Building on The Big Picture:
Clarifying Expectations
S
Purpose for Today’s ERD
S Provide a consistent message for all
S Clarify expectations regarding the “what” and “how” of
instruction in literacy
Determining
a Starting
Point
All students need a consistent
amount of time dedicated to
learning to read and write
proficiently for authentic
purposes.
Goal: Bring consistency to
literacy instruction
S Provide 90 minutes of
instruction in reading
S Provide 60 minutes of
instruction in
writing/spelling
S Implement the elements
of balanced literacy
(CALL)
S Support instruction with
LBD and OWE
Getting Started: Time and Scheduling
S 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.
S 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.
S
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?
Sample Schedules
Primary
Intermediate
S
Read Aloud (10-15)
S
Shared Reading (10-15)
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Independent Reading (15/20)
S
Independent Reading (30)
S
Shared Reading (15)
S
Small Group Reading (35-40)
S
Guided Reading (45)
S
Read Aloud (10)
S
Writing Workshop (45)
S
Writing Workshop (45-50)
S
Spell to Excel (15)
S
Spell to Excel (10-15)
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.
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?
S
Zooming in: Instruction
S The Essential Learnings and the Language Arts Curriculum
Framework support consistency in targeting “what”
students learn.
S The CALL Literacy Framework provides a consistent
structure for the “how” of teaching.
S Adopted programs like Literacy By Design and OWE support
consistency and equity of instruction across grade levels and
schools.
Trusting Our Resources
Literacy By Design
S
An Adoption Committee found a
98% match between our
curriculum framework and the
program’s scope and sequence.
S
It honors a gradual release of
teaching and learning.
S
The instructional materials save
teachers time in gathering their
own.
On Our Way to English
S
The LASS Dept. selected this
program as a match with the
ELD standards.
S
It aligns well with the general
education program (LBD).
S
The instructional materials are
designed with ELLs in mind.
What are the expectations regarding the
use of these programs?
Literacy By Design
On Our Way to English
S
Follow the scope and sequence
S
Follow the scope and sequence
S
Use the lessons to plan for the
elements of CALL; think flexibly
about the use of texts
S
S
Tailor the lessons to:
S Teach what will lead to
mastery of grade-level
expectations
S Meet the needs of students
Teach the lessons
S Language development
S Modeled/Shared reading
S Word work
S
Adjust to meet the needs of students
S
Plan lessons for the remaining
elements of CALL
S
Teach the grammar lessons within
writing workshop
Summary: The “To Do” List
S
S
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.
S
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.
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.