How the Core Components Work Together Across the Day/Week Fitting It All In! How the Core Components Work Together Across the Day/Week Today’s session will focus on how to develop strategies and schedules to maintain balance across the week. Teachers will have time to share launching strategies, resources and to build a schedule to fit it all in. You will come back together to share tips and schedules.

Components of a Comprehensive Core Literacy Program Turn and Talk…. Read Aloud Interactive Read Aloud Shared Reading Reading Workshop Small Group Reading/Conferring Interactive Writing Shared Writing Writing Workshop Small Group Writing/Conferring Word Study Brainstorm first. Ask them to discuss together what components have we asked teachers to try to implement. Then ask who had Read Aloud. You could ask them to some up in one word or sentence what each component does for students Bullets go one by one so show one component and discuss.

Comprehensive Core Literacy Demonstrate proficient reading expand access to text beyond child’s ability exposure to a variety of genres. Teacher provides minilesson and guided practice on how letters, words work. Students study words across multiple categories of learning Teacher and student work together to compose a text Teacher acts as a scribe Teacher and student reread text to learn and check message Teacher shares the pen during common writing process/message Shared Reading Shared /Interactive Writing Word Study explicit teaching point to begin child chooses the text child practices at independent level teacher confers/sees small group share captures the work of the time Reading Workshop Writing Workshop Teacher provides a minilesson on writing process, craft, etc. Students write independently on a topic of their choosing Teacher confers or meets with small groups. Comprehensive Core Literacy This slide will demonstrate the gist of the components. Have the phrases come out and then discuss which element are we discussing? Now Pass out Handout regarding the Components of a Comprehensive Core Literacy Program Interactive Read Aloud Teacher models targeted skills using think aloud Students actively engaged in thinking and talking about text Teacher uses mentor texts Small Group Teaching This component can happen inside the workshops or at other times Strategy lessons are taught to small groups Teacher records teaching and progress

Teachers can work in groups to discuss how they structure their day. You could teachers number the components from one to nine and discuss why they put one in front of the other. Accept and push on any thinking. It is okay to reading and writing workshop as 1 instead of 1 and 2. It isn’t the answer the matters but your thinking about the power of the component. Explain this is the work for today. Trying to decide how to fit it all in is part of our work today

In pairs discuss which ones have they always get to and why and which ones are harder to fit in and how they handle those components

Teacher Does Child Does Child Does Comprehensive Core Literacy Read Aloud Modeled Writing Teacher Does Shared Reading Shared Writing Interactive Writing/ Read Aloud Child Does Guided Reading Guided Writing We understand that responsibility shifts over time in your classroom from where the teacher does much of the work to when the students assume the task. Talk in your teams about when the release of responsibility happens in your classroom. What do you look for, what tips and strategies can you share with one another. Child Does Independent Reading Independent Writing The teacher gradually gives control of the text to the child, depending upon the demands of the text and the child’s ability

Although the slide if off, handout this sheet to teachers and they can read along. Read notes and have teachers discuss using a check on understanding technique: On their copies they can code: Circle for any concept that is spinning in their head (unclear or wondering) Triangle any concept that is pointing out to them as very important (something to stress) Square for anything that they agree (Right on)

Read notes and have teachers discuss using a check on understanding technique: (On their copies they can code: Circle for any concept that is spinning in their head (unclear or wondering) Triangle any concept that is pointing out to them as very important (something to stress) Square for anything that they agree (Right on)

Read notes and have teachers discuss using a check on understanding technique: (On their copies they can code: Circle for any concept that is spinning in their head (unclear or wondering) Triangle any concept that is pointing out to them as very important (something to stress) Square for anything that they agree (Right on)

Guided Questions Talking Points How Do We Fit It All In? Making decisions to be flexible while trying to address the essentials? How does the assessment calendar effect the schedule How does the schedule shift over time to build stamina and hand more of the task to the students? Have teachers turn and talk and get ready to share ideas on how they balance and fit it all in?

Essentials for Kindergarten Literacy Across the Year Component Time Range Frequency During Assessment Morning Routines 15 mins 5x/week non-negotiable Morning Meeting/RC 20 mins time reduced 35 mins   Read Aloud 10-20 mins reduce time and/or frequency Interactive Read Aloud Shared Reading 3-5x/week reduce to 3-4x/week Reading Workshop 30 mins small groups: non-negotiable; conferences: reduce Interactive Writing reduce to 3x/week Writing Workshop Word Study 110-160 mins K teachers use to start building their calendar They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

Essentials for First Grade Literacy Across the Year Component Time Range Frequency During Assessment Morning Routines 10 mins 5x/week non-negotiable Morning Meeting/RC 20 mins time reduced 30 mins   Read Aloud or Shared Reading 10-20 mins reduce time and/or frequency Interactive Read Aloud Reading Workshop 60 mins small groups: non-negotiable; conferences: reduce Interactive Writing 10-15 mins reduce to 3x/week Writing Workshop 45-60 mins Word Study reduce to 3-4x/week 145-195 mins Grade 1 teachers use this to start planning their block They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

Essentials for Second Grade Literacy Across the Year Component Time Range Frequency During Assessment Morning Routines 10 mins 5x/week non-negotiable Morning Meeting/RC 15 mins time reduced 25 mins   Read Aloud or Shared Reading 10-20 mins reduce time and/or frequency Interactive Read Aloud Reading Workshop 60 mins small groups: non-negotiable; conferences: reduce Interactive Writing 10-15 mins as needed Writing Workshop 45-60 mins Word Study reduce to 3-4x/week 145-195 mins Grade 2 teachers use this to start planning their block They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

Summarize Your Learning Share Your Thinking Any Clarifying Questions Sharing/Closure Summarize Your Learning Share Your Thinking Any Clarifying Questions