MCPSS Elementary Literacy Block Framework - REVISED

Kindergarten – 2nd Grade Literacy Block “AT A GLANCE”

150 Minute Literacy Block

Tier 1 – Whole Group 60 minutes

Tier I – Small Group 40 minutes

Differentiated Small Groups Multiple Small

Groups

Literacy Centers Includes

Accountability

Traits Writing and Handwriting 30 minutes

Whole Group Mini-lesson Handwriting

Targeted Tier II Intervention 20 minutes

Differentiated Small Groups Deficit Focused

Literacy Centers and/or

Independent practice

Tier III Intervention (push-in/pull-out)

35 minutes

Small Group Guided Writing

Independent Writing

Sonday

Instruction

Possible

Sonday

Instruction

MCPSS Elementary Literacy Block Framework - REVISED

Kindergarten – 2nd Grade

150 Minute Literacy Block

Whole Group Instruction – 60 Minutes TOTAL

At the beginning of each week’s lessons, there is a Suggested Lesson Plan Section in your Teacher’s Edition. Teach all of the lessons listed as core lesson components for Reading and Language Arts in

that Suggested Lesson Plan Section.

You have a few of options for “catching up.” 1. Finish up your whole group activities with small group. 2. There tends to be fewer core lesson components on Friday, so you may find that you have

time on Fridays to catch up on anything you miss during the week. 3. During the 6th week of each unit, the lesson plan switches to reader’s theater with fewer

lessons components to teach during the week. You can use that time to catch up on and to review core components from the unit.

Tier I Small Group Instruction – 45 Minutes TOTAL

Instructional Component Format Resource and Examples

• Tier I Small Group Instruction - Meet with small groups to read and provide differentiated instruction using leveled texts. Grouping may change based on student needs.

Small Group (approximately

three rotations, 10-15 minutes

each)

In your Teacher Edition, there is a "Differentiated Instruction" section for each week. In that section, it will outline what leveled reader to read with each group. You are not expected to do all of the lessons listed for that week. You choose the lessons that you need to teach to your students.

• Literacy/Work Stations - While teacher works with a small group, remaining students participate in focused workstation activities.

Independent Practice

Students not involved in small group instruction will work on activities independently, with others at their seats, or at literacy learning stations. Design literacy workstations based on data. Reading Workstations (examples): - Read to self - Partner reading - Listening to reading - Fluency practice with feedback/guidance - Skill-based Workstations - Content based (Math, Social Studies,

Science) - Reading response writing - Word building - Research projects - Developing books - Completing reading-related graphic

Organizers - Word sorts; making words

- Vocabulary practice

MCPSS Elementary Literacy Block Framework - REVISED

- Draw or write in the beginning, middle, and end of the story

- Computer - Spelling - Reader’s Theater - Independent Writing

Process Writing / Handwriting – 30 Minutes TOTAL

Instructional Component Format Resource and Examples

Mini-Lesson - Provide explicit, direct instruction, modeling, and guided practice

Handwriting - Provide explicit, direct instruction, modeling, and guided practice on letter formation to meet grade-level proficiency requirements (SEE Lexi’s Law)

Whole Group Provide instruction on: - Writer’s craft - Writing genres - Analysis of mentor texts

Grammar/mechanics Spelling

- Handwriting Revising/Editing

• Guided Writing - Meet with

small groups to provide

differentiated writing

instruction on specific writing

and grammar skills

Small Group Provide instruction on: - Pre-Writing/Planning

Drafting

- Revising

- Editing/Conventions

- Publishing Handwriting

• Independent Writing - While

teacher works with a small

group, remaining students

participate in focused writing

activities

Independent

Practice

Engage students in - Teacher/Student Conferences - Peer Conferences - Author’s Chair - Handwriting practice

Tier II – 25 Minutes TOTAL

Instructional Component Format Resource and Examples

Small Group Instruction can come from either 1. Tier II instruction in the

Differentiated Instruction section of Wonders

OR 2. Sonday System

Independent Practice

Students not involved in small group instruction will work on activities independently, with others at their seats, or at literacy learning stations. (SEE EXAMPLES ABOVE)

MCPSS Elementary Literacy Block Framework - REVISED

Tier III – 35 Minutes TOTAL

Instructional Component Format Resource and Examples Necessary for:

Students for whom Tier II has been insufficient

Students with significant academic difficulties

Small Group

(Instruction may be

provided by

someone other

than the classroom

teacher)

Sonday System

Systematic and explicit instruction that includes modeling and direct teaching using multiple examples.

Specialized programming that focuses on just a few key skills at a time

Mirroring of skills being taught in the general education classroom, as well as attention to filling in skill gaps that are causing difficulty in the general education classroom.

A variety of practice opportunities that coordinate with identified classroom skills but use different approaches

Continuous corrective feedback, encouragement, and self- monitoring activities

MCPSS Elementary Literacy Block Framework - REVISED

3rd – 5th Grade Literacy Block “AT A GLANCE”

120 Minute Literacy Block

Tier 1 – Whole Group 55 minutes

Tier I – Small Group 20 minutes

Differentiated Small Groups Multiple Small

Groups

Literacy Centers Includes

Accountability

Traits Writing and Handwriting 30 minutes

Whole Group Mini-lesson Handwriting

Targeted Tier II Intervention 15 minutes

Differentiated Small Groups Deficit Focused

Literacy Centers and/or

Independent practice

Tier III Intervention (push-in/pull-out)

35 minutes

Small Group Guided Writing

Independent Writing

Possible

Sonday

Instruction

Sonday

Instruction

MCPSS Elementary Literacy Block Framework - REVISED

3rd Grade – 5th Grade

120 Minute Literacy Block

Whole Group Instruction – 55 Minutes TOTAL

At the beginning of each week’s lessons, there is a Suggested Lesson Plan Section in your Teacher’s Edition. Teach all of the lessons listed as core lesson components for Reading and Language Arts in

that Suggested Lesson Plan Section. *EXCEPTION: The Weekly Assessment does NOT have to be given since many of you will be using the

Weekly Assessments to create your CFAs.

You have a few of options for “catching up.” 4. Finish up your whole group activities with small group. 5. There tends to be fewer core lesson components on Friday, so you may find that you have

time on Fridays to catch up on anything you miss during the week. 6. During the 6th week of each unit, the lesson plan switches to reader’s theater with fewer

lessons components to teach during the week. You can use that time to catch up on and to review core components from the unit.

Tier I Small Group Instruction – 20 Minutes TOTAL

Instructional Component Format Resource and Examples

• Tier I Small Group Instruction - Meet with small groups to read and provide differentiated instruction using leveled texts. Grouping may change based on student needs.

Small Group (approximately 2-3

rotations each day)

In your Teacher Edition, there is a "Differentiated Instruction" section for each week. In that section, it will outline what leveled reader to read with each group. You are not expected to do all of the lessons listed for that week. You choose the lessons that you need to teach to your students.

• Literacy/Work Stations - While teacher works with a small group, remaining students participate in focused workstation activities.

Independent Practice

Students not involved in small group instruction will work on activities independently, with others at their seats, or at literacy learning stations. Design literacy workstations based on data. Reading Workstations (examples): - Read to self - Partner reading - Listening to reading - Fluency practice with feedback/guidance - Skill-based Workstations - Content based (Math, Social Studies,

Science) - Reading response writing - Word building - Research projects - Developing books

MCPSS Elementary Literacy Block Framework - REVISED

- Completing reading-related graphic Organizers

- Word sorts; making words - Vocabulary practice - Draw or write in the beginning,

middle, and end of the story - Computer - Spelling - Reader’s Theater - Independent Writing

Process Writing / Handwriting – 30 Minutes TOTAL

Instructional Component Format Resource and Examples

Mini-Lesson - Provide explicit, direct instruction, modeling, and guided practice

Handwriting - Provide explicit, direct instruction, modeling, and guided practice on letter formation to meet grade-level proficiency requirements (SEE Lexi’s Law)

Whole Group Provide instruction on: - Writer’s craft

- Writing genres - Analysis of mentor texts

Grammar/mechanics Spelling

- Handwriting Revising/Editing

• Guided Writing - Meet with

small groups to provide

differentiated writing

instruction on specific writing

and grammar skills

Small Group Provide instruction on: - Pre-Writing/Planning

Drafting

- Revising

- Editing/Conventions

- Publishing Handwriting

• Independent Writing - While

teacher works with a small

group, remaining students

participate in focused writing

activities

Independent

Practice

Engage students in - Teacher/Student Conferences - Peer Conferences - Author’s Chair - Handwriting practice

Tier II – 15 Minutes TOTAL

Instructional Component Format Resource and Examples

Small Group Instruction can come from either 1. Tier II instruction in the

Differentiated Instruction section of Wonders

OR 2. Sonday System

Independent Practice

Students not involved in small group instruction will work on

MCPSS Elementary Literacy Block Framework - REVISED

activities independently, with others at their seats, or at literacy learning stations. (SEE EXAMPLES ABOVE)

Tier III – 35 Minutes TOTAL

Instructional Component Format Resource and Examples Necessary for: Students for whom

Tier II has been insufficient

Students with significant academic difficulties

Small Group (Instruction may be provided by someone other

than the classroom teacher)

Sonday System Systematic and explicit instruction

that includes modeling and direct teaching using multiple examples.

Specialized programming that focuses on just a few key skills at a time

Mirroring of skills being taught in the general education classroom, as well as attention to filling in skill gaps that are causing difficulty in the general education classroom.

A variety of practice opportunities that coordinate with identified classroom skills but use different approaches

Continuous corrective feedback, encouragement, and self- monitoring activities

MCPSS Literacy Manual “It Starts With Us”

44

XVI. Close Reading Procedure Close Reading is an instructional and learning strategy or approach that requires the reader to read and re-read a selection/text several times in order to develop a deep understanding of the content within the text. In very simple terms, Close Reading is paying very close attention to the details in the text, to build stamina, to engage in more complex texts, and to build skills resulting in a more independent reader. Close Reading strategies will vary depending on the content under consideration, the place in the curriculum, and the purpose(s) of the particular lesson. Most Close Reading lessons will share the following attributes: 1. Selection of a brief, high-quality, complex text. (Text selection is very important…high quality,

short pieces…) Limiting the length of the passage allows students the opportunity to apply new skills and strategies through multiple readings of the text.

2. Individual reading of the text. Students unable to read the text independently might engage in a partner read or a group read in lieu of an independent attempt. (Not round robin reading)

3. Group reading aloud. A group read aloud might be teacher-led or student-led. This practice supports the engagement of all students, especially those who struggle with reading the text independently, and reinforces the primacy of the text throughout Close Reading lessons.

4. Text-based questions and discussion that focus on discrete elements of the text. Questions and discussion may focus on the author’s word choices and repetition, specific sentences, literary devices, academic vocabulary, or particular passages containing information that is key to the curricular objective.

5. Discussion among students. These discussions, either in small groups or across the whole class, will ensure that the text—as opposed to personal reflections—remains the focus as the reader explores the author’s choices.

6. Writing about the text. Students may be asked to reflect on the knowledge gained through Close Reading in short or long written passages.

1st Read Read for a general understanding of the word

problem.

2nd Read

and

3rd Read

Identify knowns and unknowns.

Identify a plan and make a list to solve the word problem.

Mathematical Discourse

Five Talk Moves

Revoicing

The teacher tries to repeat what a student has said, then asks the student to respond and verify whether or not the teacher’s revoicing is correct.

“So you’re saying…” Asking Students To Restate Someone Else’s Reasoning The teacher asks one student to repeat or rephrase what another student has said, then follows up with the first student.

“Can you repeat what he just said in your own words?” Asking Students To Apply Their Reasoning To Someone Else’s Reasoning Students make their own reasoning explicit by applying thinking to someone else’s contribution.

“Do you agree or disagree and why?” Prompting Students For Further Participation The teacher asks for further commentary.

“Would someone like to add on?” Using Wait Time The teacher waits at least ten seconds for students to think before calling on someone for an answer.

“Take your time… we’ll wait.”

Classroom Discussions: Using Math Talk To Help Students Learn, Grades 1-6

-Chapin, O’Connor, and Anderson

Mathematical Discourse

Five Talk Moves

Revoicing

The teacher tries to repeat what a student has said, then asks the student to respond and verify whether or not the teacher’s revoicing is correct.

“So you’re saying…” Asking Students To Restate Someone Else’s Reasoning The teacher asks one student to repeat or rephrase what another student has said, then follows up with the first student.

“Can you repeat what he just said in your own words?” Asking Students To Apply Their Reasoning To Someone Else’s Reasoning Students make their own reasoning explicit by applying thinking to someone else’s contribution.

“Do you agree or disagree and why?” Prompting Students For Further Participation The teacher asks for further commentary.

“Would someone like to add on?” Using Wait Time The teacher waits at least ten seconds for students to think before calling on someone for an answer.

“Take your time… we’ll wait.”

Classroom Discussions: Using Math Talk To Help Students Learn, Grades 1-6

-Chapin, O’Connor, and Anderson

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Four to OneFour to One is a teaching strategy that helps students make connections, summarize, and work on grammar and writing skills. The teacher displays four images; students write one sentence

about each image, then work together to use all their sentences to create one final piece.

Skills: Cites Evidence, Instructional Hook, Key Ideas and Details, Sequence, Summarizing, Vocabulary Development

Spotlight on StrategiesCreative, research-based instructional strategies, presented by teachers for teachers. These simple instructional

strategies incorporate digital media in meaningful, effective, and practical ways. Try a Strategy and leave a

comment telling your peers how you used it with your students.

AssessmentThe Envelope PleaseThe Question IsMake It Concrete

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Cites EvidenceMyth Bustin'!Table Top TextingA-E-I-O-U

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Compare and ContrastSound Check

Inference and PredictionThey Said What?!?

SEARCH

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PMIGet VENN-y with It

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Reading Between the LinesCan You Guess My 2-1-4

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Instructional HookVisual WalkaboutSurround SoundHalf the Story

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Key Ideas and Details3 Truths... 1 LieJournalsSnowball Fight

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Point of View and PurposeMultiple PerspectivesStep InsideWho Are You?

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QuestioningThe Question IsIn Full BloomTwenty Questions

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ResearchJigsawPechaKucha25 Things You Didn't Know

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SequenceScrambled PleasePaper SlideMusic Video

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SummarizingThat Sums It UpTweet, Tweet!Six Word Story

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Vocabulary DevelopmentVocabulary Scavenger HuntVocabulary Stepping StoneABC Summary

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