlling idea develop a focused, organized, and coherent draft with an appropriate organizational strategy revise drafts (simple and compound sentences, transitions, addresses purpose, audience, and genre) edit drafts for grammar, mechanics, and spelling; and revise final draft in response to feedback from peers and teacher write focused stories with plot and point of view, a believable setting, dialogue, interesting characters, and a range of literary strategies and devices write poem with poetic techniques, figurative language, and graphic elements write a focused personal narrative create multi-paragraph essays in a logical structure with effective introductions and conclusions, clearly stated thesis, specific facts and details synthesized from a many sources with a variety of sentence structures , rhetorical devices, and transitions write an opinion letter, a complaint letter, and a request for information write responses to literary and expository text with textual evidence write a persuasive essay with a clear position, consideration of other viewpoints, and differentiates between fact and opinion use and understands the following parts of speech: verbs, participles, appositive phrases, adverbial and adjectival phrases and clauses, conjunctive adverbs, preposition and prepositional phrases, relative pronouns, subordinating conjunctions, and transitions write complex sentences differentiate between main and subordinate clauses use capitalization rules effectively use the following punctuation marks effectively: commas after introductory words, phrases, and clauses and semicolons, colons, and hyphens spell correctly utilize spelling resources

EOY: An 8th grade student can    

plan a first draft with appropriate genre and topic and a thesis or controlling idea develop a focused, organized, and coherent draft with an appropriate organizational strategy revise drafts (simple and compound sentences, transitions, addresses purpose, audience, and genre) edit drafts for grammar, mechanics, and spelling; and Page | 95

 

revise final draft in response to feedback from peers and teacher write focused, interesting stories with well-paced action and an engaging story line, a believable setting, well-developed and interesting characters, and a range of literary strategies and devices write poem with poetic techniques, figurative language, and graphic elements write a focused personal narrative create multi-paragraph essays in a logical structure with effective introductions and conclusions, clearly stated thesis, specific facts and details synthesized from a many sources with a variety of sentence structures , rhetorical devices, and transitions write an opinion letter, a complaint letter, and a request for information write responses to literary and expository text with textual evidence write a persuasive essay with a clear position, consideration of other viewpoints, and differentiates between fact and opinion use and understands the following parts of speech: verbs, participles, appositive phrases, adverbial and adjectival phrases and clauses, conjunctive adverbs, preposition and prepositional phrases, relative pronouns, and subordinating conjunctions use capitalization effectively use the following punctuation marks: commas after introductory phrases and clauses and dependent adverbial clauses, semicolons, colons, hyphens, parentheses, brackets, and ellipses spell correctly utilize spelling resources

          

A Guide for Placing Students into Reading Mastery 7 and/or 8 1. Students in grades 7 or 8 may be scheduled into a Reading Mastery course according to any one of the following criteria developed by the Reading Language Arts Department in compliance with Board policy: Reading  units  depend  on  the  student’s  reading  level  according  to  standardized  achievement  tests,  standardized   assessment instruments, and additional information, such as teacher observation. The course(s) shall be taken in place of electives. EHAC (LOCAL) th



Incoming 7 graders who failed Reading 6 and/or Language Arts 6



8 graders who failed Language Arts 7 the previous year



7 or 8 graders who are recommended for extra reading instruction by their previous teacher(s)



Students may be placed into Reading Mastery 7 or 8 if their scale score  on  the  previous  year’s  STAAR   th Reading test falls below the 40 percentile. Here are these cut scores:

th

th

th

Grade Level Test 6 Grade STAAR Reading th 7 Grade STAAR Reading th



th

Scale Score = 40 Percentile or Below 1541 = Eligible for Reading Mastery 7 1599 = Eligible for Reading Mastery 8

Students  may  be  placed  into  Reading  Mastery  7  or  8  based  on  their  score  on  Istation’s  Indicators of Progress (ISIP) Advanced Reading Ability Score. The table below summarizes these criteria: ISIP Advanced Ability Reading Score

Lexile Range

Reading Intervention Course

Grade 6 (in May): 2101 or below

751-850

Reading Mastery 7

Page | 96

Grade 7 (in May): 2136 or below

851-975

Reading Mastery 8

2. Students for whom no standardized test data are available may be administered the ISIP assessment or Level D of the Gates-MacGinitie test in grades 7 and 8. th



A raw score of 29 or less is required for placement of 7 grade students in Reading Mastery 7.



A raw score of 33 or less is required for placement of 8 grade students in Reading Mastery 8.

th

3. Current norm-referenced standardized reading test scores will be honored in determining the Reading Mastery eligibility of students transferring from other districts. 4. As shown in Chancery and the ESL portion of the GIB, transitional and post-transitional ELL (English Language Learners) may be placed into Reading Mastery 7 or 8 according to any of the above criteria. 5. The Admission, Review, and Dismissal (ARD) committee will determine eligibility of Special Education for Reading Mastery.

Page | 97

Reading Language Arts Additional Support in Grades 9 and 10

Students entering Grade 10

Students entering Grade 9

Met Level II on 1st STAAR Reading 8 Exam

SSI Lessons for Reading 8 online

Didn’t  meet Level II on 1st /2nd STAAR Reading 8 Exam

Take English I (1200) or English I Pre-AP (1211)

Summer School for SSI and/or middle school summer school

Take English I (1200) AND Reading I (1224) or Literary Genres (1554) & Creative Writing (1532)

Passed English I but  didn’t  meet   Level II on EOC I

EOC I Online Study Guide

Take English II (1300) or English II Pre-AP (1303)

EOC I Summer School using The  Reader’s   Journey and Credit Recovery

Failed English I and didn’t  meet  Level  II     on 1st /2nd EOC I

If English I credit is recovered, take English II (1300). If not, take English II (1300) AND repeat English I (1200)

Page | 98

SKILLS AND STRATEGIES If You Are Working  On…

Strand

Then Use This Strategy Links / Resources

Self Monitoring / Self Correcting

Retelling

■ ■ ■ ■

Summarizing ■

COMPREHENSION

Inferring ■ Developing ■ Interpretation Making ■ Connections

Content Structure ■ Author’s  Purpose■ Main Idea/Details ■ in Nonfiction Written Response ■ to Text Synthesis ■ Background ■ Knowledge

Use Prompting Language, i.e. “Does  that  make  sense?”     “Were  you  right?” (Prompting Guide) QtA Shared Reading Five-Finger Retell Retelling Small Group Use Story Props (Characters, Maps, etc.) Read and Retell & Key Words Story Maps Somebody Wanted But So Determining Importance GIST Strategy Double Entry Journal Double entry journals (T chart) Reciprocal Teaching (T chart) Double Entry Journal “That’s  A  Great  Answer” (See LAC) Boyles 3-2-1 Strategy Seven Strategies (Adler) QtA Exploring Section Headings Main Idea Maps

On the Spot Assessments ■ ■

Running Records Oral Reading Analysis

■

Written Exemplar Beginning, Middle, End Retelling Evaluation DRA2 Short form

■

Exit Slip Character/ Event Sorts Written Exemplar Noticing Responses Exit Slips Conferencing Check In

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Notes Students

Written Exemplar Visit iphandbook.wikispaces.com for complete packet

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Written Exemplar

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Written Exemplar

Written Response to Text (Boyles)

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Written GIST Statement Written  Exemplars  from  Boyles’   book

Side by Side Conferencing List Group Label

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If You Are Working  On…

Strand

Then Use This Strategy Links / Resources

On the Spot Assessments

FLUENCY

Intonation

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Repeated Reading

Stamina

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Reading Expression,

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Independent Reading (K-2) Independent Reading (3-8) Echo Reading Paired Reading Readers Theatre Teacher Modeling Small Group Repeated Reading Fluency Development Lesson Phase Text Lessons (PTL) Impress Method

Picture Sorts (Lower levels) Word Sorts Make and Break Word Building Guided Reading Small Group Word Work Teaching High Frequency Words

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Picture Sorts, Word Sorts Letter Identification Dictation Task

Letter Sorts Prompting Guides (udrive) Guess the Covered Word Prompting Guides (Level Specific) Word Building Make and Break Analogy

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Letter ID Assessment Running Records (Check Accuracy and self correction rates MSV Analysis of a Running Record (Miscue Analysis)

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Open Word Sorts

Onset and rime

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Informal Running Records

Phrasing, Prosody, Reading Punctuation, Dialogue, etc. Initial Sounds

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PHONICS

Ending Sounds Medial Sounds Digraphs, Consonant Clusters, Vowels, etc. Letter ID/Sounds ● Cross Check with ● Initial Sounds Visual Scanning ● Analogy ● Known to ● Unknown Words Read Multi● syllabic Words

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Notes Students

Running Records

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Independent Reading Log Independent Reading Rubric Running Records Oral Reading Analysis

Word Building

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If You Are Working  On…

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1:1 Match

Then Use This Strategy Links / Resources ■

EARLY READING BEHAVIORS

Left to Right ■ Directionality Concept of letter ■ vs. word Print contains a ■ message

■ Self-monitoring ■ Rereading ■ Environmental ■ Print Pretelling ■ Cross-check MSV ■

On the Spot Assessments

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Concepts About Print Anecdotal Records Running Records

New Book Orientations Prompting Guide

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Running Records

Match Words to Pictures

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Picture and Word Sorts

Big Book Modeling (Small Group), Using Counters Cut Up Sentence Be The Sentence Morning Message Interactive Writing Unifix Cubes (How Many Words) Shared Reading (Small Group)

VOCABULARY

Integrate MSV while reading Expressive Receptive

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Picture Walk (Predicting) Guess the Covered Word Prompting Guides (Sound right, make sense, look right) Prompting Guides (Specific Language)

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Interactive Read Aloud

Word Meaning Morphological Studies/Using Known Parts Visualizing

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Key Word Strategy Prefixes, Suffixes

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Making Words New Book Orientation

Connecting Words■ Check the Picture■ Reread Sentence ■ & Find Clues in Text

Notes Students

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Writing Vocabulary Writing Sample/Prompt Vocabulary Assessment (Rasinski)

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Exit Slip- Sketch Important Setting, Character etc.

Word Sorts Semantic Word Mapping Picture Walk Prompting Guide (Prompt for Rereading –various levels)

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If You Are Working  On…

Strand

PHONEMIC AWARENESS

Hearing Sounds in■ Words (Phonemes) -Initial -Medial -Ending Rhyming ■

Then Use This Strategy Links / Resources

On the Spot Assessments

General Reading Behaviors Writing About Reading

Interactive Writing Guided Writing Elkonin Boxes

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Dictation Task

Guided Reading Poetry Reading (Small Group and modeling and listening Make and Break Making Words

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Rhyming Task

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Spelling Inventory (Dominie-See LAC)

Blending Syllables■

Small Group Phonemic Awareness Segmenting

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Clap Words

Hear Sounds in ■ Words (Phonemes) Reading Using ■ Meaning, Structure, and Visual Cueing Systems

Elkonin Boxes

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Sentence Writing (Dictation Task)

Guided Reading Guided Reading II Use Prompting Language, i.e. “Does  that  make  sense?” (Prompting Guide)

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Observational Guide For Reading and Readers

Short Answer ■ Written Response

That’s  A  Great  Answer  (Boyles) Guided Writing Box & Bullets

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Reading Exemplars

Onsets & Rimes ■

Notes Students

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Part IV: References

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REFERENCES Allen,J. (2004). Tools for Teaching Content Literacy. Portland:Stenhouse Allen, J. (1999). Words, words, words. Portland, ME: Stenhouse Publishers. Bear, D., R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their Way (5th Ed.). Saddle River, NJ: Pearson Education, Inc. Bear,Donald R., Invernizzi, Marcia , Templeton, Shane R. , Johnston Francine (1971) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. 4th Edition: Allyn & Bacon Beers,  K.  (2002/03),  When  Kids  Can’t  Read,  What  Can  Teachers  Do:  A  Guide  for  Grades  6-12 Bruner, J. S., Oliver, B. R. & Greenfield, P. M. (1966). Studies in cognitive growth. New York: Wiley Doty,J.K., Cameron,G.N., Barton, M.L.(2003) Teaching Reading in Social Studies .Aurora, CO: Mid-Continent Research for Educational Learning. Echevarria, J., Vogy, M. & Short, D. J. (2008). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston, MA: Pearson Education, Inc. Flow Chart and Web