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Building on The Big Picture:

Building on The Big Picture:. Clarifying Expectations. Purpose for Today’s ERD. Provide a consistent message for all Clarify expectations regarding the “what” and “how” of instruction in literacy. Goal: Bring consistency to literacy instruction Provide 90 minutes of instruction in reading

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Building on The Big Picture:

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  1. Building on The Big Picture: Clarifying Expectations

  2. Purpose for Today’s ERD • Provide a consistent message for all • Clarify expectations regarding the “what” and “how” of instruction in literacy

  3. Goal: Bring consistency to literacy instruction • Provide 90 minutes of instruction in reading • Provide 60 minutes of instruction in writing/spelling • Implement the elements of balanced literacy (CALL) • Support instruction with LBD and OWE Determining a Starting Point All students need a consistent amount of time dedicated to learning to read and write proficiently for authentic purposes.

  4. Getting Started: Time and Scheduling • Problem-solve with colleagues: Do I have at least 90 minutes for reading and 60 minutes for writing/spelling? If not, Where in the day can I find some minutes to bring the total for literacy instruction to 2 ½ hours? What are some ways to arrange the elements to create an instructional flow? • It’s important to have enough time in the day to teach literacy. A significant amount of time is needed to teach all the grade-level expectations. • It’s also important that your daily schedule reflects each of the elements of CALL so that instruction is balanced and offers a gradual release.

  5. Sample Schedules Primary Intermediate Shared Reading (10-15) Independent Reading (30) Small Group Reading (35-40) Read Aloud (10) Writing Workshop (45-50) Spell to Excel (10-15) • Read Aloud (10-15) • Independent Reading (15/20) • Shared Reading (15) • Guided Reading (45) • Writing Workshop (45) • Spell to Excel (15)

  6. Why must Independent Reading be a separate time? Independent Reading is a time for students to practice what they are learning while the teacher confers to: assess learning differentiate instruction It is not the same as reading independently where students read while the teacher is working with small groups.

  7. During independent reading, the teacher learns what students know and what they need. Without this information, how does the teacher utilize a teaching/learning cycle? How does the teacher know what teaching points to make?

  8. Zooming in: Instruction • The Essential Learnings and the Language Arts Curriculum Framework support consistency in targeting “what” students learn. • The CALL Literacy Framework provides a consistent structure for the “how” of teaching. • Adopted programs like Literacy By Design and OWE support consistency and equity of instruction across grade levels and schools.

  9. Trusting Our Resources Literacy By Design On Our Way to English The LASS Dept. selected this program as a match with the ELD standards. It aligns well with the general education program (LBD). The instructional materials are designed with ELLs in mind. • An Adoption Committee found a 98% match between our curriculum framework and the program’s scope and sequence. • It honors a gradual release of teaching and learning. • The instructional materials save teachers time in gathering their own.

  10. What are the expectations regarding the use of these programs? Literacy By Design On Our Way to English Follow the scope and sequence Teach the lessons Language development Modeled/Shared reading Word work Adjust to meet the needs of students Plan lessons for the remaining elements of CALL • Follow the scope and sequence • Use the lessons to plan for the elements of CALL; think flexibly about the use of texts • Tailor the lessons to: • Teach what will lead to mastery of grade-level expectations • Meet the needs of students • Teach the grammar lessons within writing workshop

  11. Summary: The “To Do” List • If you haven’t already, jump into the program at an appropriate point. Use program lessons and materials to plan instruction within the elements of CALL. • Work with teams to examine schedules and make time for literacy instruction (90/60). • Break down the 90/60 into the elements of CALL with a dedicated independent reading time that includes conferring.

  12. Closing After today’s session, what are you more clear about in your thinking related to the expectations for literacy? Turn to a partner and share one thing that you are taking away.

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