Framework In the ELAR Classroom

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Framework In the ELAR Classroom. Curriculum Department . Video Clip. Reading. District Expectations Philosophy for Reading Instruction. Teachers model and share their processes with students . - PowerPoint PPT Presentation

Text of Framework In the ELAR Classroom

Framework In the ELAR Classroom

Framework In the ELAR ClassroomCurriculum Department

This draft document represents a collaboration between the ELAR Curriculum Departments, K through 12. The document has been developed at the request of the BISD Curriculum Management Team. A portion of this document is being presented here today in an effort to strengthen and align the core reading instruction in BISD and develop a district philosophy that is rigorous in nature. It was created in a collaborative nature with administrators, grade level teacher groups, outside consultants, and district management. This document will continue to evolve into a well balanced approach to deliver reading and writing instruction. 1Video Clip

Humor! It often feels like this is the state of education. BISD has implemented a number of initiatives this year, in an effort to build a path to academic success for all students.2


Every teacher IS a teacher of reading. Today, we have taken a look at the 5 basic components of reading. Reading instruction should be a deliberate arrangement of each of these components. An instructional plan must be developed to meet the needs of the students so that they are presented the opportunities to become a successful skilled reader.3District ExpectationsPhilosophy for Reading InstructionTeachers 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.

Read slide.Please make sure each teacher has access to a clean sheet of paper.4Use a foldable

Choose a foldablepick a design for this activity-think about the components of reading. 5What are your basic beliefs about teaching a child to read?Using the foldable, please record your basic beliefs about teaching a child to read.

Read slide.Please write down one or two statements that capture your core beliefs about learning to read in one area of your foldable.



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?

Think about these questions and the foldable you created.Please take 2-5 minutes with your elbow partner and discuss these 5 questions.In a new area or section of your foldable, jot down your answers to these questions. 7ELAR 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.

Read slide.8Suggested Time Frame1. Whole Group Focus Lesson (Mini-Lesson) Explicitly teach specific skills such as comprehension strategies, vocabulary (academic and content specific) and procedures:direct instructionthink-alouds modelingguided practicetext dependent reading-Kilgo research

10-15 minutesLessons include instruction and practice reading in a balance of genres to include literary and expository texts.

Please read the slide. Your lesson focus may not be a NEW focus every day but a continuation of a specific learning skill(s).Please make note of the components on your foldable.1-Whole Group Focus Lesson-Mini Lesson9Suggested Time Frame2. Whole Group or Small Group- Word Work Mini Lesson:(Phonemic Awareness/Phonics/Spelling) Provide explicit instruction in how words workhow 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:TreasuresFountas and Pinnell: Phonics10-15 minutes

2. Whole Group or Small Group-Word Work10Suggested Time Frame3. 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 expectationschange grouping based on assessment data or purpose of instructionauthentic 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 skillsincrease fluency (partner reading, readers theatre, audio assisted, etc.)Student work products evaluated for level of mastery

Independent Readingread books at an independent level, (reading to self, reading with a partner)responding to text in peer discussions or journalsevaluation for comprehension through student work products, observations, informal reading assessments 30-50 minutes

Please read the slide.3. Small Group Instruction/Centers/Independent11Suggested Time Frame4. 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

Read Slide.4. Reflection12


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?

Please use another section of your foldable and record your notes.13Suggested 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 minutesWriting Instruction Expectations

Read slide.Writing-1. Focus Lesson-Mini Lesson14Suggested Time Frame2. Independent WritingStudents 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 minutesWriting Instruction Expectations

Read slide2-Writing-Independent Writing15Suggested Time Frame3. 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 minutesWriting Instruction Expectations

Read slide.3. Writing-Reflection16ResourcesRequired Resources: (District Provided)Texas TreasuresTexas Write Source

Recommended Resources: (District Recommended)Norma Jacksons Activities & RubricsTEA State STAAR Released Samples and Rubrics M. Kilgo-Research and Training MaterialsFountas & Pinnell-PhonicsTanny McGregor-Comprehension ConnectionsGail Boushey & Joan Moser-Caf Gail Boushey & Joan Moser-Daily Five Stephanie Harvey- Comprehension ToolkitThe Complete Year in Reading and Writing Grade 2 Patty Vitale-Reilly and Pam Allyn

Review17District ExpectationsPhilosophy for Writing InstructionStudents 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 ideasdraftingrereading drafts and gathering feedbackrevising to improve clarityediting to improve accuracysharing or publishing writing with authentic audiences beyond the teacher

Read slide.18WRAP UP This session has presented some new information that may require adjustments to your current schedule and philosophy.