1. Using Systems and Routines to Support the CLIP Instructional Design District Learning Day Elementary Schools September 18, 2015

2. DO NOW Reading Block Diaries Think about how a typical reading/instructional block looks in your classroom this week. With partners, discuss your list and talk about how things have/have not changed since the beginning of the year. Be ready to share out.

3. Reflection As each pair shares, what are some common components and materials/resources? What are some components and materials/resources that spark your interest? What instructional practices have changed since August, and why have they changed? What are some differences between/among content areas?

4. Norms Be present and engaged. Be respectful of differences in perspective while challenging each other productively and respectively. Monitor “air time.” Make the most of the time we have. Stay focused on students.

5. Objectives Know-Effective systems and routines support the implementation of the CLIP instructional design; effective use of data informs student groupings Understand-How to manage small group instruction; how data should drive decisions about small group instruction Do-Implement effective routines to support small group instruction

6. Rules Think fast, talk fast, and don’t say the TABOO word! Explore the power of your language! Curriculum

7. Rules During each game, Player 1 has their back to the screen, while Player 2 guesses the TABOO word. After 10 seconds, Players 1 and 2 switch roles. 1 2 Curriculum  Timer

8. It’s time to Play…

9. Game 1- Player 1 Rules

10. Game 1- Player 1 Rigor

11. Game 1- Player 1 Objective

12. Game 1- Player 1 Transitions

13. It’s time to Play…

14. Game 2- Player 1 Data

15. Game 2- Player 1 Workstations

16. Game 2- Player 1 Standards

17. Game 2- Player 2 Comprehensive Literacy Improvement Plan/CLIP

18. Today’s Focus XXXX

19. Context for presentation Whole Group Management Strategies by Anita Archer Guided Reading Management by Pat Pavelka Literacy Work Stations by Debbie Diller Provides explicit information for developing, managing, and maintaining effective small group instruction

20. HOW DO STANDARDS RELATE TO SYSTEMS AND ROUTINES? Standards, Objectives, and Learning Expectations

21. Essential Systems and Routines Lessons designed around clear, standards- aligned learning objectives Dedicated instructional times for ELA instruction Gradual release of responsibility model Teacher modeling with student practice and feedback

22. ELA/Literacy CCR Shifts 1.Regular practice with complex text and its academic language 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational. 3.Building knowledge through content rich non-fiction.

23. Standards with Aligned Objectives TN DOE ELA STANDARDS RL 4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI 1.2-Identify the main topic and retell key details of a text. RF 3.4-Read with sufficient accuracy and fluency to support comprehension. Standards-Aligned Objectives I can circle repeated words and phrases when I am reading a text. I can draw a picture to show what a passage is mostly about. I can use appropriate phrasing when reading aloud.

24. WIDA and ESL… the CAN DO Philosophy

25. WIDA Connections TEACH 3: Footnote #5 In order for strategies to lead to a deeper understanding of the content, a teacher must understand student’s current level of performance and then purposefully design instructional strategies that will scaffold student learning to a deeper level so they may meet or exceed grade level expectations.

26. MPI: Model Performance Indicator RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (1) Entering (2) Emerging (3) Developing (4) Expanding (5) Bridging Mars is hotter than the Earth because______________________. Yes! This works for any informational text, including Science & Social Studies

27. How do I know what ELLs CAN DO? This student’s scores reflect: Listening: 4.0 Speaking: 3.2 Reading: 1.9 Writing: 2.9 TEACH 3: Footnote #5 In order for strategies to lead to a deeper understanding of the content, a teacher must understand student’s current level of performance and then purposefully design instructional strategies that will scaffold student learning to a deeper level so they may meet or exceed grade level expectations.

28. Applying student scores RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (1) Entering (2) Emerging (3) Developing (4) Expanding (5) Bridging Speaking 3.2 Reading 1.9 S caffolding is defined as breaking tasks down into smaller elements.

29. Turn and Talk How are standards different from objectives? How are these objectives aligned to the standards? What is the relationship of skills to objectives? What does this have to do with systems and routines? How do the WIDA MPIs help with both ELL students and struggling readers?

30. WHAT ARE SOME OTHER ESSENTIAL SYSTEMS AND ROUTINES?

31. Required time frame – 90 minutes Reading K-5 – 30 minutes Writing K-5 Grouping structures aligned to purpose Gradual release of responsibility: “I do, we do, they do, you do” Students actively involved ReadingELA/Writing Core (Grade-Level Instruction for All Students) Whole Group 20-25 minutes Explicit instruction on reading skills and strategies; collaborative reading of text Modeled and shared writing; modeling writing skills Small Group 45-60 minutes Homogeneous and heterogeneous groupings; practice and apply skills Independent and group writing; practice and apply skills Whole Group 5-10 minutes Closure and assessment Closure, assessment, sharing of student work CLIP Instructional Design, K-5

32. Small group instruction should be… 45-60 minutes daily 2-3 rotations Teacher- led small group reading literacy stations peer to peer small groups

33. The Gradual Release of Responsibility Teacher Responsibility Student Responsibility I do it. We do it. They do it (together). You do it (independent of the teacher). Guide d Collaborative Independent Modeled

34. Isn’t whole group instruction sufficient? NO! Focusing on whole group instruction does not provide an opportunity for: Teachers to differentiate instruction based upon the instructional needs of the students Students to complete tasks and use materials that are at their levels Targeting skills and utilizing strategies necessary for ensuring that students master information Teachers to work with small groups of students

35. Why Small Groups? Research shows that beginning and struggling readers benefit most from being taught explicit skills during intensive small group instruction. Instruction = Need of learners Plan stations for small groups that offer ample practice opportunities. Provide access to high-quality interaction with a teacher.

36. Using Data to Group Students Curriculum Assessments Beginning of the Year Assessments Teacher Observation Teacher Assessments

37. HOW DO I MANAGE SMALL GROUP INSTRUCTION? Small Group Instruction

39. What are Teacher-Led Lessons?

40. The Teacher-Led Small Group Purpose: Teach/re-teach skills to those who need it; informal assessment; provide corrective feedback, as necessary Grouping configuration: usually homogeneous but includes all students Time allocated: 15-20 minutes per group; concurrent with literacy stations/peer-to-peer groups Required: Must occur every day

41. Teacher-Led Small Group Instruction Plan to meet with ALL students. Meet with groups of same instructional level or need. Use instructional materials that meet the needs of the students. Vary instructional materials and strategies.

42. Video of Guided Reading-3 rd Grade https://www.youtube.com/watch?v=NBy6Bgo 7lvg https://www.youtube.com/watch?v=NBy6Bgo 7lvg Focus questions before, during, and after the the lesson: 1.What is the teacher doing? 2.What are the students doing? *Refer to your core actions sheet as you watch.

43. Reflection What did you notice in this video? Which CLIP “look-fors” were evident? Was there anything missing? How might this instructional routine be modified to fit a content area classroom?

44. WHAT DO I DO WITH THE REST OF THE CLASS? Small Group Instruction

45. Literacy Stations

46. Required Stations-ELA Teacher-led small group Phonics/word study (K-2) Decoding/word study (3-5) Comprehension Vocabulary

47. WHAT DOES A LITERACY WORK STATION LOOK LIKE? Small Group Instruction

49. Video Demonstration—First Grade Classroom Use your CLIP Observation Look-fors as you watch this video.

50. Ms. Driskell’s 1 st grade class

51. Reflection Table discussion: Ms. Driskell reads a nonfiction text about the rainforest as she frames this lesson. Do you think that her choice of nonfiction text is aligned to the standard and her lesson objective? Explain why or why not. What do you notice the teacher doing as she demonstrates her thinking alongside her students as she frames the lesson? How is this instruction aligned with the Gradual Release of Responsibility Model? *Each group prepare to share

52. Reflection Table discussion: As teachers, we know that students do not necessarily know how to collaborate and that this skill must be taught. What systems did the teacher have in place to allow for accountable talk to take place? Did the teacher ask questions that required the students to use evidence from the text to understand and support their ideas and the task of inferring? Support your answer with details from the clip. *Each group prepare to share

53. Reflection Table discussion: What evidence of support for explicit literacy foundations was or was not observed? What were some of the differences you noticed between the two guided reading groups? Why do you think they occurred? *Each group prepare to share

54. Reflection Table discussion: While Ms. Driskell is teaching the reading group, the other students are at literacy stations. What systems and routines had to be established for this to run smoothly? What are some ways that she handles children that may be off task? *Each group prepare to share

55. CLIP Aligns to TEM TEACH 1 TEACH 2 TEACH 3TEACH 4TEACH 5TEACH 6TEACH 7 Objectiv e‐ Driven Lessons Explain Content Appropriate ly Challenging Work Content Engageme nt Higher‐ Level Thinking Skills Check for Understand ing Instructio nal Time Engage students in objective ‐ driven lessons based on content standard s Explain content clearly accuratel y Engage students at all learning levels in appropriatel y challenging work Provide students multiple ways to engage with content Use strategies that develop higher‐ level thinking skills Check for understandi ng and respond appropriate ly during the lesson Maximize instructio nal time Teacher Effectiveness Measure (TEM) Rubric Domains Reflection: Where in the CLIP instructional design and/or video demonstration lesson do you find evidence of TEM- aligned instructional practice?

56. HOW CAN I MANAGE THIS EFFECTIVELY? Small Group Instruction

57. Managing Transitions Ring a bell/chime Use a timer Use hand gestures Call students by table/row Use a clap or counting pattern Play music Others?

58. Teaching Transitions Teacher models (I do) Students and teacher practice together (we do) Collaborative practice among students (they do) Students practice independent of the teacher (you do - put it in action!)

59. Literacy Station Management

61. Components of a Management System Station names/signs Objectives and directions for each station Transitional cues Rotation schedule with student names Visual (such as a management board) Others?

62. Practice In your group, Create a management system for small group instruction/workstations. Explain how your management system works. How would you introduce this system to your students? *Prepare to share

63. Feedback What resonated with you during this activity? How comfortable are you now with designing a management system? What else do you need to know?

64. QUESTIONS

65. Revisit Objectives Know-Effective systems and routines support the implementation of the CLIP instructional design; effective use of data informs student groupings Understand-How to manage small group instruction; how data should drive decisions about small group instruction Do-Implement effective routines to support small group instruction

66. Next Steps By the end of the first nine weeks: Develop a system for data analysis and grouping of students. Create and implement (or refine) a management system for small group instruction. Implement all stations as directed in your classroom.

67. Reflection: One minute paper on post-it Jot down your “Take-Aways” Consider what you need to know and be able to do to successfully implement what you have learned in this session. – What is still unclear? – What professional development or additional resources do you need?

68. If you need help… Managers of Instructional Coaches Zones 2, 3, 4 & 9—Monica Jordan, JORDANMW@scsk12.org Zones 5, 8, 11, & 12—Tamiko Busby-Hill, BUSBYHILLTY@scsk12.org

69. Literacy Staff Dr. Susan Dold, Advisor DOLDSB@scsk12.orgDOLDSB@scsk12.org Elementary Instructional Advisors Dr. Tanya Kelly, KELLYTL@scsk12.orgKELLYTL@scsk12.org Jolie Madihalli, MADIHALLIJA@scsk12.orgMADIHALLIJA@scsk12.org Visit us on our weebly: www.scsliteracy.weebly.com Password: readandwrite