1. Daily Instructional Activities
Bell to Bell
Daily Instructional Activities

2. Components of Instruction… (Reading)
Bell Ringer/Fluency practice
Whole Group Explicit Instruction
Small Group Differentiated Instruction
Instructional Centers
Technology
Active Learning
Independent Reading
Wrap-up

3. Structure for Successful Instruction
Teacher Responsibility
Whole Group - Model
“I do it”
Guided Instruction
“We do it”
“You do it together”
Collaboration
“You do it alone”
Independent
Student Responsibility

4. Structure for Successful Instruction – Missing Collaboration
Teacher Responsibility
Whole Group - Model
“I do it”
Guided Instruction
“We do it”
“You do it alone”
Independent
Student Responsibility

5. When Learning Isn’t Occurring
Teacher Responsibility
Whole Group - Model
“I do it”
“You do it alone”
Independent
Student Responsibility

6. When Learning Isn’t Occurring
Teacher Responsibility
“You do it alone”
Independent
Student Responsibility

7. Read 180 (Rotational Instructional Model)
Whole Group Activities – power point presentation of story elements to introduce concepts, character mapping activities, CRISS activities, group discussions, pre- reading activities, etc.
Small Group Activities – a continuation from whole group, plus differentiated instruction with some form of story mapping/graphic organizer being used.
Technology – Read 180 program
Independent Reading/Writing – Reading with writing (independent reading/writing prompts.)

8. Read 180 Alignment to the Curriculum Framework

9. EDGE (Rotational Instructional Model)
Whole Group Activities – (Reading/ELA Focus Benchmark), Explicit Instruction- “I Do, We Do, You Do” model- power point presentation to introduce concepts, character mapping activities, CRISS activities, group discussions, pre- reading activities, etc.
Small Group Activities – (Reading Strategies Instruction) a continuation from whole group, plus differentiated instruction with some form of story mapping/graphic organizer being used.
Group Formulation- should be data specific. (EDW Reports)
Remediation, Corrective Instruction, and Enrichment
Focus should be differentiated to students needs.

10. EDGE (Rotational Instructional Model)
Instructional Centers –
Technology: Read On! Program
Independent Reading: Student selected text, with use of classroom libraries, reading logs
Active Learning(small group): Teacher created activities, use for enrichment purposes. (Boost up the Rigor!) Pre-AP Strategies, Edge enrichment activities.
Wrap-up – Discussion and Exit Slips

12. Components of Instruction… English (ELA)
Bell Ringer/ 6 Way Paragraphs/Writing Bell ringer
Whole group Explicit Instruction
Reading/Vocabulary strategy Instruction
Writing Instruction
Small group Differentiated Instruction (Reading/Writing)
Journal Response
Teacher created materials, Palm Beach Co. Mini Lesson support
Strategy grouping
Independent Reading
Writing teacher conferences
Wrap-up

13. Components of Instruction… English (ELA)
Whole Group Activities – (ELA Focus Benchmark), Explicit Instruction- “I Do, We Do, You Do” model- power point presentation to introduce concepts, Learning Village activities, CRISS activities, group discussions, pre- reading activities, Prentice Hall Textbooks, Pre AP Strategies, etc.
Small Group Activities – (Reading/Writing Strategies Instruction) a continuation from whole group, plus differentiated instruction, writing strategies instruction writing prompt practice.
Group Formulation- should be data specific. (EDW Reports)
Remediation, Corrective Instruction, and Enrichment
Focus should be differentiated to students needs.

14. National Reading Panel (2000)
Researched & Approved
Reading Comprehension Strategies

15. Text Comprehension Instruction
The National Reading Panel’s synthesis (NICHD, 2000) of comprehension research studies indicates explicit or formal instruction in the application of a multiple-strategy method has been shown to be highly effective in enhancing understanding. The seven techniques below appear to provide a scientifically based foundation for the improvement of comprehension.
Comprehension Monitoring: where readers learn how to be aware of their understanding of the material;
Cooperative Learning: where students learn reading strategies together;
Use of graphic and semantic organizers: where readers make graphic representations of the material to assist comprehension;
Question answering: where readers answer questions posed by the teacher and receive immediate feedback;
Question generation: where readers ask themselves questions about various aspects of the story;
Story structure: where students are taught to use the structure of the story as a means for helping them recall the story content in order to answer questions about what they have read;

16. Text Comprehension Instruction
Summarization: where readers are taught to integrate ideas , infer, and generalize from text information.
The evidence suggest that teaching a combination of reading comprehension techniques is most effective. When students use them appropriately, they assist in recall, question answering, question generation, and summarization of text.

17. Higher-Order Questioning Strategies (QAR) Question Answer Relationships

18. Higher-Order Questioning Strategies (QTA) Questioning The Author
Questioning the Author helps students build a deeper understanding of texts by learning to query the author. Its main purpose for the implementation of this comprehension strategy is to allow students to explore the message the author is conveying in texts. Model using questions to discern what the author means.
What is the author trying to say here?
What is happening in this part?
What is the author talking about?

19. “Targeting the Movers and Shakers”
Data Analysis
“Targeting the Movers and Shakers”

20. Data Notebooks Data collection – (Data Notebooks)
The following reports and resources are suggested. These reports should be utilized to drive instruction and determine the flexible grouping of students based on students needs and progress.
Global Reports- these reports offer a “picture” of the student’s performance as measured by various formal assessments. These are to be used for the beginning of the year grouping and appropriate intervals to determine student’s instructional needs.
Local Reports- these reports allow teachers the opportunity to continually monitor the students’ learning of concepts and skills as they are being taught.
Other resources- these resources give teachers an opportunity to record their reflections and observations and ACTION PLANS.
(Refer to Data Notebook handout for examples of these reports)

21. Data Analysis Charts

22. for Classroom Instruction
LESSON IDEAS
for Classroom Instruction

23. Example Lesson #1 Category 2 – Reading Application
Concept focus- Main Idea & Compare and Contrast
Benchmarks – LA & LA
Reading passages – poem
Strategies/graphic organizer- (TP-CASTT)

24. TP-CASTT Strategy
(TP-CASTT): used for analyzing a poetic text by identifying and discussing Title, Paraphrase, Connotation, Attitude, Shift, Theme, and Title again.
Purpose: to use an analytical process to understand the author’s craft.

25. Example Lesson #2 Category 3 – Literary Analysis
Primary Content Focus – Figurative Language & Literary Elements
Secondary Content focus - Compare & Contrast
Benchmarks – primary: LA
secondary: LA
Reading passages – Same Subject, Different Voice
Graphic Organizer – (DSIT)

26. DSITI Graphic Organizer
(DSITI): stands for Diction (what word choices does the speaker make? Formal or Informal?), Syntax (are the sentences short, long, simple, complex?), Imagery (what words and phrases are used to describe sensory details?), Tone (what can you conclude about the speaker’s attitude toward the subject?), Inferences about the speaker ( what might you infer about the speaker’s age, status, preferences?)

27. QUESTIONS AND CONCERNS
Q&A Period

28. Graphic Organizers and Pre-AP Reading Strategies

29. RAFT Strategy
(RAFT): used for responding to and analyzing text by brainstorming various Roles (self or characters from other texts), Audiences (a different character or a real person), Formats (letter, brochure, essay, or travel guide), and Topics; readers may choose one particular role, audience, format, and topic to create a new text.
Purpose: to initiate reader response; to facilitate an analysis of a text to gain focus prior to creating a next text.

30. SIFT Strategy
(SIFT): Used for analyzing a fictional text by examining Stylistic elements, especially symbol Images, and Figures of speech in order to show how all work together to reveal Tone and Theme.
Purpose: to focus and facilitate an analysis of a fictional text by examining the title and text symbolism, identifying images, and sensory details, analyzing figurative language and identifying how all these elements reveal tone and theme.

31. SOAPSTone Strategy
(SOAPSTone): used for analyzing text by discussing and identifying the Speaker, Occasion, Audience, Purpose, Subject, and Tone.
Purpose: to use an analytical process to understand the author’s craft.

32. TWIST Strategy
(TWIST): Used to arrive at a thesis statement that incorporates the follow literary elements: Tone, Word Choice (diction), Imagery, Style, and Theme.
Purpose: to create an interpretive thesis in response to a prompt about a passage.

33. Resources for Graphic Organizers
Websites for Graphic Organizers - –
organizers/printable/6293.html

34. Contact Information
Taryn Ortiz
Secondary Curriculum
Reading 6-12 Resource Teacher
PX: ; Direct line: (561)
Crystal Young
Language Arts/English 6-12 Resource Teacher
PX: 43869; Direct line: (561)
Sandee Fleming
Content Literacy Specialist 6-12
PX: (Gold Coast), (FHESC)