Transcript Administrators Guide to the 90 Minute Block

Christina School District
2011-2012
CSD Curriculum and Instruction
Guide to the
Language Arts Block
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The Language Arts Block Handbook
CSD Curriculum and Instruction
“Your Guide for all things ELA”
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Sample Components/Timeframe of Language Arts Block
ESSENTIAL QUESTIONS MUST BE POSTED
10 minutes
Whole Group
Phonics instruction*
10 minutes
Whole Group
Daily Read Aloud**
45-60 Minutes
Small Flexible Rotating
Groups/Centers
35-45 Minutes
Whole Group
15-20 Minutes needs based small group instruction
15-20 Minutes needs based small group instruction
15-20 Minutes needs based small group instruction
Writers Workshop
5-10 minute Mini-Lesson with or without Read Aloud
1-2 minute quick Status of the Class update
*Whole group Phonics Instruction should only occur when the skills being taught are part of
the grade level scope and sequence/pacing guide. Otherwise, phonics instruction should
occur in small, flexible groups.
**Read Alouds can happen inside or outside of the Language Arts block. They may be part of
your vocabulary instruction, writing mini lesson, or comprehension skill building lesson.
CSD Curriculum and Instruction
20 minutes
Whole Group
Comprehension/Fluency(Comprehension skill; choral, echo, partner, whisper read selection)
10 minutes
Whole Group
Vocabulary (Anthology Selection, Text Talk, Elements of Reading, Curious About Words, Read Aloud, etc.)
(identify stage of writing process- prewriting, drafting, editing, revising, publishing)
15-20 minutes Writing and Teacher/Student Conferencing
5 minute Sharing (Students rotate on a Flexible day schedule)
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Christina Language Arts Block K-5
All students will receive 135 minutes of literacy instruction daily. (Reading and Writing)
Word Work (15 minutes)
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Phonemic Awareness
Phonological Awareness
Phonics
Vocabulary
Use your Common Core and Journeys Teachers Edition to guide your word work
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Use the comprehension skill from the Common Core and Journeys Teachers Edition to guide the
Teacher directed lesson
Essential Questions listed on Grade Level matrix may differ from those found in Teachers Edition and
Focus Wall. The updated EQ’s align more closely with the Common Core will provide greater depth
of knowledge.
May use text or passages from Journeys, Supplemental Read Alouds, Science kit readers, Social
Studies textbooks, Time for Kids Readers, etc. Remember the focus is on the skill /strategy.
Teachers may use instructional delivery methods found in Journeys Teachers Edition or Sample
Acquisition lessons found in elementary reading shared drive \\clshare\Elem_reading.
Keep whole group practice/assignments out of this block and save for flexible group time.
CSD Curriculum and Instruction
Teacher Directed (20-30 minutes)
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CSD Curriculum and Instruction
Flexible Group (20 minutes x 2) or (15 minutes x 3)
• Students will be broken into flexible groups based upon skill.
• Teacher must meet with the lowest group(s) EVERY day.
• Save this time for independent practice work based.
• assign something for all other students to do based on teacher
directed lesson and then pull your low group first to provide more
assistance/alternative assignments for them (remember these
assignments must be meaningful and not just busy work).
• Centers for students not working with you should directly tie to what
you have been teaching from the Teacher Directed Lesson or small
flexible groups. There may be one review center for previously learned
skills.
• Purpose: extra practice on what has been taught during word work
and the teacher directed lesson.
• Center options can be found in your Journeys Teacher’s Edition and
on Literacy Links at:
http://www.christina.k12.de.us/LiteracyLinks/elemresources/center
_resources.htm
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Review of Skills and Strategies Previously Taught Center
Fluency Center (fluency practice, re-reading, partner reading)
Word Work Center (activity can support grade level scope and sequence skills and/or
needs based skills; can use frayer model to help support vocabulary concepts)
Reading Independently Center (Self Directed Reading and/or using the graphic
organizer)
Writing in Response to Reading Center (writing from their graphic organizer,
answering text based questions, or making connections to text)
Listening & Speaking Center (listen to anthology story, listen to key pieces of
literature, recording your reading or thoughts/retellings and sharing with a partner)
Technology Center (Learning Point Navigator Assignments, Kidspiration, Inspiration,
Think Central, www.Thinkfinity.org, MS Word publishing of written responses,
www.starfall.com, www.pbskids.org, www.wegivebooks.org, etc.)
For additional resources refer to Literacy Links at
http://www.christina.k12.de.us/literacylinks/elemresources/ElemResources.htm
CSD Curriculum and Instruction
Suggested Centers
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CSD Curriculum and Instruction
Writing Block (35-45 minutes)
• Use Direct instruction (Mini Lessons)
• Use Journeys Teachers Edition and/or Writing Curriculum
Binder
• Address the Writing Process
• Common Core Writing Priority Focus Areas
• How to Write a Paragraph
• Narrative Writing
• Letter writing
• Descriptive Writing
• Informative/Explanatory Writing – Structures
(comparing/contrast essay, Chronological essay, cause/effect,
problem/solution)
• Persuasive/Construct Support
• Research
http://www.christina.k12.de.us/LiteracyLinks/elemresources/writin
g_resources.htm
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CSD Curriculum and Instruction
Intervention Block:
Tier III group
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This group must receive 30 minutes additional instruction daily.
These should be students who need supplemental instruction.
Tier III students must be progress monitored weekly.
Intervention done with this group must remain needs based supported by data.
Strategy/skill intervention should not be switched until progress monitoring data supports
further/different instruction.
While this group is working, other students should be working on extended thinking tasks (ex:
Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader,
Scholastic Reading Counts, etc.)
CSD Curriculum and Instruction
http://www.christina.k12.de.us/LiteracyLinks/elemresources/rti_resources.
htm
• Tier III students get both the 135 minutes language arts block daily and an
additional 150 minutes of Tier III intervention services weekly outside the
language arts block.
• Tier II students get both the 135 minutes reading block daily and an
additional 90 minutes of Tier II intervention services weekly outside the
language arts block.
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CSD Curriculum and Instruction
Intervention Block, Continued:
Tier II Group:
• This group must receive additional instruction 90 minutes weekly.
• These should be students who need supplemental instruction.
• Tier II students must be progress monitored weekly.
• Intervention done with this group must remain needs based.
• Strategy/skill intervention should not be switched until progress
monitoring data supports further/different instruction.
• While this group is working, other students should be working on
extended thinking tasks (ex: Literature Circles, Book Clubs, Projects,
Learning Point Navigator, Accelerated Reader, Scholastic Reading
Counts, etc.)
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Response to Intervention
• What’s New to Elementary RtI in CSD?
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Strategic—math only 90 minutes per week
Strategic—reading and math 120 per week
Intensive—math only 150 minutes per week
Intensive—reading and math180 minutes per week
• 20% rule
• If 20% of students in a classroom are not meeting BM on any
instructional screening, a school based team shall meet to consider
needs for additional classroom support and strategies. 12.10 DOE RtI
CSD Curriculum and Instruction
• Math intervention is now added
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Response to Intervention
• IEP
• Team must check for improvement to the point that special
education and related services may no longer be required…school
shall initiate a reevaluation. 12.9 DOE RtI
• I Tracker Pro
• Teachers and administrators will use the I Tracker Pro system to
input and track student information and data.
CSD Curriculum and Instruction
• IEP team to consider child’s PM data when developing, reviewing,
or revising the IEP
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Response to Intervention
• Teachers enter data into system
• Some data is automatically pulled from eSchool, mClass, DCAS,
Renaissance Place, etc.
• They no longer need paper/pencil data collection forms such as…
• group summary for PM
• RtI Referral forms
• I-Tracker Pro stores this data for us 
• The Most updated RtI Handbook can be found on the RtI page of
Literacy Links at
http://www.christina.k12.de.us/literacylinks/elemresources/rti_r
esources.htm
CSD Curriculum and Instruction
• How is I-Tracker Pro making life easier?
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HMH Journeys
• Integrated Reading, Language Arts, Writing
• Uses latest research to help students become successful readers and
writers
• Uses the best new literature to introduce Concept of Prints,
Anthology short stories, Big Books, Read Alouds, and Trade Books
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• Balanced:
• Encompasses all 5 strands (Phonemic Awareness, Phonics,
Vocabulary, Comprehension, Fluency)
• Skills and Strategies are reinforced throughout
• Focus is on both written and oral comprehension
CSD Curriculum and Instruction
HMH 2011 Journeys
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Instructional Practices Include:
• Clear Goals and Expectations
• Explicit Instruction
• Aligned Standards and Instructional Practices
• Rich practices to develop students who can read, write, and speak
well
• 5 strands woven together
• Supports ELL with
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rich visual context pictures
child friendly sentences to introduce vocabulary and connects to
meaning
• HMH resources are Language Support and Vocabulary in
Context Cards and the Curious about Words
CSD Curriculum and Instruction
HMH Journeys
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• Pacing Guides Follow the Scope and Sequence of the HMH
Journeys Program
• One for each grade level K-5
• Aligns and connects to Common Core State Standards
• They can be found on Literacy Links at
http://www.christina.k12.de.us/literacylinks/elemresources/pacing_
guides1011.htm
CSD Curriculum and Instruction
HMH Journeys--Pacing Guides
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HMH Journeys
 The Grab and Go Kit has an abundance of resources to support the teacher
edition (Journeys) from the struggling reader all the way to the advanced
reader. There are a variety of other materials available to teachers to target
and differentiate instruction:
 Reading/Literacy Toolkit
 Ready-Made Work Stations (word study, comprehension & fluency, think &
write)
 Leveled Readers (old and new)
 Curious about Words (extend oral vocabulary; contains weekly read alouds)
 Write in Readers
 Decodable and Vocabulary Readers
 Language Support Cards (pre-teach critical skills)
 Instructional Card Kit (vocabulary, context, and retelling cards and others to
support instruction)
 Sound Spelling Cards (provide sound letter associations K-3)
 Additional materials found on www.thinkcentral.com
CSD Curriculum and Instruction
Differentiated Instruction:
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HMH Journeys
On-going Assessment:
• Prescriptive data-driven instruction
• Just think about your purpose when assigning a task—do you want to
know what the student has mastered (summative) or what they still
need to learn (formative)?
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Possible Assessment Options: weekly tests, benchmark/unit tests, stop & think
questions, graphic organizers, etc.
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Progress Monitoring---remember progress monitoring with your
curriculum based measures helps you to gauge student progress in all
strands of literacy.
Technology:
• Comprehensive set of resources with a multitude of activities and ideas
for students, parents, and teachers
• www.thinkcentral.com
• www.hmhelearning.com (online teacher community)
• http://hmheducation.com/tx/journeys/resources-modules.php
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Online modules explaining each piece of the Journeys program for teachers
CSD Curriculum and Instruction
Summative or Formative
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What tools should I use to target student
needs?
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Spelling Inventory
Phonics Inventory
Fry Sight Word Inventory
Diagnostic Assessment (1-6)
Emerging Literacy Survey (K-1)
Comprehensive Screening
Assessment (2-5)
Progress Monitoring
• DIBELS Next
• Fry Sight Word Inventory
• Curriculum Based
Assessments
 Flow chart of intervention resources (flex group sections)
http://www.christina.k12.de.us/LiteracyLinks/elemresources/El
emResources.htm
CSD Curriculum and Instruction
Screening and Inventories
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HMH Journeys Common Assessments
• The 3rd weekly test in each unit can be given. This test contains a cold
read portion (skills in context) for comprehension and vocabulary. Only
the new comprehension story and vocabulary portions must be
administered. These scores will be entered into I Tracker Pro by the
teacher. (two scores only __/10 and __/10)
**See Language Arts Block Handbook for scoring information**
Lesson #
Lesson 3-4
Date for Kindergarten
in Progress Monitoring Assessments
October 10-14
Lesson #
Lesson 3
Lesson 7-8
November 28-December 2
Lesson 8
Lesson 13-14
January 17-20
Lesson 13
Lesson 17-18
Lesson 23-24
Lesson 27-28
February 27-March 2
April 2-5
May 21-25
Lesson 18
Lesson 23
Lesson 28
Dates for Grades 1-5
Find in Grab and Go Kits
Grades 2-5 September 19-23
Grade 1 September 26-30
Grades 2-5 October 24-28
Grade 1 November 7-10
Grades 2-5 December 12-16
Grade 1 December 19-21
February 6-10
March 17-21
May 7-11
CSD Curriculum and Instruction
• Journeys Weekly Tests (formative in nature)
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HMH Journeys Common Assessments
• Units 1, 3, and 5 will be given. These tests are cumulative in nature. They
will be scan forms in nature and will be sent to DSC for scoring. Once
scored at DSC, data will be entered directly into the I Tracker Pro system.
**See Language Arts Block Handbook for scoring information**
These tests also contain a stand alone writing prompt that teachers can
manually enter into I-Tracker Pro (one holistic score based on the state of
DE rubric).
Unit
Date for Kindergarten
Dates for Grades 1-5
Unit 1
October 31-November 4
Unit 3
February 6-10
Grades 2-5 October 3-6
Grade 1 October 17-21
January 9-20
Unit 5
April 30-May 4
April 16-20
CSD Curriculum and Instruction
• Journeys Unit and Benchmark Tests (summative in nature)
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DCAS
DIBELS Next
Scholastic Reading Inventory
STAR
Curriculum Based Assessments (discussed earlier)
CSD Curriculum and Instruction
What Data Should I Use?
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Changes to DIBELS Next
• ISF is now FSF (timed only for 1 minute & teachers ask students to
give first sound of a word)
• LNF has new font that is more familiar to young children
• PSF no longer given at middle or end of Grade 1
• NWF includes students reading whole words; even distribution of
vowels
• ORF are all new stories, fonts, and are grade level appropriate
• DAZE is now available. This is an optional CLOZE comprehension
screener that can be given to all students in a whole class setting
CSD Curriculum and Instruction
DIBELS Next
• Page 11-13 in DIBELS Next assessment Manual
http://www.christina.k12.de.us/literacylinks/elemresources/dibels_resources.htm
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Learning Focused Solutions
Literacy Links
http://www.christina.k12.de.us/LiteracyLinks/elemresources/lfs_resour
ces.htm
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Elementary Resources Shared Drive \\clshare\Elem_reading\LFS
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Journeys/CCSS Skills and Strategy Matrices (focus on comprehension)
Essential Question/Big Idea Posters
Acquisition Lesson Planning Templates
Activating Strategies
Summarizing Strategies
Other LFS Resources
Graphic Organizers
Model Acquisition Lessons
Content Chairs will work on more model lessons during meetings this
year! 
CSD Curriculum and Instruction
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Where can I go for more help?
• Office of Curriculum and Instruction
• Heather Bordas [email protected] 552-2626
• Instructional Coaches
• Content Chairs
• Literacy Links
• http://www.christina.k12.de.us/LiteracyLinks/elemresources/Ele
mResources.htm
• This presentation is posted on Literacy Links for your reference in
the future!
CSD Curriculum and Instruction
• Curriculum Specialist, Kathy Kelly [email protected]
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