1. Literacy Framework Spring Valley

2. Reader’s Workshop  Segment 1: Direct Instruction (15 – 20 minutes)  Teacher  Conducts interactive read aloud with selected text  Explicitly teaches a focus strategy  Models strategy through think alouds  Guides discussion throughout the book to focus on strategy  Builds schema for students  Models fluent reading  Demonstrates how to record thinking on a class anchor chart or with a graphic organizer.

3. Reader’s Workshop  Segment 2: Guided Practice (10 – 15 minutes)  Teacher  Continues to read aloud from selected text  Allows students to practice strategy through partner discussion and group discussion  Listens as students practice  Allows students to share their thinking

4. Reader’s Workshop  Segment 3: Independent Application (30 – 45 minutes)  Teacher  Sets expectations for students  Determines text/choices of literature  Determines structure of cooperative learning groups  Takes anecdotal notes/log to assess comprehension  Facilitates discussion among students to check comprehension through evidence of reading behaviors  Engaged in responsive teaching based on observations of the readers and opportunities offered by the text.

5. Reader’s Workshop  Segment 4: Closing (5 – 10 minutes)  Teacher  Facilitates discussion of new learning  Keeps anecdotal records

6. Independent Reading  Segment 1: Teacher Read Aloud (10 minutes)  Teacher  Selects a book and reads aloud to model:  Expression, fluency, prosody, motivation/excitement  Segment 2: Independent Reading (15 - 20 minutes)  Teacher  Teaches independent reading expectations/procedures/behaviors/routines  Give students opportunities to make choices in reading that will increase their motivation and provide a challenge that is achievable  Conferences with students about books they are reading.

7. Word Work  Segment 1: Working with Words (15 – 20 minutes)  Teacher  Three parts to the lesson:  Part One: uses spelling approach to help students learn letter sounds, segmentation of words and blending of letters  Part Two: students sort words according to writing patterns  Part Three: students transfer what they learn to reading and spelling of words. Students understand that big words are simply smaller words combined words, prefixes and suffixes

8. Word Work  Segment 2: Vocabulary (15 minutes)  Teacher  Selects words prior to the lesson (5 words per week)  Introduces words  Facilitates anchor chart with students, community practice, small group practice and vocabulary celebration  Assess understanding

9. Writer’s Workshop (Lucy Calkins)  Segment 1: Direct Instruction (Mini – Lesson) (10 minutes)  Teacher  Conducts mini-lessons selected from Lucy Calkins Units of Study, conference notes, and assessment data  Follows mini-lesson structure:  Connection  Teaching  Active Engagement  Link

10. Writer’s Workshop (Lucy Calkins)  Segment 2: Independent Application (30 minutes)  Teacher  Confers with students  Monitors student work  Supports writers  Offers feedback  Keeps conferencing records  Provides mid-workshop as needed

11. Writer’s Workshop (Lucy Calkins)  Segment 3: Sharing of Writing (10 minutes)  Teacher  Facilitates culmination of the writing workshop  Celebrates student growth in writing  Selects structure for sharing