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. Determining a Starting Point 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 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  Read Aloud (10-15)  Independent Reading (15/20)  Shared Reading (15)  Guided Reading (45)  Writing Workshop (45)  Spell to Excel (15) 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)

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  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. 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.

10. What are the expectations regarding the use of these programs? Literacy By Design  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 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

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.