ELEMENTARY CURRICULUM
GUIDELINES
1ST – 5TH GRADES
LEWISVILLE ISD
LISD Vision: All of our students enjoy thriving, productive lives
in a future they create.
LISD Mission: Students, staff, and community design and
implement a learning organization that provides engaging,
innovative experiences every day.
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 1
TABLE OF CONTENTS
Elementary Curriculum Contact Information…... Page 3
Building Leadership Team……………………… Page 3
Response To Intervention Process……………… Page 3
Grading/Re-Teach/Re-Assess…………………..
Page 4
Homework………………………………………
Page 6
Parent Teacher Conferences……………………
Page 6
Promotion/Retention……………………………
Page 6
Texas Essential Knowledge and Skills…………
Page 6
Time Allotments (Daily and Weekly Recommendations)..........Page 7-10
Instructional Frameworks………………………
Appendix
Tutorials………………………………………..
Page 7
Gifted and Talented (LEAP)…………………...
Page 12
Dual Language…………………..……………..
Page 11
Transitional Bilingual Education Model……….
Page 11
Texas Senate Bill 530 Fitness Requirement……
Page 13
Coordinated School Health Program…………...
Page 13
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 2
ELEMENTARY CURRICULUM CONTACTS
The Division of Learning &Teaching supports the elementary curriculum and instruction program. In addition,
Learning and Teaching personnel work in alignment with the office of Campus Operations for coordination of
policies and services.
Dr. Penny Reddell,
Associate Superintendent
Division of Learning & Teaching
Lori Rapp, Executive Director – Learning Design and Support
Debbie Roby, Gifted and Talented
Melissa Goulden, Elementary Mathematics
Marsha Cobb, Elementary Social Studies/5th Grade SSI Summer Program
Jonas Greene, Elementary Science
Suzanne Barnard, Environmental Education
Ann Van Zandt, Elementary Language Arts
Dr. Lezley Lewis, Leader – Innovation and Integration
Lakshmi Valdes, Dyslexia/Literacy Intervention/MTA
Annie Rivera, Multilingual Program Administrator
Esther Montanez, Multilingual Coordinator
Tina Hanby, Multilingual Coordinator
Courtney Hart, Spelling Bee/Elem Summer School
BUILDING LEADERSHIP TEAM
Each campus has a Building Leadership Team (BLT). The BLT, chaired by the campus principal, functions as
the guiding force in campus level goal setting and planning. The BLT, representing all segments of the campus
and its community, is instrumental in the site-based decision making process: communicating, advising,
researching, monitoring, and recommending actions designed to improve student performance. BLT
membership is determined by state and district site-based management guidelines.
RESPONSE TO INTERVENTION PROCESS
When a student is having serious difficulty, the classroom teacher must refer the student to the Response to
Intervention(RtI) Process. This process will serve for problem solving appropriate interventions for students.
For more information on RtI visit the LISD RtI Website found on the intranet in the Curriculum Center.
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 3
GRADING/EVIDENCE OF STUDENT LEARNING
Purpose of Grades/Grading Guidelines
The primary purpose of grades is to measure and communicate what a student knows, understands, and can do
as a result of the student’s learning; a secondary purpose for grades is to provide teachers with information for
instructional planning. Additionally, grading guidelines promote consistency in grading practice throughout the
district. The following guidelines will be in place at every campus. Utilizing the following guidelines, campus
leadership will meet with each department and/or grade level to establish further grading best practices that
focus on student learning (EIA Local) These campus meetings ensure consistency throughout departments
and/or grade levels and standardization throughout on-level coursework. Guidelines for grading shall be
clearly communicated to teachers, students, and parents.
Grades reflect student work
Grades must reflect a student’s relative mastery of a concept/learning goal. There must be a sufficient number
of grades taken to support the grade average assigned (EIA Legal/Local). Grades entered for academic work
must reflect student achievement and communicate progress to parents. Grades should NOT be given for
returning signed papers, attending school functions/events, bringing supplies, etc.
In LISD, no “minimum grade” will be assigned regardless of the quality of student work, product, or
demonstrated mastery. Teacher shall record the actual grade a student earns; there is no minimum grade (EIA
Legal/TEC 28.0216). Grades will not be reduced for disciplinary reasons; grade penalties are specifically
covered in the “Grade Penalties” section below.
Grade 1:
Standards Based Grading provides the foundation for reporting student progress and achievement in First
Grade. Student learning is based on standards established by the LISD Curriculum and Texas Essential
Knowledge and Skills. Assessment of student learning occurs through teacher observation of students engaged
in individual, partner, small group, and whole group activities that occur throughout authentic classroom
experiences. When determining individual student progress toward achieving the standards on the report card,
a teacher will consider multiple pieces of student work/evidence. Rubrics will be utilized to assess student
progress and provide feedback. Please refer to the following website for more information related to the First
Grade Standards Based Report Card.
https://sites.google.com/a/staff.lisd.net/standards-based-report-cards/home
Re-teach/Re-Assess/Re-Grade
o The rating of N indicates the student is not demonstrating the standard and may require reteaching/re-assessment and/or further practice opportunities in order to make progress.
o Students must be re-taught through small group, tutoring, peers teaming, etc, before reassessment. Re-teaching strategies include, but are not limited to: use of alternate and
differentiated materials, collaborative/cooperative learning, hands-on and subject appropriate
manipulative materials, computer-assisted/online instruction, multi-sensory teaching techniques,
and presentation of materials in a modified modality (visual aides, taped reading materials, etc).
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 4
Grades 2-5
 Major Grades – A minimum of three major grades per nine-week grading period in each of the
following: Reading, Language Composition, Math, Science/Health, and Social Studies.
o Performance tasks/performance based assessment
o Content exams (including performance based content tasks/assessments)
o Research projects/papers (final product)
o Special projects (performances, speeches, presentations,
o Multi-media student created work
o Written compositions
o Portfolios
 Minor Grades – A minimum of three minor grades per nine-week grading period in each of the
following: Reading, Language Composition, Spelling, Math, Science/Health, and Social Studies
o Group/individual projects and assignments
o Running Records
o Hands-on activities/labs
o Class/group work learning (cooperative learning, etc)
o Fluency probes
o Learning Centers/Workstations
o Lab reports
o Computer Activities
o Notebooks
o Vocabulary/spelling tests and/or assignments
o Interim work for projects/papers
o Quizzes
o Journals
o Writing process (prewriting, drafting, revising, editing, publishing)
o Informal Compositions
o Portfolios
o Speech/communication/presentation skills
 Homework assigned, that is not defined in the major or minor grade categories, will not be included in
the nine weeks grade. Please note there may be opportunities when major or minor assignments
originating at school may need to be completed at home for children to demonstrate depth and
understanding. In these circumstances, those assignments could be graded.
 Re-teach/Re-Assess/Re-Grade
o If a student earns a grade below a 70 on a major grade, the teacher must re-teach, then re-assess.
o After the re-teach/re-assess the higher of the two grades will be assigned, with the maximum
possible score of 70.
o In order to receive re-assessment options, students must turn in major grade assignments by the
actual due date.
o Students must be re-taught through small group, tutoring, peers teaming, etc, before reassessment. Re-teaching strategies include, but are not limited to: use of alternate and
differentiated materials, collaborative/cooperative learning, hands-on and subject appropriate
manipulative materials, computer-assisted/online instruction, multi-sensory teaching techniques,
and presentation of materials in a modified modality (visual aides, taped reading materials, etc).
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 5
HOMEWORK
Homework assignments shall be:



Appropriate to the student’s level of achievement
Coordinated among the various teachers
Related to the content/concepts being taught
Homework assignments shall not be employed as disciplinary measures.
PARENT / TEACHER CONFERENCES
Please refer to Board Policy EIA Local and look at the campus calendar for established dates for parent/teacher
conferences.
PROMOTION / RETENTION
Promotion from Grade 1 to Grade 2 shall be based on mastery of the grade 1 grade-level standards (essential
knowledge and skills) as demonstrated through skills observed/assessed by the teacher, individual student work,
and portfolios/collections of each student’s work. (EIE Local). In a circumstance where student retention is
under consideration, campus personnel should take into consideration:
 specific standards in which the student received a level of N (Not Demonstrating Standard)
 evidence of learning demonstrated through individual student work and teacher observation
 additional support provided through Response to Intervention
Promotion in grades 2-5 shall be based on a student attaining for the year an overall average of 70 or above in
the combined areas of language arts, mathematics, science, and social studies. In addition, a student must
maintain an overall 70 or above in three of the following areas: of language arts, mathematics, science, and
social studies. (EIE Local)
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS
TEKS are those state-mandated skills that comprise a well-balanced curriculum. The TEKS provide the core of
our curriculum in the LISD. However, curricular programming is not limited to the TEKS. LISD is committed
to providing educational programs that will permit all children to develop their abilities and aptitudes to the
fullest extent possible.
The LISD curriculum is designed based on Understanding By Design, written by Jay McTighe and Grant
Wiggins. The LISD curriculum is provided to teachers through the online tool Eduphoria: Forethought. Each
unit of study includes an overview, Stage I, Stage 2 and Stage 3.
 The overview provides teachers with a summary of key concepts and expectations for the unit.
 Stage 1 includes the learning goals based on the TEKS, along with the enduring understandings and
essential questions required in all classrooms.
 Stage 2 includes assessment options, including performance tasks that assess student understanding at
high levels.
 Stage 3 is a Learning Plan including district-approved resources and activities to be used to reach the
non-negotiable learning goals identified in Stage 1.
Texas Education Code requires student mastery of the TEKS to be closely monitored and the need for
remediation determined. The teacher will use a variety of assessment tools/methods to evaluate student mastery
of the TEKS.
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 6
TUTORIALS
Elementary tutorials will begin no later than the beginning of the fourth week of school. Tutorials may be held
before school, within the school day, or after school. Students attending tutorial sessions should be those
students who are failing a particular subject, or students who need review of a concept or extra help and
support. Teachers will document need for tutorials and attendance at tutorial sessions in their grade book.
Parents must be notified at the end of the third week, of each nine weeks grading period, if their child is
failing or in danger of failing.
TIME ALLOTMENTS (DAILY AND WEEKLY
RECOMMENDATIONS)
The Daily and Weekly classroom schedule allows adequate time to teach and learn the Texas Essential
Knowledge and Skills in all subject areas. The daily or weekly instructional schedule should provide guidance
to the teacher and bring about needed stability in the events of the child’s day. However, the schedule should
remain flexible. Learning is an integrated process and the time spent on any area of the curriculum will vary
from day to day or from week to week.
The chart herein is intended to provide some general guidance in developing a balanced schedule for the
elementary school day and week.
Recommended Daily Time Allotments: (See kindergarten guide for recommended kindergarten schedule.)
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 7
Grades 1 – 3 Time Allotments:
Daily Time
Allotment
(Grades 1-3)
160-170 minutes
80- 90 minutes
45-55 minutes
285- 315 minutes
60 minutes
45 minutes
10 minutes (as
needed per campus)
Content Area/Activities
Approximate % of
the school day(based
on average of time ranges)
English/Spanish Language Arts/Social
Studies Integration*(instructional framework)
Math*(instructional framework)
Science
Total Core Content Minutes
Lunch/Recess
Specials: Art, Music, PE, Spanish,
Science Discovery
Texas Senate Bill 530 Fitness*(reference
39%
20%
12%
71%
14%
11%
2%
SB 530 Statement)
115 minutes
420 minutes
Total Other Minutes
Total Daily Minutes Available
27%
ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These
minutes can be stand alone or incorporated into the content areas.
Teachers who integrate language arts skills and processes into core content area instruction create a more
coherent learning experience and optimize learning time. For example, in language arts, students may work on
how to read non-fiction text using readings which are relevant to social studies and science content. Likewise,
during mathematics, science, or social studies, teachers may work with students on how to read
Grades 1-3 Daily Elementary Schedule
2%
Language
Arts/Social
Studies
Math
14%
39%
11%
12%
Science
Specials
20%
Lunch/recess
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 8
In Grades 4 and 5 the elementary schedule will vary from campus to campus as a result of
departmentalization.
Daily Time Allotment
Content Area/Activities
Approximate %
(Grades 4-5)
of the school day
120-125 minutes
English/Spanish Language
29%
Arts*(instructional framework)
45 minutes
Social Studies
11%
75-90 minutes
Math*(instructional framework)
20%
45-55 minutes
Science
12%
285- 315 minutes
Total Core Content Minutes
72%
60 minutes
Lunch/Recess
14%
45 minutes
Specials: Art, Music, PE, Spanish,
11%
Science Discovery
10 minutes (as needed per
Texas SB 530 Fitness*(reference
2%
campus)
Texas SB 530 Statement)
115 minutes
420 minutes
Total Other Minutes
Total Daily Minutes Available
27%
ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These
minutes can be stand alone or incorporated into the content areas.
Teachers who integrate language arts skills and processes into core content area instruction create a more
coherent learning experience and optimize learning time. For example, in language arts, students may work on
how to read non-fiction text using readings which are relevant to social studies and science content. Likewise,
during mathematics, science, or social studies, teachers may work with students on how to read
and write informational text and thus simultaneously meet language arts TEKS and strengthen content area
learning.
Grades 4 and 5 Daily Elementary Schedule
2%
Language Arts
14%
29%
Social Studies
11%
Math
12%
11%
20%
Science
Specials
Lunch/recess
Fitness
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 9
Weekly Time
Allotment
(Grades 1-3)
800-850 minutes
Content Area/Activities
Approximate % of the
school day(based on
average of time ranges)
English Language Arts/Social
Studies Integration*(instructional
39%
framework)
400-450 minutes
225-275 minutes
1425- 1575
minutes
300 minutes
225 minutes
Math
Science*(instructional framework)
Total Core Content Minutes
50 minutes (as needed
Lunch/Recess
Specials: Art, Music, PE, Spanish,
Science Discovery
House Bill 3 Fitness*(reference House
per campus)
Bill 3 Statement)
575 minutes
2100 minutes
Total Other Minutes
Total Weekly Minutes Available
20%
12%
71%
14%
11%
2%
27%
Weekly Time
Content Area/Activities
Approximate % of
Allotment (Grades 4-5)
the school day
600-625 minutes
English Language Arts*(instructional
29%
framework)
225 minutes
375-450 minutes
225-275 minutes
1425-1575 minutes
300 minutes
225 minutes
50 minutes (as needed per
Social Studies
Math*(instructional framework)
Science
Total Core Content Minutes
Lunch/Recess
Specials: Art, Music, PE,
Spanish, Science Discovery
House Bill 3 Fitness*(reference House
campus)
Bill 3 Statement)
675 minutes
2100 minutes
Total Other Minutes
Total Weekly Minutes Available
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 10
11%
20%
12%
72%
14%
11%
2%
27%
DUAL LANGUAGE
LISD Program Model & Design
LISD offers a two-way program model to serve students in the bilingual education program. Native English
speakers and native Spanish speakers are integrated in the same classroom in which each is learning either
Spanish or English as their target language, respectively. The LISD Dual Language program institutes the tenets
of research and best practices through its innovative and sustainable program model and design. Distinguishing
between the program components of model and design makes the customized program development process
authentic for each campus where a dual language program is implemented. The program model is defined as
the components of the program that are common among all grade levels, i.e. co-teach, subject content
integration. Program design is defined as the program components customized to meet the needs of the
individual classrooms, grade levels, campuses and/or developmental appropriateness.
Program Model




50/50 Academic English & Spanish
Native Spanish and English speakers integrated for all academic instruction
Co-Teach Model for Instruction
Class Rotation supporting 50/50
Dual Language Instruction Model
The LISD Instructional Model is grounded in research-based pedagogy and educationally sound approaches for
teaching second language learners. Instruction does not - mirror the partner classroom; each classroom is
responsible for coordinating the content, targeted skills and resources with the partner classroom. Instruction is
academically and linguistically scaffolded between the two classrooms; each classroom functioning as a support
for the other's content and instruction. Complete immersion in the target language of instruction is employed
with no concurrent translations of content provided by the teachers. All four core content areas (math, reading,
science and social studies) are given equal, instructional time in the target language. The need to reinforce and
extend learning is met through the comprehensive instruction of each content area in both languages. As a
result of core content area instruction in both languages, no cognitive or linguistic gap exists for any content
area. The student's interdisciplinary comprehension and ability to engage in academic discourse through two
language is maximized. The Dual Language program utilizes the LISD curriculum.
The instructional minutes, as planned in the LISD Program Model, satisfies the fifty percent (50%) instructional
time spent in each target language and the completion of the curriculum and the pacing required for accelerating
student learning. All core content is integrated and taught with developmentally appropriate practices.
TRANSITIONAL BILINGUAL EDUCATION MODEL
Transitional Bilingual Education is a service model for students identified as Limited English Proficient (LEP)
where content area instruction is provided to a student in his/her native language while he/she acquires
academic English (Crawford, 2004). This allows children to continue learning the appropriate grade level
content without falling behind their monolingual peers. Once a student meets certain criteria and attains a
particular
level of academic English, the student may be switched to a general education classroom with native English
speakers. Students may be moved to the mainstream English classroom within two to five years of being
enrolled in a transitional service model (Crawford & TAC §89.1225). The goal of TBE is to help students make
a successful transition to the mainstream classroom (Crawford, 2004).
In a TBE service model, students primarily receive native language* literacy instruction in Pre-Kindergarten
through first grades. Students begin to receive equitable literacy instruction in both English and Spanish in
second grade. As the students progress through the subsequent grade levels, the amount of Spanish support
decreases simultaneously with the amount of English instruction increasing proportionately. Although students
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 11
receive a larger percentage of native language instruction in the earlier grades, English as a Second Language
(ESL) instruction begins as early as Pre-K and should not be delayed (Cummins, 1998).
GIFTED AND TALENTED (LEAP)
The campus GT Facilitator is responsible for campus compliance with the Texas State Plan for the Education of
Gifted Students, which includes GT identification, service delivery, ongoing assessment, staff professional
development and family/community communication. The goal of gifted and talented services is to provide
academic enrichment and social emotional support for students who demonstrate intellectual giftedness as
evidenced by data collected through both objective and subjective assessments measured against the criteria
approved by the LISD Board to determine individual eligibility.
Students who qualify for gifted and talented services are served through a purposeful combination of service
options that are designed to meet the specific needs of the identified student. The goal of the campus is to
provide an array of appropriately challenging learning experiences that are commensurate with an individual’s
abilities in each of the four foundational curricular areas. Additionally, gifted and talented students are ensured
opportunities to work together as a group, work with other students and work independently during the school
day as well as the school year as a result of gifted and talented service options.
GT Facilitators collaborate with classroom teachers, administrators and parents to provide rigorous, engaging
opportunities for students to grow and develop their unique talents. On all campuses, those identified to receive
GT services are ensured purposeful scheduling into general education classrooms clustered with at least two
other gifted and talented students. The cluster classroom teacher is a general education teacher who has
completed additional training in meeting the needs of the gifted and talented student. The cluster teacher is
responsible for ensuring the mastery of all grade level requirements and providing opportunities for the gifted
student to be engaged in challenging learning opportunities through differentiated instruction. Campus GT
Facilitators and cluster classroom teachers work together to intentionally coordinate such differentiated
instruction via instructional strategies and flexible grouping techniques designed to best meet the student’s
educational, social and emotional needs.
All kindergarten students are automatically considered for gifted and talented services as well as other advanced
level services. Kindergarten teachers collaborate with campus GT facilitators provide rigorous, engaging
opportunities for students to grow and develop potential giftedness. Throughout the year, all kindergarten
students receive the following GT services: A minimum of four LISD planned experiences led and assessed by
the campus GT facilitator, a mid-year aptitude assessment, curriculum differentiation as needed and on-going
instructional collaboration between the regular classroom teacher and GT facilitator. Students with evidence of
emerging GT potential will be placed in first grade cluster classrooms.
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 12
COORDINATED SCHOOL HEALTH PROGRAM
In elementary school the required Health TEKS are integrated throughout the elementary school program. The
Health TEKS are addressed through campus and classroom healthy routines, PE programming, and Science
Programming where appropriate.
TEXAS SENATE BILL 530
A school district shall require a student enrolled in kindergarten or a grade level below grade six to participate
in moderate or vigorous daily physical activity for at least 30 minutes throughout the school year as part of the
district’s physical education curriculum.
If a school district determines, for any particular grade level below grade six, that requiring moderate or
vigorous daily physical activity is impractical due to scheduling concerns or other factors, the district may as an
alternative require a student in that grade level to participate in moderate or vigorous physical activity for at
least 135 minutes during each school week.
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 13
APPENDIX
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 14
Integrated Social Studies through English/Spanish Reading and Language Arts
Balanced Literacy - Reading and Writing Workshop
The following reading workshop framework does not have to occur during one block of time or in a sequential order.
Reading Workshop - Contexts for Reading and Comprehending
Grades 1-3
Whole Group Instruction –
Social Studies concepts are taught/reinforced during the following reading contexts:
20-30 minutes daily *
 Interactive read alouds
 Shared/Choral Reading
Additional 20 minutes can be added
 Poetry Share/Minilessons
for specific SS activities when
 Readers’ Theater
needed, but not daily (ie., geography
 Minilessons to teach Social Studies and/or Reading concepts and skills using Harcourt
Comprehensive Language and Literacy Guide, The Comprehension Toolkit, The Continuum of
concepts, research)
Literacy Learning Grades K-2, 3-8, etc.
 Word Study minilessons to support English/Spanish LA/SS academic and content vocabulary –
Word Wall lessons; phonemic awareness, phonics, vocabulary development
*Not all instructional contexts will be used daily. Teachers may select appropriate instructional
contexts over the course of a week or several weeks to achieve specific learning goals.
Small Group Instruction –
 Guided Reading
45-60 minutes daily **
 Literature Discussion groups
 Independent reading
Literacy Workstations – independent literacy and/or social studies work (such as independent
reading, buddy reading, poetry, word study activities, reader’s response, writing, maps and globes,
etc.). Students engage in literacy activities as teacher works with small guided reading or conducts
reading conferences during literature discussion groups and independent reading.
Word Study using Words Their Way
Whole Group Instruction –
15-20 minutes *
 Individualized/small group phonics, spelling, and vocabulary word sorts and activities
Additional time for SS concepts
 Mini lessons on specific word study skills
when needed, but not daily
 Word study activities may also be practiced during literacy work stations
 Academic vocabulary
Group Share
5 minutes
Wrap up each day’s Reading Workshop by asking students to share how they applied the
minilesson/guided reading principle/concept(s) to their independent reading.
* Push In Instruction
** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)
Integrated Social Studies through English/Spanish Reading and Language Arts
Balanced Literacy - Reading and Writing Workshop
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 1
Whole Group Instruction –
15 minutes daily *
Small Group Instruction –
20-30 minutes daily *
Whole Group Share –
5 minutes daily
Writing Workshop - Contexts for Writing
Grades 1-3
Social Studies concepts are taught/reinforced during the following writing contexts
throughout the day:
 Minilessons to model/teach writing workshop procedures, the writing process,
strategies, grammar/conventions skills, and writer’s craft using Six Traits Writing
lessons for all genres
 Read alouds to model writing strategies and support content such as; leads, conclusions,
word choice, organization, and conventions
 Interactive Writing
 Shared Writing
 Word Study minilessons center around spelling conventions and principles about how
words work
 Handwriting minilesson – 5 minutes, additional practice during literacy workstations
*Not every instructional context will be used daily. Teachers may select appropriate
instructional contexts over the course of a week or several weeks to achieve specific learning
goals.
 Independent writing
 Guided Writing
 Writing conferences with teacher
Wrap up each day’s Writing Workshop by asking students to share how they applied the
minilesson concept(s) to their independent writing. (Not every student will share daily. You
may invite 2 to 3 students to share, set up a daily schedule, or share in pairs or trios.)
Note: Throughout reading and writing workshop, students will actively engage, inquire and collaborate to communicate their
learning. The teacher will use the gradual release of responsibility model of instruction moving from teacher as model (“I do
it.”), to shared responsibility (“We do it.”), to collaborative learning with peers (“You do it together.”), to independent
practice and application (“You do it alone.”).
* Push In Instruction
** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 2
English/Spanish Reading and Language Arts
Balanced Literacy - Reading and Writing Workshop
The following reading workshop framework does not have to occur in a sequential order or during one block of time.
Reading Workshop – Contexts for Reading and Comprehending
Grades 4-5
 Minilessons to teach Language Arts concepts and skills using Harcourt Comprehensive Language
Whole Group Instruction –
and Literacy Guide, Comprehension Toolkit, The Continuum of Literacy Learning Grades 3-8, etc.
15-20 minutes daily *
 Interactive Read Aloud
 Poetry Share/Response
 Choral Reading
 Readers’ theater
 Drama
 Vocabulary Development – academic vocabulary
 Word Study minilessons targeting strategy or principle related to ongoing word study (Greek and
Latin roots, affixes, multiple meaning words, idioms, synonyms, antonyms, etc.)
*Not every instructional context will be used daily. Teachers may select appropriate instructional
contexts over the course of a week or several weeks to achieve specific learning goals.
Small Group Instruction –
 Independent Reading/Reader’s response
30-45 minutes daily **
 Guided Reading
 Literature Discussion Groups
 Book Talks
Literacy Workstations – independent literacy work (such as independent reading, word study activities,
reader’s response, writing, etc,). Students engage in literacy activities as teacher works with small
guided reading groups or conducts reading conferences during literature discussion groups and
independent reading.
Word Study using Words Their Way
Whole Group Instruction –
10 minutes *
 Individualized/small group phonics, spelling, and vocabulary word sorts and activities
 Mini lessons on specific word study skills
 Academic vocabulary
Group Share
Wrap up each day’s Reading Workshop by asking students to share how they applied the
5 minutes
minilesson/guided reading principle/concept(s) to their independent reading.
* Push In Instruction
** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 3
English/Spanish Reading and Language Arts
Balanced Literacy - Reading and Writing Workshop
Whole Group Instruction –
10-15 minutes daily *
Small Group Instruction –
20-25 minutes daily *
Whole Group Share –
5 minutes daily
Writing Workshop - Contexts for Writing
Grades 4-5
 Minilessons to model/teach writing workshop procedures, the writing process,
strategies, grammar, conventions, and writer’s craft using Six Traits Writing lessons
for all genres
 Read alouds to model and support writing strategies such as; leads, conclusions, word
choice, organization, and conventions
 Word Study minilessons center around spelling conventions and principles about how
words work
*Not every instructional context will be used daily. Teachers may select appropriate
instructional contexts over the course of a week or several weeks to achieve specific
learning goals.
 Independent writing
 Guided Writing
 Writing conferences with teacher
Wrap up each day’s Writing Workshop by asking students to share how they applied the
minilesson concepts to their independent writing. (Not every student will share daily. You
may invite 2 to 3 students to share, set up a daily schedule, or share in pairs or trios.)
Note: Throughout reading and writing workshop, students will actively engage, inquire and
collaborate to communicate their learning. The teacher will use the gradual release of
responsibility model of instruction moving from teacher as model (“I do it.”), to shared
responsibility (“We do it.”), to collaborative learning with peers (“You do it together.”), to
independent practice and application (“You do it alone.”).
* Push In Instruction
** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 4
Instructional Framework for Elementary Mathematics Classroom
Grade 1-5
Intentional Problem Solving
Whole Group Instruction
(10-15 minutes daily)
Focus Lesson
Whole Group Instruction
Partners/Small Group
(40-45 minutes daily)
Work Stations and Guided
Instruction and
Independent Work
(30 minutes daily)
Review of previously taught concepts or introduce new concept or
vocabulary to be taught. The immersion into a problem allows:
 Teacher modeling of problem solving structures and thinking.
 Student communication of thinking and understanding in a
variety of ways—writing, speaking, demonstrating…
Suggested resources:
 enVision Problem of the Day
 Resources such as Target the Question
 LISD Process Man essential questions
Whole group introduction to lesson concept with:
 Interactive hands-on experiences and discussions
 Visual animation and discussion
Partners/small group practice concept
Concept practice:
 Independent/small group through games/activities that have
already been taught
Guided Instruction:
 Individual/small group teach/reteach of students
experiencing difficulty with the concept
[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 5