Guide to the Language Arts Block Christina School District CSD Curriculum and Instruction

The Language Arts Block Handbook “Your Guide for all things ELA” CSD Curriculum and Instruction 2

20 minutes Whole Group Comprehension/Fluency(Comprehension skill; choral, echo, partner, whisper read selection) 10 minutes Whole Group Vocabulary (Anthology Selection, Text Talk, Elements of Reading, Curious About Words, Read Aloud, etc.) 10 minutes Whole Group Phonics instruction* *Whole group Phonics Instruction should only occur when the skills being taught are part of the grade level scope and sequence/pacing guide. Otherwise, phonics instruction should occur in small, flexible groups. 10 minutes Whole Group Daily Read Aloud** **Read Alouds can happen inside or outside of the Language Arts block. They may be part of your vocabulary instruction, writing mini lesson, or comprehension skill building lesson Minutes Small Flexible Rotating Groups/Centers Minutes needs based small group instruction Minutes Whole Group Writers Workshop 5-10 minute Mini-Lesson with or without Read Aloud 1-2 minute quick Status of the Class update (identify stage of writing process- prewriting, drafting, editing, revising, publishing) minutes Writing and Teacher/Student Conferencing 5 minute Sharing (Students rotate on a Flexible day schedule) Sample Components/Timeframe of Language Arts Block ESSENTIAL QUESTIONS MUST BE POSTED 3 CSD Curriculum and Instruction

Christina Language Arts Block K-5 All students will receive 135 minutes of literacy instruction daily. (Reading and Writing) Word Work (15 minutes) Phonemic Awareness Phonological Awareness Phonics Vocabulary Use your Common Core and Journeys Teachers Edition to guide your word work Teacher Directed (20-30 minutes) Use the comprehension skill from the Common Core and Journeys Teachers Edition to guide the Teacher directed lesson Essential Questions listed on Grade Level matrix may differ from those found in Teachers Edition and Focus Wall. The updated EQ’s align more closely with the Common Core will provide greater depth of knowledge. May use text or passages from Journeys, Supplemental Read Alouds, Science kit readers, Social Studies textbooks, Time for Kids Readers, etc. Remember the focus is on the skill /strategy. Teachers may use instructional delivery methods found in Journeys Teachers Edition or Sample Acquisition lessons found in elementary reading shared drive \\clshare\Elem_reading.\\clshare\Elem_reading Keep whole group practice/assignments out of this block and save for flexible group time. 4 CSD Curriculum and Instruction

Flexible Group (20 minutes x 2) or (15 minutes x 3) Students will be broken into flexible groups based upon skill. Teacher must meet with the lowest group(s) EVERY day. Save this time for independent practice work based. assign something for all other students to do based on teacher directed lesson and then pull your low group first to provide more assistance/alternative assignments for them (remember these assignments must be meaningful and not just busy work). Centers for students not working with you should directly tie to what you have been teaching from the Teacher Directed Lesson or small flexible groups. There may be one review center for previously learned skills. Purpose: extra practice on what has been taught during word work and the teacher directed lesson. Center options can be found in your Journeys Teacher’s Edition and on Literacy Links at: _resources.htm _resources.htm 5 CSD Curriculum and Instruction

Suggested Centers Review of Skills and Strategies Previously Taught Center Fluency Center (fluency practice, re-reading, partner reading) Word Work Center (activity can support grade level scope and sequence skills and/or needs based skills; can use frayer model to help support vocabulary concepts) Reading Independently Center (Self Directed Reading and/or using the graphic organizer) Writing in Response to Reading Center (writing from their graphic organizer, answering text based questions, or making connections to text) Listening & Speaking Center (listen to anthology story, listen to key pieces of literature, recording your reading or thoughts/retellings and sharing with a partner) Technology Center (Learning Point Navigator Assignments, Kidspiration, Inspiration, Think Central, MS Word publishing of written responses, etc.) For additional resources refer to Literacy Links at Links 6 CSD Curriculum and Instruction

Writing Block (35-45 minutes) Use Direct instruction (Mini Lessons) Use Journeys Teachers Edition and/or Writing Curriculum Binder Address the Writing Process Common Core Writing Priority Focus Areas How to Write a Paragraph Narrative Writing Letter writing Descriptive Writing Informative/Explanatory Writing – Structures (comparing/contrast essay, Chronological essay, cause/effect, problem/solution) Persuasive/Construct Support Research g_resources.htm 7 CSD Curriculum and Instruction

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Intervention Block: htm htm Tier III students get both the 135 minutes language arts block daily and an additional 150 minutes of Tier III intervention services weekly outside the language arts block. Tier II students get both the 135 minutes reading block daily and an additional 90 minutes of Tier II intervention services weekly outside the language arts block. Tier III group This group must receive 30 minutes additional instruction daily. These should be students who need supplemental instruction. Tier III students must be progress monitored weekly. Intervention done with this group must remain needs based supported by data. Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction. While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.) 9 CSD Curriculum and Instruction

Intervention Block, Continued: Tier II Group: This group must receive additional instruction 90 minutes weekly. These should be students who need supplemental instruction. Tier II students must be progress monitored weekly. Intervention done with this group must remain needs based. Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction. While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.) 10 CSD Curriculum and Instruction

Response to Intervention What’s New to Elementary RtI in CSD? Math intervention is now added Strategic—math only 90 minutes per week Strategic—reading and math 120 per week Intensive—math only 150 minutes per week Intensive—reading and math180 minutes per week 20% rule If 20% of students in a classroom are not meeting BM on any instructional screening, a school based team shall meet to consider needs for additional classroom support and strategies DOE RtI 11 CSD Curriculum and Instruction

Response to Intervention IEP IEP team to consider child’s PM data when developing, reviewing, or revising the IEP Team must check for improvement to the point that special education and related services may no longer be required…school shall initiate a reevaluation DOE RtI I Tracker Pro Teachers and administrators will use the I Tracker Pro system to input and track student information and data. 12 CSD Curriculum and Instruction

Response to Intervention How is I-Tracker Pro making life easier? Teachers enter data into system Some data is automatically pulled from eSchool, mClass, DCAS, Renaissance Place, etc. They no longer need paper/pencil data collection forms such as… group summary for PM RtI Referral forms I-Tracker Pro stores this data for us The Most updated RtI Handbook can be found on the RtI page of Literacy Links at esources.htm esources.htm 13 CSD Curriculum and Instruction

HMH Journeys HMH 2011 Journeys Integrated Reading, Language Arts, Writing Uses latest research to help students become successful readers and writers Uses the best new literature to introduce Concept of Prints, Anthology short stories, Big Books, Read Alouds, and Trade Books Balanced: Encompasses all 5 strands (Phonemic Awareness, Phonics, Vocabulary, Comprehension, Fluency) Skills and Strategies are reinforced throughout Focus is on both written and oral comprehension 14 CSD Curriculum and Instruction

HMH Journeys Instructional Practices Include: Clear Goals and Expectations Explicit Instruction Aligned Standards and Instructional Practices Rich practices to develop students who can read, write, and speak well 5 strands woven together Supports ELL with rich visual context pictures child friendly sentences to introduce vocabulary and connects to meaning HMH resources are Language Support and Vocabulary in Context Cards and the Curious about Words 15 CSD Curriculum and Instruction

HMH Journeys-- Pacing Guides Pacing Guides Follow the Scope and Sequence of the HMH Journeys Program One for each grade level K-5 Aligns and connects to Common Core State Standards They can be found on Literacy Links at guides1011.htm guides1011.htm 16 CSD Curriculum and Instruction

HMH Journeys Differentiated Instruction: The Grab and Go Kit has an abundance of resources to support the teacher edition (Journeys) from the struggling reader all the way to the advanced reader. There are a variety of other materials available to teachers to target and differentiate instruction: Reading/Literacy Toolkit Ready-Made Work Stations (word study, comprehension & fluency, think & write) Leveled Readers (old and new) Curious about Words (extend oral vocabulary; contains weekly read alouds) Write in Readers Decodable and Vocabulary Readers Language Support Cards (pre-teach critical skills) Instructional Card Kit (vocabulary, context, and retelling cards and others to support instruction) Sound Spelling Cards (provide sound letter associations K-3) Additional materials found on 17 CSD Curriculum and Instruction

HMH Journeys On-going Assessment: Prescriptive data-driven instruction Just think about your purpose when assigning a task—do you want to know what the student has mastered ( summative ) or what they still need to learn ( formative )? Summative or Formative Possible Assessment Options: weekly tests, benchmark/unit tests, stop & think questions, graphic organizers, etc. Progress Monitoring---remember progress monitoring with your curriculum based measures helps you to gauge student progress in all strands of literacy. Technology: Comprehensive set of resources with a multitude of activities and ideas for students, parents, and teachers (online teacher community) Online modules explaining each piece of the Journeys program for teachers 18 CSD Curriculum and Instruction

What tools should I use to target student needs? Screening and Inventories Spelling Inventory Phonics Inventory Fry Sight Word Inventory Diagnostic Assessment (1-6) Emerging Literacy Survey (K-1) Comprehensive Screening Assessment (2-5) Progress Monitoring DIBELS Next Fry Sight Word Inventory Curriculum Based Assessments  Flow chart of intervention resources (flex group sections) emResources.htm emResources.htm 19 CSD Curriculum and Instruction

HMH Journeys Common Assessments Journeys Weekly Tests (formative in nature) The 3 rd weekly test in each unit can be given. This test contains a cold read portion (skills in context) for comprehension and vocabulary. Only the new comprehension story and vocabulary portions must be administered. These scores will be entered into I Tracker Pro by the teacher. (two scores only __/10 and __/10) **See Language Arts Block Handbook for scoring information** 20 CSD Curriculum and Instruction Lesson # Date for Kindergarten in Progress Monitoring Assessments Lesson # Dates for Grades 1-5 Find in Grab and Go Kits Lesson 3-4October 10-14Lesson 3 Grades 2-5 September Grade 1 September Lesson 7-8November 28-December 2Lesson 8 Grades 2-5 October Grade 1 November 7-10 Lesson 13-14January 17-20Lesson 13 Grades 2-5 December Grade 1 December Lesson 17-18February 27-March 2Lesson 18February 6-10 Lesson 23-24April 2-5Lesson 23March Lesson 27-28May 21-25Lesson 28May 7-11

HMH Journeys Common Assessments Journeys Unit and Benchmark Tests (summative in nature) Units 1, 3, and 5 will be given. These tests are cumulative in nature. They will be scan forms in nature and will be sent to DSC for scoring. Once scored at DSC, data will be entered directly into the I Tracker Pro system. **See Language Arts Block Handbook for scoring information** These tests also contain a stand alone writing prompt that teachers can manually enter into I-Tracker Pro (one holistic score based on the state of DE rubric). UnitDate for KindergartenDates for Grades 1-5 Unit 1October 31-November 4 Grades 2-5 October 3-6 Grade 1 October Unit 3February 6-10January 9-20 Unit 5April 30-May 4April CSD Curriculum and Instruction

What Data Should I Use? DCAS DIBELS Next Scholastic Reading Inventory STAR Curriculum Based Assessments (discussed earlier) 22 CSD Curriculum and Instruction

Changes to DIBELS Next DIBELS Next ISF is now FSF (timed only for 1 minute & teachers ask students to give first sound of a word) LNF has new font that is more familiar to young children PSF no longer given at middle or end of Grade 1 NWF includes students reading whole words; even distribution of vowels ORF are all new stories, fonts, and are grade level appropriate DAZE is now available. This is an optional CLOZE comprehension screener that can be given to all students in a whole class setting Page in DIBELS Next assessment Manual 23 CSD Curriculum and Instruction

Learning Focused Solutions Literacy Links ces.htm ces.htm Journeys/CCSS Skills and Strategy Matrices (focus on comprehension) Essential Question/Big Idea Posters Acquisition Lesson Planning Templates Activating Strategies Summarizing Strategies Other LFS Resources Elementary Resources Shared Drive \\clshare\Elem_reading\LFS\\clshare\Elem_reading\LFS Graphic Organizers Model Acquisition Lessons Content Chairs will work on more model lessons during meetings this year! 24 CSD Curriculum and Instruction

Where can I go for more help? Office of Curriculum and Instruction Heather Bordas Curriculum Specialist, Kathy Kelly Instructional Coaches Content Chairs Literacy Links mResources.htm mResources.htm This presentation is posted on Literacy Links for your reference in the future! 25 CSD Curriculum and Instruction