1. How the Core Components Work Together Across the Day/Week
Fitting It All In!
How the Core Components Work Together Across the Day/Week
Today’s session will focus on how to develop strategies and schedules to maintain balance across the week.
Teachers will have time to share launching strategies, resources and to build a schedule to fit it all in.
You will come back together to share tips and schedules.

2. Components of a Comprehensive Core Literacy Program
Turn and Talk….
Read Aloud
Interactive Read Aloud
Shared Reading
Reading Workshop
Small Group Reading/Conferring
Interactive Writing
Shared Writing
Writing Workshop
Small Group Writing/Conferring
Word Study
Brainstorm first. Ask them to discuss together what components have we asked teachers to try to implement.
Then ask who had Read Aloud. You could ask them to some up in one word or sentence what each component does for students
Bullets go one by one so show one component and discuss.

3. Comprehensive Core Literacy
Demonstrate proficient reading
expand access to text beyond child’s ability
exposure to a variety of genres.
Teacher provides minilesson and guided practice on how letters, words work.
Students study words across multiple categories of learning
Teacher and student work together to compose a text
Teacher acts as a scribe
Teacher and student reread text to learn and check message
Teacher shares the pen during common writing process/message
Shared Reading
Shared /Interactive Writing
Word Study
explicit teaching point to begin
child chooses the text
child practices at independent level
teacher confers/sees small group
share captures the work of the time
Reading Workshop
Writing Workshop
Teacher provides a minilesson on writing process, craft, etc.
Students write independently on a topic of their choosing
Teacher confers or meets with small groups.
Comprehensive Core Literacy
This slide will demonstrate the gist of the components. Have the phrases come out and then discuss which element are we discussing?
Now Pass out Handout regarding the Components of a Comprehensive Core Literacy Program
Interactive Read Aloud
Teacher models targeted skills using think aloud
Students actively engaged in thinking and talking about text
Teacher uses mentor texts
Small Group Teaching
This component can happen inside the workshops or at other times
Strategy lessons are taught to small groups
Teacher records teaching and progress

4. Teachers can work in groups to discuss how they structure their day.
You could teachers number the components from one to nine and discuss why they put one in front of the other. Accept and push on any thinking. It is okay to reading and writing workshop as 1 instead of 1 and 2. It isn’t the answer the matters but your thinking about the power of the component.
Explain this is the work for today. Trying to decide how to fit it all in is part of our work today

5. In pairs discuss which ones have they always get to and why and which ones are harder to fit in and how they handle those components

6. Teacher Does Child Does Child Does
Comprehensive Core Literacy
Read Aloud
Modeled Writing
Teacher Does
Shared Reading
Shared Writing
Interactive Writing/ Read Aloud
Child Does
Guided Reading
Guided Writing
We understand that responsibility shifts over time in your classroom from where the teacher does much of the work to when the students assume the task. Talk in your teams about when the release of responsibility happens in your classroom. What do you look for, what tips and strategies can you share with one another.
Child Does
Independent Reading
Independent Writing
The teacher gradually gives control of the text to the child, depending upon the demands of the text and the child’s ability

7. Although the slide if off, handout this sheet to teachers and they can read along.
Read notes and have teachers discuss using a check on understanding technique:
On their copies they can code:
Circle for any concept that is spinning in their head (unclear or wondering)
Triangle any concept that is pointing out to them as very important (something to stress)
Square for anything that they agree (Right on)

8. Read notes and have teachers discuss using a check on understanding technique:
(On their copies they can code:
Circle for any concept that is spinning in their head (unclear or wondering)
Triangle any concept that is pointing out to them as very important (something to stress)
Square for anything that they agree (Right on)

9. Read notes and have teachers discuss using a check on understanding technique:
(On their copies they can code:
Circle for any concept that is spinning in their head (unclear or wondering)
Triangle any concept that is pointing out to them as very important (something to stress)
Square for anything that they agree (Right on)

10. Guided Questions Talking Points
How Do We Fit It All In?
Making decisions to be flexible while trying to address the essentials?
How does the assessment calendar effect the schedule
How does the schedule shift over time to build stamina and hand more of the task to the students?
Have teachers turn and talk and get ready to share ideas on how they balance and fit it all in?

11. Essentials for Kindergarten Literacy Across the Year
Component
Time Range
Frequency
During Assessment
Morning Routines
15 mins
5x/week
non-negotiable
Morning Meeting/RC
20 mins
time reduced
35 mins
Read Aloud
10-20 mins
reduce time and/or frequency
Interactive Read Aloud
Shared Reading
3-5x/week
reduce to 3-4x/week
Reading Workshop
30 mins
small groups: non-negotiable; conferences: reduce
Interactive Writing
reduce to 3x/week
Writing Workshop
Word Study
mins
K teachers use to start building their calendar
They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

12. Essentials for First Grade Literacy Across the Year
Component
Time Range
Frequency
During Assessment
Morning Routines
10 mins
5x/week
non-negotiable
Morning Meeting/RC
20 mins
time reduced
30 mins
Read Aloud or Shared Reading
10-20 mins
reduce time and/or frequency
Interactive Read Aloud
Reading Workshop
60 mins
small groups: non-negotiable; conferences: reduce
Interactive Writing
10-15 mins
reduce to 3x/week
Writing Workshop
45-60 mins
Word Study
reduce to 3-4x/week
mins
Grade 1 teachers use this to start planning their block
They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

13. Essentials for Second Grade Literacy Across the Year
Component
Time Range
Frequency
During Assessment
Morning Routines
10 mins
5x/week
non-negotiable
Morning Meeting/RC
15 mins
time reduced
25 mins
Read Aloud or Shared Reading
10-20 mins
reduce time and/or frequency
Interactive Read Aloud
Reading Workshop
60 mins
small groups: non-negotiable; conferences: reduce
Interactive Writing
10-15 mins
as needed
Writing Workshop
45-60 mins
Word Study
reduce to 3-4x/week
mins
Grade 2 teachers use this to start planning their block
They could read their hand out in small groups discuss their noticings or parking lot their questions that you can address later.

14. Summarize Your Learning Share Your Thinking Any Clarifying Questions
Sharing/Closure
Summarize Your Learning
Share Your Thinking
Any Clarifying Questions