District Expectations Philosophy for Reading Instruction Teachers model and share their processes with students. Within the context of a workshop framework, teachers scaffold students’ reading processes by sharing their own thoughts and processes. Direct and explicit instruction is provided through whole group, small group, and individual instruction designed to address students’ specific needs. Students must received guidance in the 5 components of reading to scaffold the growth of a skilled reader. Students read every day in self-selected texts representing a wide range of genres and topics and participate in discussions of these texts. They engage in regular self-assessment and reflection on their growth as readers. Reading teachers must be readers themselves. Teachers who accept the responsibility for teaching children to read must understand that it includes an ongoing commitment to continually search for the most effective ways to help children gain competence in this very important skill of reading.
What are your basic beliefs about teaching a child to read? Using the foldable, please record your basic beliefs about teaching a child to read.
INITIAL INSTRUCTION FOR READING What does that look like in my classroom now? What is Tier I instruction? Do all students receive the same access to instruction? How do I define instruction? How do I define management tools? What management tool am I using to deliver direct instruction in all 5 components of reading?
ELAR Framework The following slides represent the district guide for managing the instructional time set aside for reading and writing instruction through a reading/writing workshop approach.
Suggested Time Frame 1. Whole Group Focus Lesson (Mini- Lesson) Explicitly teach specific skills such as comprehension strategies, vocabulary (academic and content specific) and procedures: direct instruction think-alouds modeling guided practice text dependent reading-Kilgo research 10-15 minutes Lessons include instruction and practice reading in a balance of genres to include literary and expository texts.
Suggested Time Frame 2. Whole Group or Small Group- Word Work –Mini Lesson: (Phonemic Awareness/Phonics/Spelling) Provide explicit instruction in how words work— how the English (and/or Spanish-Dual Language) alphabetic system determines the pronunciation and spelling of words. The focus shifts over time, but instruction is always designed to engage students in an inquiry of words and word parts. Students apply these patterns to read and spell words. In general: Grades K-2 focus on phonemic awareness, phonics, sight words Grades 3-5 focus on complex phonics, Greek/Latin roots, sight words Resources: Treasures Fountas and Pinnell: Phonics 10-15 minutes
Suggested Time Frame 3. Small Group Instruction/Centers/Independent Reading: Small Group Instruction – Teacher provides explicit instruction to small groups of students based on targeted needs including fluency and comprehension. comprised of students with similar reading development meet 1-5 times a week depending on the amount of scaffolding needed to reach or exceed grade level expectations change grouping based on assessment data or purpose of instruction authentic practice using text dependent strategies and questions to match cognitive rigor of the standards Literacy Learning Stations include intentional and purposeful practice of previously taught skills increase fluency (partner reading, reader’s theatre, audio assisted, etc.) Student work products evaluated for level of mastery Independent Reading read books at an independent level, (reading to self, reading with a partner) responding to text in peer discussions or journals evaluation for comprehension through student work products, observations, informal reading assessments 30-50 minutes
Suggested Time Frame 4. Reflection Students reflect on their learning by discussing how they applied a skill or process, sharing reading selections, or thinking about their growth as readers. This may happen in whole group discussions, small groups, or through independent responses in reading journals. 5-10 minutes
INITIAL INSTRUCTION FOR WRITING What does that look like in my classroom right now? What is Tier I? Do all students receive the same access to instruction? How do I define instruction? How do I define management tools? What management tool am I using to deliver direct instruction in writing?
Suggested Time Frame 1.Focus Lesson (Whole Group)- Mini Lesson: Focus lessons teach specific skills, strategies, or procedures. It may include direct instruction, think-alouds or modeled processes, or guided practice. Lessons should include instruction and practice writing a balance of narrative and informational texts. 10-15 minutes Writing Instruction Expectations
Suggested Time Frame 2. Independent Writing Students write independently to generate authentic texts. They have choice and voice in the selection of their topic and purpose for writing. The teacher monitors independent writing through observations, informal writing assessments, and individual conferences. 30-45 minutes Writing Instruction Expectations
Suggested Time Frame 3. Reflection Students reflect on their learning by discussing how they applied a skill or process, sharing portions of their writing, or thinking about their growth as writers. This may happen in whole group discussions, small groups, or through independent responses in writing journals. 5-10 minutes Writing Instruction Expectations
Resources Required Resources: (District Provided) Texas Treasures Texas Write Source Recommended Resources: (District Recommended) Norma Jackson’s Activities & Rubrics TEA State STAAR Released Samples and Rubrics M. Kilgo-Research and Training Materials Fountas & Pinnell-Phonics Tanny McGregor-Comprehension Connections Gail Boushey & Joan Moser-Café Gail Boushey & Joan Moser-Daily Five Stephanie Harvey- Comprehension Toolkit The Complete Year in Reading and Writing Grade 2 Patty Vitale-Reilly and Pam Allyn
District Expectations Philosophy for Writing Instruction Students in Birdville ISD learn writing by writing. They participate daily in a writing workshop that includes a daily focus lesson, daily independent writing, and daily reflection on what they have learned and how they are growing as writers. They write in a variety of genres and purposes, including personal narratives, poetry, and informational writing. Students write in a responsive nature to the genre selections covered in the standard and expectations. Voice and choice are critical components of students’ independent writing. Whether they write for self- selected and assigned purposes, they have a say in the topic they choose and the approach they use to convey their message. Within the workshop, students utilize all of the writing processes to produce clear, cohesive written communication. The writing processes are taught as recursive, interdependent parts of effective communication and include: – generating and planning ideas – drafting – rereading drafts and gathering feedback – revising to improve clarity – editing to improve accuracy – sharing or publishing writing with authentic audiences beyond the teacher
WRAP UP This session has presented some new information that may require adjustments to your current schedule and philosophy. These changes will occur slowly, systemically and methodically with careful planning through your campus PLCs to ensure a consistent approach across BISD. Training sessions will be developed and offered to support the ELAR Framework.