1. Understanding the Grade 1 ELA Curriculum
Grade Changers
Office of English
Language Arts
June/August
2016

2. “How is teaching first grade different than my current grade?”
Introductions
Please share your:
Name
School
Previous grade level
One thing you hope to take away from this session
We will answer the question:
“How is teaching first grade different than my current grade?”

3. Learning Goals Outcomes:
To examine the targeted CCRS and other documents for planning instruction.
To deepen understanding of planning for responsive instruction within a Balanced Literacy Framework. 
To become familiar with grade-level resources for planning English Language Arts instruction and assessment.
Examine each area

4. Grade 1 MDCCRS
Grade 1 ELA MDCCRS

5. Progression of Standards
Understanding standard progressions allows for teachers to design customized instruction.
Link to grade 1 progressions
Access the progressions

6. Progression of Standards
Link to grade 1 progressions

7. Progression of Standards
In groups, examine the grade level standards and discuss:
How are the grade 1 standards different from the K standards?
How do the standards change when students enter grade 2?
Teachers examine the progressions and work in groups to discuss the following questions:

8. Balanced Literacy Balanced Literacy Speaking and Listening
Read
Aloud
Independent Writing
Guided Writing
Interactive Writing
Shared Writing
Modeled Writing
Independent Reading
Guided Reading
Word Study
Shared Reading
Skilled reading is developed through a balanced classroom literacy program. Take a moment to think about how the components are represented in this balanced literacy model. What do you notice? (wait time) No component is more important than the other.
According to Fountas and Pinnell, balanced literacy refers to a set of instructional literacy practices, which encompass methods for teaching to the whole class, small groups, and individuals according to need and interest.
A balanced classroom literacy program:
Includes a variety of instructional approaches in reading, writing, and word study.
Provides opportunities for teachers to be responsive to the needs of their students.
Capitalizes and develops the strengths of readers while also building and providing supports to develop the deficit skill areas.
Speaking and Listening
Speaking and Listening
Speaking and Listening

9. Balanced Literacy is …
Modeled, shared, guided and independent reading and writing. 
Teachers integrating authentic reading and writing experiences into their daily instruction in order for students to become proficient readers and writers who can think critically and communicate effectively.

10. Balanced Reading Approaches
Grouping
Text Level
How Text
Is Read
Purpose
Read Aloud
Whole
Above grade level
By the teacher
Model fluent reading & reading strategies
Motivate students to read
Shared reading
Small
On grade level
Students read with the teacher
Teach strategies
Support language
Guided reading
Instructional level
(varies by student)
Students read text independently while teacher coaches
Practice reading strategies with teacher support
Differentiate instruction based upon needs
Self-selected
reading
Individual
Independent level
Independently
Enjoyment & fluency
Practice strategies that have been internalized
Balanced reading instruction includes a variety of approaches designed to meet the needs of a diverse population of learners. Each instructional approach varies in student grouping, text level, how the text is read, and the purpose.

11. Balanced Writing Approaches
Grouping
Text Level
How Text
Is Written
Purpose
Modeled Writing
Whole
Above grade level
By the teacher
Model fluent writing & writing strategies
Motivate students to write
Shared and Interactive Writing
Small
On grade level
Students dictate to the teacher or share the pen
Teach strategies
Support language
Guided Writing
1:1
Instructional level
(varies by student)
Teachers coach students
Practice writing strategies with teacher support
Differentiate instruction based upon needs
Independent Writing
Individual
Independent level
Independently
Develop voice for different purposes, foster creativity, apply learning, and communicate ideas/information

12. ELA Core Instructional Components
Approximate Time
Instructional Component
20 – 30 minutes
Shared Learning Experience/Whole Group
45 – 60 minutes
(about minutes with each group)
Teacher Directed Small Group Experiences and Meaningful Independent Work/Applied Learning or Small Group Collaborative Learning with Peers
Literacy (Reading and Writing) Workshop
30 minutes
Word Work
A document with the Core Instructional ELA Components is available on BCPS One.
*Note that this document is a guide with suggested time frames, it may be organized differently based on the needs of the school, students and resources available.

13. Students listen to fluent reading
Modeled Reading
Examples
Teacher reads aloud
Students listen to fluent reading

14. Modeled Writing Examples
Teacher models fluent writing and writing strategies
Students participate in a Daily Message

15. Daily Message (10-15 minutes)
The Daily Message provides opportunities for teachers to model the foundational, language, grammar, and writing skills and strategies that proficient writers use when they write independently.
Strategy cards, model a daily message
Show the resources the Message in BCPS One
Follow the Grammar sequence; however teach it within the Daily Message and not at an additional or isolated time.

16. Modeled and Interactive Writing
Purpose
To demonstrate the writing process.
To reinforce and apply learning about:
 Concept of a word and a sentence
 Letters and sounds
 Concepts of print: spacing,
capitalization, punctuation
Sight words
Sentence patterns
Reading & Writing strategies
Grammar skills

17. Word Work Word Work (30 minutes)  Phonological Awareness
 Phonemic Awareness
 Phonics
 Structural Analysis
 Spelling
 High-Frequency Words
Apply these skills to connected text during the lesson and small group instruction.
Show the folder for Word Work

18. Shared Reading Examples
Teacher provides strategy/comprehension instruction
Students participate in the reading as they are able
Students acquire/are exposed to content and concept vocabulary .

19. Shared Writing Examples
Teacher provides strategy/comprehension instruction often in response to text
Students contribute to the development of the written piece
Students apply content and concept vocabulary

20. Shared Learning Experience
Shared Learning Experience – Whole Group ( minutes)
The Shared Learning Experience is intended to expand the students’ literacy understanding, foster interest and motivation, model fluent reading, engage students in discussing and analyzing a text (close reading), demonstrate comprehension and written expression strategies, and develop academic vocabulary.
Show on BCPS One

21. Independent Writing Examples
Students practice and apply writing skills and strategies
Students use journals or response logs to communicate

22. Independent Writing
Independent, partner or small group collaborative work around texts or in response to texts.
Readers Response Log
Formative Assessment
Independent Writing: journals, ongoing work around culminating events
Product and Process Writing

23. Responsive Small Group Instruction
Small Group Experiences
(60 minutes- Teacher Facilitated)
The teacher provides responsive instruction based on the needs of the students.
Small-group instruction is homogeneous.
The groups are flexible and may change depending on assessment data and are inclusive of a student’s growth and needs.
Small group experiences may include:
Word Study (Phonemic Awareness, Phonics, Sight Words, Vocabulary, Spelling) with connected text
Guided Reading
Guided Writing with connected text
Collaborative Discussions with connected text

24. Management of Responsive Small Groups and Centers
Utilize a structure that promotes students participation in independent, partner or small group collaborative work around reading, writing, and word work, such as:
Rotational groups
Center management chart
Choice menus
Individual or customized sequence of responsibilities
Utilize the structure your school has selected to build consistency in routines and expectations across all grade levels.

25. Assessments for Responsive Small Group Instruction
Letter Identification Screening
Wonders Phonemic Awareness Screening
Wonders Phonics Survey
Beginning and Advanced Decoding Surveys
Sight Word Lists
Dictated Sentences
Spelling Inventory
Writing Samples
Running Record
Located in the BCPS Course Maps K-2

26. Guided Reading Examples
Students practice reading skills and strategies with teacher support
(leveled texts)
Teacher customizes based on student needs determined by data

27. Guided Reading
Guided Reading is based on students’ strengths and needs:
Students of similar reading processes are grouped together.
Flexible small groups.
Group size is limited to 6 students.
Meet daily, or at least three times a week.
15 to 20 minutes per group.
Guided reading is targeted and purposeful when it is used to:
Support comprehension through skill and strategy development.
Provide flexible small group opportunities where students feel safe and supported.
Allow the teacher time to coach students and provide scaffold and extensions.
Allow time and opportunity to revisit the text, skills, and/or strategies.

28. What Guided Reading Is NOT!
A program.
Fixed reading groups.
Text selection or instruction based upon “what comes next” in the basal.
Students reading aloud, page by page, often with round-robin or “pop-corn” approaches.
Workbook or worksheet responses to reading.

29. Guided Reading Level Ladder of Progress
Levels A - D: Kindergarten
Levels E - J: Grade 1
Levels K - M: Grade 2
Levels N - P: Grade 3

30. Guided Reading Texts Wonders leveled texts
Leveled texts (7,000) in the repository
Leveled texts from the school collection.
Ready Readers
Wright Group
HM Little Readers for Guided Reading

31. Guided Writing Examples
Students practice writing skills and strategies with teacher support
(connected to leveled texts)
Teacher customizes based on student needs determined by data

32. Word Work Focus: Using a Decodable Text
Examples
Students practice Word Work skills and strategies with teacher support using decodable texts
Teacher customizes instruction based on student needs determined by data

33. Word Work Focus: Using a Decodable Text
Decodable Texts:

34. Structure of a Small Group Lesson- Decoding Focus
Word Work (Before Reading):
Focus on a skill or skills to access the text:
Phonemic Awareness: The Spoken Word
Phonics: Sound-Symbol Association (decodable words)

35. Structure of a Small Group Lesson- Decoding Focus
Introduce the text:
Build background, as needed
Preview the text
Implant vocabulary and language structure.
Ask questions to lend focus to the reading
Set the purpose for reading

36. Structure of a Small Group Lesson- Decoding Focus
Read the text Discuss the text Make teaching points.
Teaching Points:
Make explicit teaching points based upon challenges of the text, observations of students’ reading, and the discussion.
Return students to the text.
Have students reflect on their own use of reading strategies.
“What was tricky for you?”
f l y
f l o a t

37. Students read for enjoyment
Independent Reading
Examples
Students read for enjoyment
Students read texts at their independent level to practice and apply learned skills and strategies
Teacher provides support and immediate feedback to students by actively monitoring, coaching, and conferencing

38. Meaningful Independent Work
Meaningful Independent Applied Learning or Small Group Collaborative Learning
(Concurrent with small group instructional time –Daily)
Students are engaged in reading and/or writing activities as an extension or preparation for the Shared Learning Experience or Small Group Experience, concurrently as the teacher meets with small groups.
Students may also be engaged in literacy centers, independent reading, writing, project-based learning, literature study groups, anchor activities and/or journaling.

39. Meaningful Independent Work

40. Meaningful Independent Work

41. Meaningful Independent Work

42. Meaningful Independent Work

43. Writing Process and Content Writing
Refer to the Writing column in the Unit at a Glance.
Explain difference between process & content writing

44. Collaborative Inquiry: Exploring Balanced Literacy and Components of the ELA Block
Blend Space: Click the hyperlinks below
Reading Instruction
Writing Instruction
Word Study
Routines/Management
This chart will guide participants as they review the resources provided through the links in the next slide.
This Note-taking organizer can also be used as participants review the materials/resources in BCPS One.
Symbaloo: Click the link below

45. ELA , Grade 1, Unit 1 Have I Got a Story for You!

46. Grade 1 Course Map
Walk through what is the grade 1 course map

47. Grade 1 Year-at-a-Glance
The Year-at-a-Glance document will:
Identify target standards for each unit.
Examine checkpoints and culminating events.
The Year-at-a-Glance document is being created this summer.

48. A Closer Look at Back to School

49. A Closer Look at Unit 1 Target Standards Culminating Event Texts
Check points
Pathways

50. MSDE Clarifications
Scroll to the bottom
Top of the page
Use the clarification document to examine unit 1 target standards
Hyperlink attached to clarification graphic

51. Assessing Student Growth
At the beginning of each unit, the teacher should use student work and observational data to make an informed decision for determining student learning pathways and small group instruction.
The purpose of Learning Checkpoints is for the teacher to assess students’ performance in relation to the targeted standards. The information gathered is used to inform instruction and contributes to the body of evidence to monitor students’ learning.
The purpose of the Culminating Event is to help teachers gauge student abilities in relation to the targeted CCSS standards. 
To promote student growth and reflection, students may make revisions to their culminating event products based on teacher feedback.

52. Resources and Materials
Y O U R T U R N ! Work with one or two partners to examine instructional resources for Unit 1 in BCPS One.

53. What additional support or professional development would be helpful?