New Teacher Orientation Elementary ELA Christina School District Kathy Kelly ELA Curriculum Specialist 1

Common Core State Standards Everything we teach should be aligned to the Common Core State Standards (CCSS) The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. 2

How to interpret the ELA CCSS 3

Information at your fingertips 4

What you will find on the CCSS page… 5

CSD CCSS ELA Matrix Grade KGrade 1Grade 2Grade3Grade 4Grade 5 Range of Reading and Level of Text Complexity Actively engage in group reading activities with purpose and understanding. With prompting and support, read prose and poetry of appropriate complexity for grade 1. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4– 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Reading Standards for Informational Text Key Ideas & Details With prompting and support, ask and answer questions about key details in a text. Ask and answer questions about key details in a text. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. With prompting and support, identify the main topic and retell key details of a text. Identify the main topic and retell key details of a text. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the main idea of a text and explain how it is supported by key details; summarize the text. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 6

Where to find CCSS resources: National Resources Christina Resources ss.htm ss.htm Delaware Department of Education Resources html html 7

20 minutes Whole Group Comprehension/Fluency(Comprehension skill; choral, echo, partner, whisper read selection) 10 minutes Whole Group Vocabulary (Anthology Selection, Text Talk, Elements of Reading, Curious About Words, Read Aloud, etc.) 10 minutes Whole Group Phonics instruction* *Whole group Phonics Instruction should only occur when the skills being taught are part of the grade level scope and sequence/pacing guide. Otherwise, phonics instruction should occur in small, flexible groups. 10 minutes Whole Group Daily Read Aloud** **Read Alouds can happen inside or outside of the Language Arts block. They may be part of your vocabulary instruction, writing mini lesson, or comprehension skill building lesson Minutes Small Flexible Rotating Groups/Centers Minutes needs based small group instruction Minutes Whole Group Writers Workshop 5-10 minute Mini-Lesson with or without Read Aloud 1-2 minute quick Status of the Class update (identify stage of writing process- prewriting, drafting, editing, revising, publishing) minutes Writing and Teacher/Student Conferencing 5 minute Sharing (Students rotate on a Flexible day schedule) Sample Components/Timeframe of Language Arts Block ESSENTIAL QUESTIONS MUST BE POSTED 8

Christina Language Arts Block K-5 All students will receive 135 minutes of literacy instruction daily. (Reading and Writing) Word Work (15 minutes) Phonemic Awareness Phonological Awareness Phonics Vocabulary Use your Common Core and Journeys Teachers Edition to guide your word work Teacher Directed (20-30 minutes) Use the comprehension skill from the Common Core and Journeys Teachers Edition to guide the Teacher directed lesson Essential Questions listed on Grade Level matrix may differ from those found in Teachers Edition and Focus Wall. The updated EQ’s align more closely with the Common Core will provide greater depth of knowledge. May use text or passages from Journeys, Supplemental Read Alouds, Science kit readers, Social Studies textbooks, Time for Kids Readers, etc. Remember the focus is on the skill /strategy. Teachers may use instructional delivery methods found in Journeys Teachers Edition or Sample Acquisition lessons found in elementary reading shared drive \\clshare\Elem_reading. \\clshare\Elem_reading Keep whole group practice/assignments out of this block and save for flexible group time. 9

Flexible Group (20 minutes x 2) or (15 minutes x 3) Students will be broken into flexible groups based upon skill. Teacher must meet with the lowest group(s) EVERY day. Save this time for independent practice work based. assign something for all other students to do based on teacher directed lesson and then pull your low group first to provide more assistance/alternative assignments for them (remember these assignments must be meaningful and not just busy work). Centers for students not working with you should directly tie to what you have been teaching from the Teacher Directed Lesson or small flexible groups. There may be one review center for previously learned skills. Purpose: extra practice on what has been taught during word work and the teacher directed lesson. Center options can be found in your Journeys Teacher’s Edition and on Literacy Links at: _resources.htm _resources.htm 10

Suggested Centers Review of Skills and Strategies Previously Taught Center Fluency Center (fluency practice, re-reading, partner reading) Word Work Center (activity can support grade level scope and sequence skills and/or needs based skills; can use frayer model to help support vocabulary concepts) Reading Independently Center (Self Directed Reading and/or using the graphic organizer) Writing in Response to Reading Center (writing from their graphic organizer, answering text based questions, or making connections to text) Listening & Speaking Center (listen to anthology story, listen to key pieces of literature, recording your reading or thoughts/retellings and sharing with a partner) Technology Center (Learning Point Navigator Assignments, Kidspiration, Inspiration, Think Central, MS Word publishing of written responses, etc.) For additional resources refer to Literacy Links at Links 11

Writing Block (35-45 minutes) Use Direct instruction (Mini Lessons) Use Journeys Teachers Edition and/or Writing Curriculum Binder Address the Writing Process Common Core Writing Priority Focus Areas How to Write a Paragraph Narrative Writing Letter writing Descriptive Writing Informative/Explanatory Writing – Structures (comparing/contrast essay, Chronological essay, cause/effect, problem/solution) Persuasive/Construct Support (Opinion) Research g_resources.htm 12

The Language Arts Block Handbook “Your Guide for all things ELA” 13

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Response to Intervention Response to Intervention (RtI) is a federal and state mandated initiative for providing early intervening services & instructional supports for struggling students not identified as needing special education services (as well as those who are identified). Current RtI regulations stipulate that students identified as needing additional interventions in reading and/or math will receive the following supplemental instructional support: Strategic: Reading OR Math -90 minutes of intervention Reading AND Math-120 minutes of intervention with instructional focus proportionate to student’s identified weakness in the content area (Reading or Math). Intensive: Reading OR Math -150 minutes of intervention Reading AND Math-180 minutes of intervention with instructional focus proportionate to student’s identified weakness in the content area (Reading or Math). All students shall receive universal instructional screenings for reading (DIBELS, DCAS, classroom assessments, etc.) at the elementary level at least 3 times each regular school year at routine and fairly spaced intervals. Based on the screening results, students are placed in one of the following Tiers using the recommendations made by I Tracker Pro as well as other relevant assessment data.  Tier I-Benchmark – at or above the 60 th percentile  Tier I Benchmark—being closely monitored 40 th -59 th percentile  Tier II - Strategic th percentile  Tier III - Intensive - at or below 25 th percentile  Once in Tiers, differentiated and targeted instruction begins according to student need!  Student progress is tracked and monitored for growth.  Adjustments in instruction is made as necessary.  Move on to new skill as one is mastered  Repeat current skill…adequate growth not shown  Increase amount of time student receives in small group setting 15

Intervention Block: htm htm Tier III students get both the 135 minutes language arts block daily and an additional 150 minutes of Tier III intervention services weekly outside the language arts block. Tier II students get both the 135 minutes reading block daily and an additional 90 minutes of Tier II intervention services weekly outside the language arts block. Tier III group This group must receive 30 minutes additional instruction daily. These should be students who need supplemental instruction. Tier III students must be progress monitored weekly. Intervention done with this group must remain needs based supported by data. Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction. While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.) 16

Intervention Block, Continued: Tier II Group: This group must receive additional instruction 90 minutes weekly. These should be students who need supplemental instruction. Tier II students must be progress monitored weekly. Intervention done with this group must remain needs based. Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction. While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.) 17

Response to Intervention Support Building Administrator Building Educational Diagnostician Building Psychologist Building Core RtI Team Grade Level Team Leader Mentor 18

Online ELA Support Literacy Links ( Internet—available at home and school) Pacing Guides District Curriculum Calendar RtI Resources Grade Level Resources PLC Resources LFS Resources Spelling & Phonics Inventories Sample Lesson Plans & Schedules 5 Strand Specific Resources Variety of ELA Web Links Teachers Shared Drive (shared file—available only from a CSD networked computer \\clshare\Elem_reading 19

ELA Support System District Level Support Director of Curriculum and Instruction, Heather Bordas Curriculum Specialist, Kathy Kelly Instructional Coach Within Building Support Instructional Coach (if available in your building) Content Chair Team Leader Building Administrator 20