Ready, Set, Go

Presented By:Instructional Design and Innovation Team

Moore County SchoolsNovember 6, 2012

Factors that Influence Reading Development

• Development of ___________ Awareness and ___________ Principle

• Ability to ________ words• ___________ with enough words • Acquisition of ___________• Application of reading ________________

strategies• Extensive reading of both __________ and

_________ texts• Adequate teacher preparation and

materials

Highly __________ block of time Language and Literacy activities Whole group and small group

instruction Literacy ___________ Effective management of time Instructional practices _____ purposely Best practices in _________ instruction

The Literacy Framework

2

4

Components

Whole Group Instruction

(Minimum of 30 Minutes)

Small Group Instruction

(Approximately 60 Minutes)

Purpose:

Introduce grade-level objectives to all students with an emphasis of integration and application of the five domains of literacy

Purpose:

Allows students to work on their instructional level as identified by data while practicing targeted objectives and strategies supporting the five domains of literacy

Uninterrupted Reading Block

Comprehensive Literacy Framework

Dedicated Writing Block

Writing and Language (30-45 minutes)

Purpose:

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Small Group Instruction: 3 or 4 Flexible Small Reading Groups Based on

Four Levels of Learners

Differentiated materials based on the needs of the group to include but not limited to the following:

Leveled Readers

Enrichment Materials

Trade Books

Anthology

Leveled Theme Paperbacks

Phonics Materials

Decodable text

Vocabulary Readers

ELL Leveled Readers

Assessment

Independent Practice: emphasis on practice and application of the five domains of literacy taught

during whole group instruction

Materials selected on the appropriate instructional level to support the learner

Listening/Retelling/Summarizing

Independent Reading/Browsing Boxes

Working with Words

Written Response to Literature

Vocabulary Activities

Computer Software with Skill-based Literacy Activities

Comprehension Strategies

Fluency

Project Based Learning Integrating Reading and Writing

Activities – Mini Lessons:

Writing: Shared, Guided, Interactive, Independent

Daily Language Practice/Grammar Lessons

DPI Writing Training Lessons

Basal Writing Lessons

DPI Great Grammar Adventure Lessons

Refer to the MCS instructional calendar (pacing guide)

Objective-Focused Mini Lessons:

Read Aloud

Shared Reading

Comprehension Skills and Strategies

Phonemic Awareness

Phonics/Spelling

Vocabulary Skills

Fluency Practice (choral reading, repeated reading, etc.)

Mini Handwriting Lesson (print/cursive)

Objective-Focused Mini Lessons:

Engaged in reading of leveled text

Reinforces phonemic awareness concepts

Reinforces phonics/ spelling/handwriting concepts

Reinforces vocabulary skills

Reinforces comprehension objectives and strategies

3

4

5 Domains of Reading1. 4.

2. 5.

3.

Whole Group:Systematic, Direct, & Explicit

Instruction

• The teacher states the ________ being taught clearly.• The teacher effectively ________ how the concept is used by a _________ reader.• The teacher focuses students’ attention to _________ _____________.

Whole Group InstructionExamples of Appropriate

Group Skills are:

• _____________• Phonics• _____________• Text Organization• _____________• Read Aloud• Vocabulary Instruction

• _____________

5

6

RoundTable1. The teacher provides a task to

which there are multiple possible responses, and provides think time.

2. Students take turns passing a paper and pencil or a team project, each writing one answer or making a contribution.

Small Group InstructionFlexible Reading Groups

Organize Knowledge

ConstructMeaning from

Text

7

Literacy

Direct, Explicit,&

SystematicInstruction

Flexible Reading Groups: Advanced Level___________________Strategic Level___________________

8

Jot ThoughtsSetup: Students each have multiple slips of

paper (e.g., pre-cut sticky notes, cut-up bond paper).

1. Teacher names a topic, sets a time limit and provides think time (e.g., In three minutes, how many questions can you write that have the answer 17? What are ways we could reduce poverty?).

2. Students write and announce as many ideas as they can in the allotted time, on idea per slip of paper.

3. Each slip of paper is placed in the center of the table; students attempt to “cover the table” (no slips are to overlap).

4. Extension: Students can categorize like ideas.

Fluency

What are Literacy Assignments?

• All students work ____________ and __________ with other students while the teacher is working with ___________ ____________ groups.• Students practice _____ learned in whole group and are held ______________ for work accomplished.

9

Phonemic Awareness

Phonics/Spelling

Vocabulary

Comprehension

Fluency

Literacy Assignment Examples

10

Questions to ask Before Developing a

Literacy Assignment

Is there _____________ for this assignment?(What evidence do you have that the objective was met?)

Is the learning _______________?(Does the time required for completion justify the outcome?)

How can I ____________ this assignment to meet the needs of all my students?

Is the __________ of work acceptable?(Are the students using a posted rubric toguide the quality of their work?)

Instructional Support Matrix:http://ccss.ncmcs.org/Intervention%20Matrix/MCS_ISM_Literacy.pdf

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