judson isd literacy blueprint · buddy reading, echo reading, poetry 10 minutes interactive read...

Judson ISD

Literacy

Blueprint

JUDSON INDEPENDENT SCHOOL DISTRICT

CURRICULUM AND INSTRUCTION DEPARTMENT

Table of Contents

Literacy Philosophy and Literacy Blueprint Overview .................................................................... 1

Literacy Philosophy ............................................................................................................................ 1

Literacy Blueprint Overview ............................................................................................................... 1

Support for Literacy Instruction……………………………………………………………………………...1

Literacy across All Content Areas……...…………………………………………………………………...1

Judson ISD Balanced Literacy Frameworks.......................................................................................

Kindergarten ...................................................................................................................................... 3

First Grade ......................................................................................................................................... 4

Second Grade……………………………………………………………………………….………………..5

Third – Fifth Grade…………………………………………………………………………………..………..6

Sixth – Seventh Grade……………………………………………………………………………………..7-8

5 + 2 Pillars of Literacy Instruction ...………………………………………………………………...……..9

Literacy Assessment and Evaluation Tools and Feedback Opportunities……………………...10

Interactive Journal…………………………………………………………………………………………10

Why use interactive journaling? ................................................................................................10

Common Vocabulary and Expectations…………………………………………………………….11-12

Instructional Components Expectations…………………………………………………….……...13-16

Word Study: 9 Areas of Learning……………………………………………………………….………..17

Appendix

Judson ISD Literacy Instruction …………………………………………………..………………....19

Instructional Standard: Balanced Literacy…………………………………………………………..20

Instructional Standard: Critical Writing………………………………………………………………21

Guided Reading Lesson Cycle…………………………………………………………...……….....22

Components of Readers and Writers Workshop…………………………...………...…………....23

1

Literacy Philosophy and Literacy Blueprint Overview

Literacy Philosophy Judson ISD believes that literacy is the foundation for academic success and we are committed to developing literacy capacity for all students, Pre-K through 12. A balanced literacy approach purposely targets reading, writing, listening, and speaking domains, in both, English and Spanish Language Arts/Reading (ELAR/SLAR), as well as all content areas. Furthermore, a balanced literacy approach incorporates authentic assessment and feedback opportunities to monitor and increase student growth. To be successful readers and writers, students must (1) understand that literacy is the ability to use written language actively and passively, and (2) be given opportunities to communicate both orally and in writing. A balanced literacy approach strives to deepen student thinking and prepares students to become lifelong learners.

Literacy Blueprint Overview The Literacy Blueprint established by Judson ISD correlates with state standards and emphasizes current best practices in literacy. In addition, the literacy blueprint shares guidelines, expectation and suggestions effective instructional strategies.

Support for Literacy Instruction The Department of Curriculum and Instruction is committed to supporting the teaching, learning, and effective implementation of literacy instruction through all content areas. The ELAR team, led by the Executive Director of Curriculum and the content area team members will collaborate to implement and support the elements of the Judson ISD Literacy Blueprint. Support includes, but is not limited to, development of a robust curriculum, district-wide professional learning, instructional coaching, and demonstration teaching.

Literacy across All Content Areas

It is the Judson ISD Curriculum and Instruction Department’s expectation that literacy is embedded across all content areas through meaningful and authentic instructional strategies.

Mathematics

Literacy in mathematics is the ability to interpret the language of mathematics to make meaning and apply that meaning to understand, analyze, solve, and reflect on complex problems. Much of what we think of in terms of reading and writing teaching and learning are part of mathematics. Areas such as the need to recall prior knowledge, fluency, mental imagery, multiple strategies for solving problems, and explaining/retelling are parts of math as much as they are ELAR. As such, students should be encouraged to understand and show their thinking through writing and make connections. Pedagogical strategies and techniques that are applicable in ELAR, such as word wall activities, journaling, and small-group instruction are appropriate in math classrooms, too.

2

Science

The science program in Judson ISD imbeds literacy skills through reading and writing through science. In this approach, students are expected to write procedural and expository essays about investigations they are conducting and the topics they are exploring. The students’ approach to reading through science will include embedded text with multiple Lexile levels to provide opportunities for all readers. The students are expected to use reading, writing, listening, and speaking to communicate through the content of science using the ELPS.

Social Studies

Literacy in social studies requires the capability to identify, define, describe, analyze, compare, and evaluate major terms, people, and events throughout the world past and present. In addition, literacy is used to determine historical points of reference, and understand the biases that surround every day actions taken by individuals. Students are asked and expected to use literacy in every form to communicate their understanding of social studies and all it encompasses as it impacts the world in which we live.

Judson ISD Balanced Literacy Framework (Pre-K - 12)

The Judson ISD Balanced Literacy Framework consists of language and word study, Readers Workshop, and Writers Workshop. The framework is an effective tool for designing and managing literacy instruction in both ELAR and SLAR. It is imperative to note here, that educators within the bilingual program must include the non-transferable skills in SLAR and ELAR, as specified by the Texas Essential Knowledge and Skills (TEKS), when designing instruction within the balanced literacy framework.

Language and Word Study Students analyze complexities of language across multiple genres. They examine the meaning and syntax of words, and the conventions of written language.

Readers Workshop Students read self- selected and/or teacher-selected texts across multiple genres. Students monitor meaning, determine importance, use schema, make inferences, generate questions, create mental images , and synthesize information as they read for deeper understanding.

Writers Workshop Students develop and manage writing techniques and skills through self-directed writing in multiple genres. Students use writing as a tool for learning, communicating, responding to reading and learning about author’s craft. Students use writing to make their thinking visible.

3

ELAR 120 Minute Block Framework

Kindergarten Instructional Block Guidelines*

Minutes Component

Resources

Primary Delivery

What does it look like?

What is happening?

20 minutes Language/Word Study

Phonics

F&P, HMH

I Do/We Do

Introduce a new letter/sound

Make and build word with sounds previously introduced

Introduce high frequency words

High frequency word practice

Play word wall sound games

Introduce a new skill

Review previous skills

Practice through games, movement, etc.

10 minutes Interactive Read Aloud

HMH I Do/We Do

Shared Reading

TCM, , HMH

We Do

Teacher is reading and modeling fluency

Teacher is stopping and providing “think alouds” to model what good readers do

Students are constructing meaning by listening and looking at illustrations (if

applicable)

Teacher and students can see text

Students may read with teacher or echo read

Text may include Word Study and/or Phonics focus

15 minutes Comprehension Mini-lesson

HMH

I Do/We Do

Introduce a specific skill/strategy explicitly

Could use a previously read text or new text to model the specific skill or

metacognitive strategy

Students have opportunity to participate in guided practice

45 minutes Guided Reading

LB , HMH We Do

Stations/Centers F&P, HMH

You Do

Work with small groups EVERY DAY

With struggling students, work on phonological awareness, letters, sounds, high-

frequency words, decodable text, etc.

With students on or above grade level, work on high-frequency words, decoding

skills, fluency, etc.

Centers (minimum expectation):

o Independent Reading

o Writing (can include handwriting practice)

o Phonemic Awareness (sorting/matching picture cards, object sorts by

initial, last sounds, etc.)

o Phonics (letter/word card sorts, cloze activities with high frequency

words, F&P activities, etc.)

10 minutes Writing Mini-lesson

HMH

I Do


Should use Mentor Text/Sentences - could use a previously read text or new text to

model the specific skill or metacognitive strategy

Guide students with modeling of teacher writing


May include Shared Writing and/or Interactive Writing

20 minutes Small Group Writing

HMH

We Do

Independent Writing

HMH, Critical Writing Prompts

You Do

Conferencing

We Do

Students write on their own independently, responding to prompts or choosing

their own topics

Teacher meets with small group to address a specific skill or need

Teacher engages with students in meaningful and focused discussions regarding the

student’s writing

Available District Resources: – Fountas and Pinnell F&P – Leveled Bookroom LB – Textbook HMH – TCM Big Books TCM

Curriculum Guides include Instructional Strategies to address all components

*Guidelines are aligned with the Judson ISD Literacy Blueprint and the University of Texas at Austin/The Meadows Center for Preventing Educational Risk

4


First Grade Instructional Block Guidelines*

Minutes Component

Resources

Primary Delivery


What is happening?

20 minutes Language/Word Study

Phonics & Fluency

F&P, HMH

I Do/We Do

Introduce a new letter/sound

Make and build word with sounds previously introduced

Introduce high frequency words

High frequency word practice

Play word wall sound games

Introduce a new skill or review previous skills

Practice through games, movement, etc.

Use sound fluency activities

Use word/phrase fluency activities

Buddy Reading, Echo Reading, Poetry


HMH I Do/We Do

Shared Reading

TCM, , HMH

We Do




applicable)



15 minutes Comprehension

Mini-lesson

I Do/We Do






LB , HMH We Do


You Do


With struggling students, work on phonological awareness, letters, sounds, high-

frequency words, decodable text, etc.

With students on or above grade level, work on high-frequency words, decoding

skills, fluency, etc.




o Phonemic Awareness (sorting/matching picture cards, object sorts by

initial, last sounds, etc.)

o Phonics/Word Work (letter/word card sorts, cloze activities with high

frequency words, F&P activities, spelling, vocabulary, etc.)


HMH

I Do/We Do








HMH

We Do

Independent Writing


You Do

Conferencing

We Do


their own topics



student’s writing


Curriculum Guides include Instructional Strategies to address all components


5


Second Grade

Instructional Block Guidelines* Minutes Component

Resources

Primary Delivery


What is happening?

15 miutes Word Study & Fluency

F&P, HMH

I Do/We Do

Introduce sound/ spelling patter/ morpheme

Study morphology

Make/ build words with sound/ spelling patterns/ morpheme understanding

Introduce, review, and practice high frequency words

Use word/phrase fluency activities

Conduct timed reading – students can graph growth

o Monday time cold reading, Tuesday-Thursday rereads for different

purposes, Friday time reading


HMH I Do

Shared Reading

TCM, , HMH

We Do




applicable)



20 minutes Comprehension

Mini-lesson

I Do/We Do






LB , HMH We Do


You Do


With struggling students, work on sound/spelling patterns, high-frequency words,

decodable and non-decodable text, comprehension strategies, etc.

With students on or above grade level, reading fluency, vocabulary, comprehension,

etc.

With students struggling with at specific metacognitive strategy, conduct an

invitational group




o Phonics/Word Work (word sorts, word pattern activities, spelling,

vocabulary, etc.)

o Comprehension (write about reading, listen to text and respond, retell,

etc.)


HMH

I Do








HMH

We Do

Independent Writing


You Do

Conferencing

We Do


their own topics



student’s writing


Curriculum Guides include Instructional Strategies to address all components.


6

2019-2020 ELAR 120 Minute Block Framework

3rd – 5th Grade Instructional Block Guidelines*

Minutes Component

Resources

Primary Delivery


What is happening?

10 minutes Warm Up/Spiral Review

We Do/You Do

AND/OR

Interactive Read Aloud

I Do/We Do

Students complete a short task – possibly a task card or open response/multiple

choice question(s)


Teacher is stopping and providing “think alouds” to model what good readers

do


applicable)

15 minutes Comprehension Mini Lesson

I Do/We Do Introduce and name a specific skill/strategy explicitly




Link the skill to application in Independent Reading

35 minutes Independent Reading

You Do

Small Group (Guided Reading/Invitational Groups)

We Do

Conferencing

We Do

AND/OR*

Stations/Centers

You Do

Students read self-selected text

Teacher works with Guided Reading(when applicable) or Invitational groups

(skill based) EVERY DAY

Conferences between Teacher & Students should occur consistently

Centers (suggestions)


o Readers Responses

o Word Work/Vocabulary

o Task Cards

*Some classes may run Independent Reading so that students self-regulate tasks; other

classes may have timed rotations

3-5 minutes

(occurs during

Independent

Reading)

Mid-Workshop Teaching

We Do Remind students of Independent Reading Focus Skill

Extend Mini Lesson if applicable

5 minutes Closing/Share

I Do Reflection/Exit Ticket

Share opportunities – Book recommendations, notices, wonders, etc.

5 minutes Warm Up/Spiral Review

We Do/You Do Students complete a short task – possibly a task card or open response/multiple

choice question(s)

15 minutes Writing Mini-Lesson

I Do/We Do Introduce a specific skill/strategy explicitly

Should use Focus Skill or Mentor Sentences

Teacher models writing skill



We Do

Independent Writing

You Do

Conferencing

We Do


their own topics


Teacher engages with students in meaningful and focused discussions regarding

the student’s writing

5 minutes Closing/Share

I Do Reflection/Exit Ticket

Share opportunities – select 2-3 students to share – could be reading of their

writing, notices, ideas, etc.

Curriculum Guides include Instructional Strategies to address all components.

*Guidelines are aligned with the Judson ISD Literacy Blueprint and Lucy Calkins and Teachers College Reading and Writing Project Colleagues

7

ELAR 90 Minute Block Frame-work

6th and 7th Grade

What the Block Should Look Like:

Students retrieve their Journals before class starts. Composition Journals are necessary. It is recommended to put 2 journals together.

1 is used for notes and practice. The other is used for writing.

5-10 minutes: Warm-up:

Students complete the warm-up that is on the board. This may be a small grammar practice, quick-write response, vocabulary review, pre-

fix or root practice, reflection, small review from the previous lesson, or idea generator to springboard into the day’s topic or theme

(especially for reading).

5 minutes: Review:

Review of main concepts from previous day (this could be part of the warm-up as well). These are the items that the teacher needs the

students to remember so constant repetition of those concepts is important. This can be done with a quick teacher check for understanding

around the room, think-pair-share with a partner, class discussion, or survey.

10-15 minutes: Mini-Lesson:

This will depend on the lesson. It can either be a quick grammar lesson or practice, reading skill, literary terms or devices, author’s craft

skill, or writing skill.

10-15 minutes: Direct Teach/Notes:

This will depend on the day and again what skill is being focused on.

15-20 minutes: Modeling:

Teacher will model on board or under the Elmo. Teacher will guide students through the close reading strategy or writing strategy then

need them to practice. This fits the “I do, we do, you do” model.

5 Minutes: Cognitive Brain Break

20-30 minutes: Independent Practice/Group Work

This again will vary depending on the day and lesson. Suggestions are as follows:

-This time can be used for students to practice any close reading or strategy modeled, or writing strategy.

-This time can be used for students to work on any composition within the writing process (brainstorming,

planning, drafting, revising, editing).

-This time can be used for whole class guided reading (especially if it is a drama/play).

-Writing Conferences: While students are working on their independent writing compositions, this allows the

teacher to do 1-1 writing conferences with each student in order to help with their individual needs and give

appropriate feedback in order for the students to continuously improve on their writings skills.

-Peer Revision or Editing

-Group Projects or Presentations

-Computer Lab or Chrome Cart Time (research, typing up essays, web-hunts, synthesizing information from

internet or library, creating a project for the class)

-Cold Read of a text either independently or with a partner/practice close reading strategy

10 minutes only: Self-Sustained Silent Reading (New TEKS) 6.4, 7.4, 8.4

As per the new TEKS: student must read throughout the week. This is self-sustained free choice reading. Suggestions are indicated

below. Each campus ELAR department must decide on where to integrate the silent reading.

Qualities of an effective 90-minute lesson cycle:

How to handle silent reading suggestions:

1st 10 minutes of class before warm-up

After 5 minute Cognitive Brain Break: Helps calm students down and easily transition into the next activity

1 day a week for 20 minutes only: Ex. Wednesdays or Friday can be Sustained Silent Reading Day

8

90 Continuous minutes with varying mental and physical activities (direct teach, modeled lessons, group or paired collaboration,

independent practice, writing, writing conferencing).

Effective Transitions between one activity from another. Transitions need to be smooth, logical, and clear to students.

Smoothly Integrate Reading and Writing Activities to where they merge. If time is split as 45 minutes of reading lessons and then 45

minutes of writing lessons then the kids will continue to think that they are separate skills, when in fact they are integrated skills. Grammar

and Writing activities need to be integrated seamlessly within all reading lessons.

Guided Practice for reading and writing skills allows for more in depth and rigorous lessons

Student Practice and individual work is necessary to allow students the time they need to work on their close reading or writing skills.

Teacher is able to hold small group instruction or writing conferences with each individual student while others are working.

Time for Review and Closure of the previous day’s activities or the current lesson helps students make more connections.

Wise and Careful Planning in order to use the time most effectively.

Effective Classroom Management with extended Time:

Relationships: Building rapport with all students builds trust and respect.

Student Engagement: Variety of reading and writing lessons that incorporate collaboration with peers helps students remain engaged.

Integrate relevant and high interest topics.

Clear Concise Goals: Stick to a plan and give rubrics ahead of time so students know the end goal they are working towards.

5 Minute Cognitive Brain Break: Can be done during a transition from 1 activity to another. May be used as a reward system. Teacher

may eliminate break for the day if there are discipline issues during the lesson. Students only use the restroom either before class or during

the break. Students want the break, so peers will hold each other accountable during the lesson. This is extremely helpful with classroom

management for the extended time period.

9

5 + 2 Pillars of Literacy Instruction The pillars of reading are critical elements of effective balanced literacy instruction. The chart below identifies the instructional components of balanced literacy and where they are emphasized within the pillars.

Phonemic Awareness

Phonics Fluency Vocabulary Comprehension Oral Language

Development

Written Expression

The ability to hear, identity, and work with the individual sounds in words

The relationship between the sounds of spoken language and the letters representing those sounds

The ability to read with speed, accuracy, and expression

Knowledge of words and word meaning

The understanding and interpretation of what is read

The system through which we use spoken words to express knowledge, ideas, and feelings

The ability to express knowledge, ideas, and feelings in writing

Interactive Writing Modeled/Shared Reading Modeled/Shared Writing

Interactive Writing Modeled/Shared Reading Modeled/Shared Writing

Interactive Read aloud Modeled Shared Reading Guided Reading Literacy Work Stations Literature Circles

Interactive Read Aloud Modeled Shared Reading Word Study Guided Reading Literacy Work Stations Literature Circles

Interactive Read Aloud Modeled Shared Reading Guided Reading Literacy Work Stations Literature Circles

Interactive Read Aloud Interactive Writing Modeled Shared Reading Modeled Shared Writing Guided Reading Literature Circles

Interactive Writing Modeled/Shared Writing Independent Writing Handwriting

10

Literacy Assessment and Evaluation Tools and Feedback Opportunities

Both assessment and evaluation tools are critical to literacy instruction. An assessment is a systematic process of documenting and using data to inform daily instruction. An evaluation is summative and measures progress in literacy development including but not limited to the universal screener, STAAR, unit assessments, benchmark assessments, writing rubrics, etc. Examples of assessment pieces could include:

journaling

writing portfolios

writing about reading

conferencing

anecdotal records

reading records

writing rubrics

The C&I Department will supply 2 district wide prompts for diagnostic purposes. In efforts to align and strengthen the district, teachers will be provided professional development for calibration and scoring purposes. Teachers and instructional leaders will utilize the data to guide instruction and implement constructive feedback.

Interactive Journal

Every student in Judson ISD will have an interactive journal.

This journal is a place to respond to what students are learning and facilitates a journaling process that allows students to record information in a personal and meaningful way.

Why use interactive journaling? By using interactive journaling, students are provided opportunities to respond, reflect, make connections, summarize, synthesize, and evaluate their learning.

Students of all learning styles benefit from the differentiation opportunities provided through interactive journaling. When used intentionally for differentiation, interactive journaling can help a teacher provide critical support to address all of the different learning styles.

11

Common Vocabulary and Expectations for PreK-12th

What is it? What does it look like?

Read Aloud “I Do”

Reading aloud to students from age-appropriate text in a variety of genres. Students are interactively listening and discussing the text.

Whole class Teacher has the book Students are constructing

meaning by listening and looking at illustrations (if applicable)

Teacher provides “think aloud” demonstrations

Modeled Writing “I Do”

Teacher and students compose a text together, the teacher is doing the writing

Whole class Teacher writing is visible to all

(chart, technology) Students orally contribute ideas

and language to the text

Shared Reading “We Do”

Teacher and students share the reading of a book or other text while guided and supported by the teacher

Whole class All eyes on the same text Teacher reads text fluently (first

read) Students participate in rereading Text may be used for multiple

days for multiple purposes

Interactive Writing “We Do”

Teacher and students collaboratively compose and write a group text

Whole class or small group (based on need)

Teacher guides students and focuses attention on a specific objective

Students contribute ideas, language, and participate in the writing

Guided Reading “We Do”

Teacher-led small group instruction based on reading level Guided Reading should occur consistently in PreK-2nd and as needed in grades 3rd through 12th

Small group Homogeneous grouping Teacher selects instructional

leveled text Teacher uses guided reading

lesson cycle (addendum) Students independently read

text (aloud or silently) with appropriate teacher support

12

What is it? What does it look like?

Invitational Groups “We Do”

Teacher-led small group instruction based on skill or objective in either reading or writing

Small group Homogeneous grouping based

on common objective (usually a metacognitive strategy)

Teacher reviews and models objective prior to putting students in their own text

Student provides the book and/or writing piece used for independent reading/writing

Students independently read and/or write text with appropriate teacher support

Independent Reading “You Do”

Students read self-selected text with purpose independently

Independent (some students may have partners based on accommodations)

Teacher confers with individual students and/or conducts small group instruction

Students respond to reading through writing

Independent Writing “You Do”

Students work on their own pieces of writing independently

Independent Teacher confers with individual

students and/or conducts small group instruction

Students participate in the writing process

13

Instructional Components Expectations

Read Aloud: When conducting a read aloud...

Introduction is engaging and states the focus or purpose for the read aloud (based on objective/TEK)

Text is based on student interest, need, or curriculum

Teacher activates prior knowledge and supports connections

Teacher introduces and discusses new ideas and vocabulary

Teacher provides “think alouds” during introduction and reading

Teacher asks students higher order questions to promote critical thinking

Intentional lesson planning is evident

Reading of the text is expressive and engaging

Teacher stops at strategic places to discuss and make connections

Modeled Writing: When conducting a modeled writing lesson…

Students are engaged in organized and meaningful writing activities

Teacher is explicit with students about the purpose

Teacher demonstrates and uses “think alouds” to make his/her thinking visible

Teacher talks aloud about the process and content of the writing

Teacher constructs the text

Students articulate what they learned during the lesson

14

Shared Reading: When conducting a shared reading …

Selection of the text is purposeful, meaningful, and relevant

Intentional lesson planning is evident

Text is appropriate and supports stated purpose

Print is large enough to be seen by everyone

The reading of the text is expressive and engaging

Teacher discusses unusual and/or interesting vocabulary

Teacher leads and models strategies students need to be strategic readers such as predicting, inferring, questioning

Students justify responses with text evidence

Students interact by sharing opinions, ideas, and interpretations

Questioning is open ended

Evidence of student progress is observed and documented through transfer to guided and independent reading

Interactive Writing: When conducting an interactive writing lesson …

Teacher sets a purpose in the process of interactive writing

Teacher "shares the pen" with students while guiding and focusing their attention on specific objectives

Students participate in the writing based on proficiency and skill level

Teacher provides instruction and guidance for students as they engage in writing

Evidence of student progress is observed and documented through transfer to independent writing

15

Guided Reading: When conducting a guided reading lesson …

Purposeful planning for reading groups based on current data

Evidence of lesson planning for each group

Teacher uses a variety of leveled texts and genres

Students are grouped based on current reading records

Lesson has a focus that includes a strategy to be practiced

Introduction of text activates prior knowledge/discussion on the topic including unusual vocabulary

Students are thinking, talking, and questioning through the text

Purpose is set for each segment of text

Students are reading independently (not round robin)

Students are given the opportunity to reread the text

Evidence of Reading Records, Anecdotal Notes, etc. are used to inform instruction

Independent learners are engaged in TEKS-based purposeful literacy activities while teacher facilitates guided reading groups

Evidence of student progress is observed and documented through transfer to independent writing

Independent Reading: When students are reading independently …

Students are engaged in organized, meaningful, and independent reading activities based on interest and proficiency

Routines are in place for selecting books in a variety of genres, finding a place to read, and responding to books

Teacher confers with students regularly

Students have access to multiple genres including but not limited to: : fiction, nonfiction, picture books, poetry, drama, reference materials, and leveled texts

Students are provided multiple opportunities to reflect on their reading

Students read independently for a sustained uninterrupted amount of time

16

Independent Writing: When students are writing independently …

Students are engaged in organized, meaningful, and independent writing activities based on interest or assigned topic

Students work on display includes evidence of the writing process: pre-writing, drafting, revising, editing, and publishing

Students' published work is available for other students to read

Students write for a sustained period of time independent

Students write in a variety of genres for a specific audience and purpose

Student conferences with teacher and/or peer

Students are given opportunities to share and reflect about their writing

Anchor charts/Instructional displays are evident and used as a reference

Teachers will be facilitating and monitoring through invitational groups, conferencing, and observation

Word Study: When conducting a word study lesson...

Teachers plan and provide lessons that help students attend to, learn about, and efficiently use sounds, letters, and words.

Students are provided with opportunities to investigate the spelling patterns in words

Teacher use reinforcement activities to help students apply previously learned patterns to read and write new words

Evidence of student progress is observed and documented through transfer to independent reading and writing

17

Word Study: 9 Areas of Learning

Early Literacy Concepts

Beginning reading and writing skills such as moving left to right, matching voice to print, book handling, etc.

Phonological Awareness

The ability to hear individual sounds in words as well as in word parts such as rhymes, syllables and onset and rimes

Letter Knowledge The ability to identify letters and how to use them in words.

Letter-Sound Relationships

The ability to connect individual letters to sounds and to alternative sounds, and to use letter combinations (blends and digraphs).

Spelling Patterns The ability to identify patterns in the way words are constructed.

High-Frequency Words The ability to read and write words that often appear in print; sometimes used to help solve other words

Word Meaning and Vocabulary

The ability to identify and understand the meanings of words in reading and to expand vocabulary to use writing

Word Structure The ability to understand relationships between words and how they can be changed by adding letters, letter clusters, and larger word parts

Word Solving The ability to use knowledge of the language system, such as spelling patterns or word structure, to read and write new words

*Vocabulary acquisition should be embedded throughout the 9 areas of learning.

18

Appendix

20

Instructional Standard:

Balanced Literacy

Purpose

▪ Balanced literacy creates independent readers by encouraging authentic love and appreciate for reading.

The purpose of Balanced Literacy instruction is to guide students toward proficient and lifelong

reading. Effective Balanced Literacy consists of phonemic awareness, phonics, read aloud, guided

reading/writing, shared reading/writing, independent reading/writing, word study/vocabulary, and

including Readers and Writers Workshops.

Balanced Literacy

▪ employs a gradual release of responsibility model

▪ supports differentiated learning

▪ uses relevant examples of supporting evidence

▪ develops automaticity of comprehension strategies

▪ can be used for formative and summative learning

▪ fosters reflection

▪ practices metacognitive strategies with authentic purpose and transfer

▪ develops critical thinking skills

▪ promotes independent learning

▪ develops understanding and use of vocabulary strategies

▪ provides opportunities to develop fluency and prosody

▪ embeds comprehension strategies

Examples Non-Examples

▪ Independent Reading w/choice

▪ Readers/Writers Responses

▪ Critical writing prompts

▪ Conferencing

▪ Reflections

▪ Mini lessons

▪ Interacting with Text strategies

▪ Question stems

▪ Journals only used for note taking

▪ Only passage reading

▪ Answering only closed-ended questions

21

Instructional Standard:

Critical Writing

Purpose

▪ Critical writing is explaining, pondering or evaluating a topic to increase a student’s depth of

knowledge. Critical writing makes thinking visible.

Critical Writing

▪ demonstrates a clear understanding of the content

▪ uses relevant examples of supporting evidence

▪ can be used for formative learning

▪ can be used for summative learning

▪ fosters reflection

▪ makes connections

▪ helps students process their thinking

▪ aids in retention of material

▪ develops critical thinking skills

▪ promotes independent learning

▪ should be done regularly and frequently in the classroom

▪ includes seamless integration into content

▪ uses a variety of modeled structures

Examples Non-Examples

▪ Critical writing prompts

▪ Student-generated questions

▪ Reflections

▪ Predictions

▪ Summaries

▪ Lab write-ups

▪ Open-ended responses

▪ Question stems

▪ Analysis

▪ Synthesis

▪ Lists or definitions in place of critical writing

▪ Creative writing journals being used as a

substitute for critical writing

▪ Students not expressing complete thoughts, only

fragments about a given topic

22

The following diagram represents the essential elements of a small group guided reading lesson and

should be implemented for each session.

1

Gather Information

about the readers to

identify emphasis. 2

Select and analyze texts.

3 Introduce the

text.

4 Observe

students as they read the

text individually

(support if needed).

5Invite

students to discuss the meaning of

the text.

6 Make a

teaching point.

7 Engage

students in word work.

8Extend

understanding through

writing about reading. (optional)

9 Reflect on the

lesson and plan

tomorrow's lesson.

Guided Reading

Lesson Cycle

23

Components of Readers and Writers Workshop

Crafting/Mini Lessons

Instructor teaches a skill or concept using grade level teacher selected mentor text.

Instructor models the skill or concept using grade level teacher selected mentor text.

Instructor allows the students to practice the skill or concept within cooperative groups using a new grade level teacher selected mentor text.

Instructor allows the students to practice the skill or concept with peer/partners using a new grade level teacher selected mentor text.

Independent Reading and Writing

Instructor should allow students to demonstrate mastery of the skill or concept taught independently using their self-selected text or writing sample.

Instructor should monitor students as they independently read and write, while at the same time conducting invitational groups or one-to-one conferencing using additional teacher selected mentor texts.

Invitational Groups/Small Groups

Instructor should intentionally select a group of students who are struggling with the same skill or concept that was just taught and who may need additional support of the skill or concept using additional teacher selected mentor texts. Then select another group of students to repeat the same best practice. This is done while other students are independently reading and/or writing.

Conferencing/One-to-One Conference

Instructor should meet with each student weekly to check and monitor learning while students are independently reading and/or writing. Depending upon the number of students on the roster, 4 students per day while other students are independently reading and/or writing should meet the expectation of meeting with each student weekly.

judson isd literacy blueprint · buddy reading, echo reading, poetry 10 minutes interactive read...

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