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Muskogee Instructional Framework
Order of Content
Introduction
Effective Lesson Development Pre-K through 12th grade
Vocabulary Instruction Pre-K through 12th grade
Academic Vocabulary Instruction Pre-K through 12th grade
Monitored Independent Reading Practice Pre-K through 8th grade
Writing Instruction Pre-K through 12th grade
Talking about Writer’s Craft Pre-K through 12th grade
Research Instruction Pre-K through 12th grade
Writing Demonstrations Pre-K through 12th grade
Speaking and Listening Pre-K through 12th grade
Whole Group Reading Instruction Pre-K through 8th grade
Word Study Instruction Pre-K through 8th grade
Intensive Reading Instruction Pre-K through 8th grade
Small Group Reading Instruction Pre-K through 8th grade
Phonological Awareness Instruction Pre-K through 4th grade
Phonics Instruction Pre-K through 6th grade
Comprehension Instruction Pre-K through 8th grade
Fluency Instruction Pre-K through 8th grade
Content Area Reading Comprehension
Content Area Writing Instruction
Muskogee Literacy Framework ~ Elementary Pre-K through 6th grade
Introduction The Muskogee Instructional Framework has been developed by the District Literacy PLC consisting of Teacher Trainers throughout our system. It is meant to demonstrate the dedication of having all Muskogee Public School students reading at or above grade level expectations, and attaining proficiency in OK Academic Standards. This framework addresses accountability measures and the Muskogee Public Schools’ commitment for student success.
Literacy Instruction is supported by:
Alignment with OK Academic Standards: Eight Overarching English Language Arts College and Career
District adopted core curriculum
A balanced literacy approach
Research‐based best practices and strategies
Strategy and skill instruction
Writing in all content areas
Appropriate assessments to guide and inform instruction
Strategic and intensive interventions for struggling readers—Program of Reading
Improvement
Supervision and monitoring of literacy instruction
District Teacher Trainer PLC Members, 2016 Melissa Brown Debbie Dennis
Julie Grober Judy Myers Suzie Orton
Jeanne Owens Tammy Pierce
Developed: 2010-2011 Updated: 2012-2013 Updated: 2015-2016
Muskogee Instructional Framework ~ Effective Lesson Development ~ Pre-K through 12th grade
What is effective lesson development? Because of the time allocated for actual teaching in a school day, it is crucial that teachers utilize academic learning time most efficiently and effectively. What are the benefits of effective lesson design and implementation?
Enhances student achievement.
Improves student engagement.
Improves classroom management and discipline.
Keeps the students and the teacher on track.
Achieves the objectives.
Makes connections to prior learning.
Encourages reflection, refinement, and improvement.
What does effective lesson development look like? Before the lesson is prepared, the teacher should have a clear idea of the teaching objectives. The lesson objectives:
Specifically state what the student should be able to do or understand as a result of the lesson.
Are student centered and outcome based.
Are written and posted in the classroom in student friendly terms so that students know what information will be presented and what they will do to demonstrate their understanding.
Are made clear to students at the beginning of the lesson and repeated throughout the lesson. Key vocabulary: The academic concepts and terms related to the lesson objectives are posted next to the objectives and are critical to student understanding.
Assessing and Activating
Prior Knowledge APK = 20% of lesson
This part of the lesson focuses on how much students know related to the lesson topic. The teacher must consider what information or experiences must be provided so that students will be able to understand the content of the lesson. It also:
Builds on prior knowledge
Reviews previous learning
Prepares students for the topic with activities
Provides explicit vocabulary instruction needed for the topic
Motivates students with an emotional hook into the lesson
Teacher Input TIP = 20% of lesson
The teacher provides enough information and models behavior so students can begin to manipulate the content of the lesson. Teacher input also:
Is used to show students examples or models a skill or process
Frontloads students with information needed through lecture, video, audio, pictures, etc.
Often includes teacher think-alouds
Student Active Participation
SAP = 45% of lesson
This is an opportunity for students to
demonstrate new learning by working
through activities or exercises under the
teacher’s direct supervision. The teacher
moves around the room to determine the
level of mastery and to provide individual
remediation as needed. Student Active
Participation also:
Is where learning occurs
Is the part of the lesson where
students make mistakes
Includes students working in
small groups or pairs
Provides multiple learning
activities
Is monitored closely by the
teacher
Includes guided practice
Includes questioning
Includes independent practice
when students can be successful
with 75-95% accuracy
Summarize Information
Successfully
SIS = 15% of lesson
Closure is the act of students
reviewing and clarifying the
key points of the lesson and
tying them together into a
coherent whole. Summarizing
Information also:
Organizes student
learning
Cements the learning
Is a final check by the
teacher to determine
what has been
learned
Monitor and Adjust
Throughout the lesson the
teacher continually monitors
learning and adjusts the lesson
based on student
demonstrated understanding.
Muskogee Instructional Framework ~ Vocabulary Instruction ~ Pre-K through 12th Grade
What is vocabulary instruction?
Vocabulary instruction is the culmination of explicit and systematic teaching of word meanings, modeling strategies for learning words independently, and fostering an environment that encourages students’
exploration of new words.
Why teach vocabulary?
Vocabulary knowledge not only plays a vital role in a student’s ability to read and comprehend text, but is a critical determinant of disparities in academic achievement among students.
What does teaching vocabulary look like?
Teacher determines which words need to be taught explicitly.
Teacher presents words in “student friendly” language; describe, explain, and give examples.
Teacher connects new words to students’ prior knowledge.
Students are given ample exposure to the word (repetition) in various contexts to develop their schemata including speaking, writing, graphic representation, and peer discussion.
Students record learning in a vocabulary notebook to reference during class work.
Teacher creates a learning environment where formal and academic vocabulary is a shared dialogue.
Teacher encourages students’ regular use of learned words through activities that revisit previous words and celebrates students’ awareness of new words.
Teacher continues to expose students to the multiple meanings of a same word.
Students are exposed to a diverse selection of literature.
Students recognize Greek and Latin roots, prefixes, and suffixes to broaden and strengthen vocabulary development.
How do teachers determine an instructional focus for vocabulary?
OK Academic Standards
Three Tier Vocabulary Model - (Beck, McKeown, and Kucan, 2002)
Criteria for selecting words to teach: ∙ Importance & Utility ∙ Instructional potential ∙ Conceptual understanding
Identify unknown words in text/unit of study based on Three Tier Model.
Determine students’ depth of word knowledge and plan instruction accordingly
∙ Unknown
∙ Acquainted
∙ Established
Use formative assessment
data to determine students’
needs
Building Academic
Vocabulary - (Robert
Marzano, 2005)
How can teachers evaluate the effectiveness of vocabulary instruction?
Teachers monitor student vocabulary notebooks and initial work with new words
to ensure understanding, and adjust instruction to correct misconceptions.
Teachers monitor classroom dialogue and student writing to identify student use
of words taught.
Teachers use a variety of formative and summative assessment measures to
chart student progress; e.g. multiple choice, sentence completion, in context,
and writing samples.
What are some strategies to use during vocabulary instruction?
Vocabulary Rating Scale
Semantic Feature Analysis
Think Aloud
Text Talk
Vocabulary Self Selection
Word Banks
Concept Maps/Graphic Organizers
Frayer Model Word Sorts/Word Play
Which OAS Standards for English Language Arts does vocabulary instruction address? Standard 4: Vocabulary – Students will expand their working vocabularies to effectively communicate and understand tests.
Muskogee Instructional Framework ~ Academic Vocabulary Instruction ~ Pre-K through 12th grade
What is academic vocabulary? Academic vocabulary is the vocabulary critical to understanding the concepts of content taught in schools.
Why teach academic vocabulary? According to research conducted by Marzano (2005) the strongest action a teacher can take to ensure that students have the academic background knowledge to understand the content they will encounter is to provide them with direct instruction in these terms. Students must understand the academic terms in order to understand the information they will read and hear in class.
How are the academic vocabulary terms determined for each course? Teachers work together in departments, subject areas, or grade levels to create the list of terms that will be the academic vocabulary for the course(s) they teach. Each teacher of a specific course or grade level uses the same list. These words come from state standards, district curriculum maps, and textbooks. The list is a fluid document that is reviewed yearly and continually revised and updated.
What does the study of academic vocabulary look like?
Academic vocabulary terms are posted on the classroom word wall, terms are organized into categories on the wall.
The word wall grows throughout the course as new words are presented.
Students keep an academic vocabulary notebook as a component of each course where they record the term, their own description of that term and a non-linguistic representation of the term.
Students come back to their academic vocabulary notebooks to record additional information as their knowledge of the term deepens.
Teachers model the use of the academic vocabulary notebook.
Teachers use the six steps of teaching academic vocabulary within their curriculum.
What are the six steps for teaching academic vocabulary? The process of teaching academic vocabulary includes six steps. The focus of steps 1 through 3 is on introducing new terms. Steps 4 through 6 offer ways to review the terms and provide students with deeper understanding.
1. Provide a description, explanation, or example of the new term. 2. Ask students to restate the description, explanation, or example in their own
words. 3. Ask students to construct a picture, symbol, or graphic of the term. 4. Regularly engage students in activities that help them add to their
knowledge of the terms. 5. Regularly ask students to discuss the terms with one another. 6. Involve students in games that allow them to interact with the terms.
What are some effective practices, activities and methods used to develop vocabulary?
Use graphic organizers and visual tools to actively engage students in manipulating terms
Provide explanations, examples and descriptions of words
Use dictionaries and glossaries as a minor source of word knowledge
Teacher think-aloud to explain to students how to figure out new words
Choose vocabulary terms carefully and intentionally
Provide instruction in word structures
Which OAS Standard for English Language Arts does Academic Vocabulary Instruction address? Standard 4: Vocabulary – Students will expand their working vocabularies to effectively communicate and understand tests.
Muskogee Instructional Framework ~ Monitored Independent Reading Practice ~ Pre-K through 8th grade
What is monitored independent reading?
Monitored Independent Reading Practice (MIRP) is a regular opportunity for readers to engage in self-selected text. As students read independently, they develop the stamina and perseverance characteristic of life-long readers. MIRP is the authentic experience of choosing interesting books to read and recording thoughts in a reading journal. During MIRP, teachers and students become part of a developing community of readers.
Why do monitored independent reading?
Time spent in MIRP is essential to the development of readers.
Reading is the primary source for vocabulary development.
Independent reading provides an opportunity to use new understandings developed during demonstrations and small group reading instruction.
Through sustained, independent reading students develop confidence, fluency, and comprehension as they expand their understandings of themselves as readers.
Monitored independent reading provides an opportunity for authentic literacy experiences.
What does monitored independent reading practice look like?
Monitored Independent Reading Practice (MIRP) is monitored and adjusted depending on developmental level of students.
Students read self-selected texts on their independent reading level, with their teacher monitoring progress.
Depending on the instructional context, students might select from a wide range of options or the choices may be more limited within a unit of study.
Students should keep a reading log or journal to record what they have read.
Teacher should conference regularly with each student and keep records of student progress.
Students have access to a wide range of compelling texts and use strategies that help them select enjoyable texts.
After independent reading, students participate in brief reading response activities or partner discussions that reflect authentic engagement in text.
Students develop responsibility by choosing texts that they can enjoy, persevering through the reading of the text, having the freedom to abandon a frustrating text when necessary, and sharing a response with the wider community of readers.
How do teachers support students in choosing text for independent reading?
Teach and/or review strategies that readers use to choose books.
Confer with students on their selection process as they engage in reading their chosen book.
Provide ongoing opportunities for students to reflect on their choices.
Create opportunities for teachers and students to share their excitement in reading and their enjoyment of particular books, e.g. book talks, book clubs.
Create opportunities for book selection where students can choose books based on interests, author studies, genre studies, or unit of study.
How do teachers support students in monitored independent reading?
Teachers support a culture in which books are valued as a source of pleasure and an invitation into a community of readers.
Teachers confer with students about book selection, understanding, responding to and sharing of the text.
Teachers keep records of student progress.
Teachers demonstrate and support informal and formal sharing of text in a variety of contexts.
Teachers observe students reading independently, they monitor for evidence of reading growth, e.g. - book choice
- stamina - sharing
- responding to text
- engagement in increasingly complex text
- book abandonment patterns
Teachers are familiar with authors and books that students enjoy, and they can support students in choosing compelling texts, both fiction and non-fiction.
Which OAS Standard for English Language Arts does Monitored Independent Reading Practice address? Standard 8: Independent Reading and Writing – Students will read and write for a variety of purposes including, but not limited to, academic and personal, for extended periods of time.
How do teachers build classroom libraries to support independent reading?
Teachers provide classroom libraries filled with rich, compelling, and appropriate literature in
a variety of genres, perspectives, and complexities to support and challenge students’ increasing sophistication and range of interests as readers.
Selections in classroom libraries respect the age and developmental levels of students, and display books in ways that invite and engage readers.
Teachers talk to students about their interests to make informed decisions about continually adding new selections.
Muskogee Instructional Framework ~ Writing Instruction ~ K-12th grade What is writing instruction in
the English classroom? Writing instruction in the English classroom is a purposeful process where the teacher instructs all students to write for a variety of real purposes and audiences, and publish for the class and wider community.
Why is it necessary to teach writing in the English classroom?
Writing is communication and the ability to communicate is essential.
Students value writing and use it more when it supports learning activities.
Writing activates thinking.
Brief, ungraded writing activities activate prior knowledge (APK), elicit questions, and promote discussion.
Writing builds comprehension and helps students reflect on ideas covered.
Students need to know how to access and select from an avalanche of information to solve problems.
What does writing instruction look like?
Students take ownership and responsibility in the writing process.
Students take part in a classroom of shared learning.
Students are involved in goal setting, evaluating, and writing reflectively.
Teachers model the process and share their writing in demonstrations and mini-lessons about craft.
Teachers help students find real purposes for writing along with real audiences to reach.
Teachers involve students in all aspects of the writing process.
Teachers help students get started.
Teachers help students draft and revise.
Teachers help students learn the conventions and lessons about craft in context and with writing demonstrations and mini-lessons.
Teachers evaluate constructively and efficiently, focusing on one or two types of errors at a time.
Teachers hold conferences with students individually to help students make decisions during the writing process.
Students and teachers use a portfolio system to aid in retaining, processing, evaluating and reflecting on progress.
Students maintain a portfolio of their writings which moves with them from one grade to the next throughout their secondary years. Students revisit previously written pieces in order to revise or expand the work as they grow and change as writers.
What do some purposeful writing instruction assignments look like?
Narrative
Position Paper
Descriptive
Creative assignments
What does the basic writing process look like?
Brainstorm/ Prewrite (list, bubble, etc.)
Draft – getting the content on paper
Revise – add, delete, change, or substitute
Edit – grammar, usage, mechanics, punctuation, spelling
Polish – visually appealing, no errors
How can content area teachers evaluate writing assignments?
Use of a rubric
Six-traits areas of assessment mirrors state testing: -Ideas and Content -Organization -Voice -Word Choice -Sentence Fluency -Conventions
Historical Document
Literary Analysis and Literary Criticism
Multimedia Report
Expository
Newspaper Story
Persuasive
Poetry
Letters
Which OAS Standards for English Language Arts does Writing Instruction address? Standard 2: Reading Foundations/Reading and Writing Process – Students will develop foundational skills for future reading success by working with sounds, letters, and text. Students will use a variety of recursive reading and writing. Standard 5: Language - Students will apply knowledge of grammar and rhetorical style to reading
and writing.
Muskogee Instructional Framework ~Talking about Writer’s Craft ~ Pre-K through 12th grade
What is talking about the writer’s craft? Talking about writer’s craft consists of explicit conversations about writing. Craft conversations occur in many contexts throughout the writing process, as writers explore the qualities and features of published writing and as writers seek responses from others. These conversations involve teachers and students talking about their own writing and the writing of published authors as they deepen and refine their understandings of craft. The goal of craft conversations is to develop understandings that can be generalized across the spectrum of writing experiences.
Why talk about writer’s craft?
Talk is essential for the development of writers in order to move students beyond a procedural and superficial understanding of writing.
Craft conversations create an environment that encourages engagement and develops the community of writers.
When students talk about writing, they are able to clarify their thinking and understanding, capture the language of effective writing, learn from proficient writers and refine their own practice.
What does talking about writer’s craft look like?
Craft conversations may take place throughout the writing process and as the piece approaches publication.
Conversations may center around thinking through personal writing or analyzing published pieces.
Craft conversations go beyond conventions, organization, and other discussions that may not reflect the full range of writer’s craft, including finding topics to write about, subtleties of language use, and the decisions writers make.
These ongoing conversations allow students to initiate and sustain more sophisticated, independent talk about writing.
Students talk through ideas with other writers, look at mentor texts and seek response.
Teacher demonstrations of writer’s craft promote authentic and meaningful conversations about writing.
Craft conversations should reflect increasing sophistication of writers as they move through the writing curriculum.
What is the nature of talk during craft
conversations? Questions are open-ended and focus
on helping students think through decisions that impact their writing.
Craft conversations allow teachers to help students develop new understandings about themselves as writers and create opportunities to develop increasing skill and sophistication as writers.
Conversations about craft develop a community of writers.
By intently listening to what student writers are saying, teachers can increase the richness of writing conferences and support students developing agency as writers.
What are some possible contexts for talking about writer’s craft? The classroom culture promotes and supports conversations around writing. Craft conversations occur in a variety of settings where writers are encouraged to share their questions and ideas.
Teachers and students examine mentor texts to note characteristics that might influence their own writing.
Students share aspects of their writing with other writers throughout the process.
Students read about how published authors work through their process of writing.
Students and teachers discuss their own approaches to writing.
Students have multiple opportunities to reflect on their own writing, share their drafts,and seek response from others.
Writers celebrate finished pieces.
How can teachers evaluate the
effectiveness of craft conversations?
Monitor student talk for increasing
depth and complexity as they
discuss their own writing, the
writing of classmates, and
published authors.
Monitor how students
demonstrate elements of writer’s
craft in their own writing.
Monitor the movement from
teacher-directed focus to student-
directed focus.
Use the transfer of new learning
from craft conversations to new
writing generated by the student.
Which OAS Standards for English Language Arts does Talking about Writer’s Craft address? Standard 3: Critical Reading and Writing - Students will apply critical thinking skills to reading and writing. Standard 7: Multimodal Literacies – Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal and interactive texts.
Muskogee Instructional Framework ~ Research Instruction ~ Pre-K through 12th grade
What is research instruction?
Research instruction is teaching students to pose questions about the unknown and use appropriate resources to gather, analyze, and synthesize information to answer questions or solve problems.
Why teach research?
Teaching research allows students to gain confidence in their ability to learn independently and develops the critical thinking skills necessary for planning and conducting quality research.
What are some strategies to use during research instruction?
Inquiry projects that encourage students to pose questions about the unknown
Biographical/autobiogra-phical text
Historically significant studies
Visual Media – Graphs, charts, and maps
Current events
Research/field study notebooks
Contest/projects in community to motivate students
What does teaching research look like?
The goals/expectations are clearly identified before students begin work.
Teacher provides research activities/investigations designed to build knowledge about a topic.
Teacher models gathering and synthesizing information to aid in research.
Students keep a research/field notebook to document studies.
Teacher involves students in discussions about appropriate research methodology and source reliability.
Teacher provides quality resources/materials for student use during research.
Students demonstrate the writing process throughout research.
The teacher spends ample time discussing what plagiarism is and how to prevent it.
Beginning in the upper elementary grades, students are taught to use the Modern Language Association (MLA) writing format.
What is the instructional focus for research?
OK Academic Standards
Teacher is aware of students’ interest/motivations, and develops learning experiences to capitalize on them.
Modern Language Association (MLA) research handbook
Teacher collaborates with librarian to establish a plan for instruction
Teacher resource: www.noodletools.com https://owl.english.purdue.edu/
What are some strategies to use during research instruction?
Inquiry projects that encourage students to pose questions about the unknown
Biographical/autobiographical text
Historically significant studies
Visual Media – Graphs, charts, and maps
Current events
Research/field study notebooks
Contest/projects in community to motivate students
How can teachers evaluate the effectiveness of research instruction?
Teachers review OK Academic Standards to ensure lesson/activity aligns with expected outcomes.
Teacher expects quality work from students, and explicitly demonstrates what is expected of students.
Teacher monitors student work and adjusts lesson/activity to ensure objectives are met.
Teacher uses formal and informal assessment measures to determine mastery.
What are some resources to use for research instruction?
Books/Magazines
Encyclopedias
Atlases/Almanacs
Digital Technology
Online Databases
Websites/Wikis
Interviews
Which OAS Standards for English Language Arts does Research Instruction address? Standard 6: Research – Students will engage in inquiry to acquire, refine and share knowledge. Standard 7: Multimodal Literacies – Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.
Muskogee Instructional Framework ~ Writing Demonstrations ~ Pre-K through 12th grade
What is a Writing Demonstration? During writing demonstrations, teachers model their own writing and explicitly share their thinking as they write. Writing demonstrations occur in front of students as teachers engage in their own authentic writing. Teachers-as-writers demonstrate all phases of their thinking: modeling the approaches to meeting the purpose of the piece, addressing the audience, organizing and supporting ideas, attending to style, and/or using writing as a tool for thinking. Over time, students may also demonstrate their thinking in order to provide multiple perspectives of the writing process.
Why do writing demonstrations?
Writing demonstrations reveal invisible ways of thinking about and creating a piece of writing.
Writing demonstrations model the processes proficient writers use when creating a formal or informal piece of writing.
As teachers demonstrate, they set expectations for student learning and independent writing.
What does a writing demonstration look like?
Teachers establish an instructional focus based on student understanding of the writing skills students are developing and demonstrating.
Teachers model their own writing and explicitly share their thinking.
The demonstration is considered a mini-lesson, presented for the whole group.
Students practice the demonstrated thinking process with their own writing.
Demonstrations may occur at any or all points during the writing process.
Writing demonstrations become a regular part of teaching writing as they are an integral part of literacy instruction.
Teachers set expectations for student learning during a demonstration and subsequent independent practice.
Teachers use mentor text to demonstrate elements of writers’ craft and the writing process.
What are some processes or strategies that might be demonstrated? Writing to Learn: Informal writing that promotes student understanding and thinking
Directed free-writes
Reaction/position statements
Annotation
Reflective writing
Summary/Interviews
Response writing, including -Connections -Predictions -Questioning
Writing as APK or SIS
Writing the steps of a process
Learning to Write:
Formal writing that demonstrates student understanding
and learning
All phases of writing process including
-Forming intentions
-Planning
-Composing
-Revising
-Editing (role of conventions in meaning)
-Publishing
Organization and patterns of extended writing
Short responses (approaches and characteristics)
Specialized/technical writing characteristics
Working with the demands of various genres
Paraphrasing/Integrating to avoid plagiarism
Which OAS Standards for English Language Arts does Writing Demonstrations address? Standard 3: Critical Reading and Writing - Students will apply critical thinking skills to reading and writing. Standard 8: Independent Reading and Writing – Students will read and write for a variety of purposes including, but not limited to, academic and personal, for extended periods of time.
Muskogee Instructional Framework ~ Speaking and Listening ~ Pre-K through 12th grade
What is speaking and listening as it pertains to the classroom?
Speaking and listening is classroom conversation that has to do with what students are learning. For classroom talk to be productive, students must talk and listen to each other about the ideas, concepts, and content that they encounter within all subject areas. Why is it necessary to ensure students are both speaking and listening in the classroom?
Shared speaking helps learners gain information and it encourages more knowledgeable learners to become more articulate in sharing. When students listen to others and match it with the ideas that are formulating, it can shed new light on their thinking.
What does speaking and listening look like in the classroom?
Productive student speaking and listening should be supported by classroom routines and recurring activities well designed and monitored by the teacher
Teacher led whole class discussion in which the teacher uses questions thoughtfully planned and scripted in advance
Small group discussion with guiding topics or questions which are planned to be reflective and generate upper level thinking
Small group discussions with student groups determining the structure and questions to ideas and topic
Students talking to partners to clarify ideas that will add to whole group discussion
Peer and teacher conferences
Student presentation of authentic projects/products
How does the teacher support productive student talk and purposeful listening within the classroom? Productive speaking and listening is expected to be a part of all classrooms across all grade level. This type of conversation is often referred to as Accountable Talk.
Accountable Talk is built upon discourse that is accountable to the classroom learning community, to accurate knowledge, and to rigorous thinking.
Teacher responses referred to as teacher “moves” to student conversation support and promote accountability to the classroom learning community, accurate knowledge, and rigorous thinking.
Teacher Moves:
Supporting Accountability to the Learning Community: o “Did everyone hear that?” (keep channels open) o “Who can repeat . . . ?” (keeping everyone together) o “Who wants to add on . . . ?” (liking ideas) o “So, are you saying . . . ?” (verifying and clarifying)
Supporting Accountability to Accurate Knowledge: o “Where can we find that?” (pressing for accuracy) o “How does this connect to . . . ?” (building on prior knowledge)
Supporting Accountability to Rigorous Thinking : o “Why do you think that?” (pressing for reasoning) o “Take your time; say more.” (expanding reasoning)
What are some challenges of engaging students in productive speaking and listening (Accountable Talk)? These types of discussions do not spontaneously occur by asking students to simply talk about a topic. Norms for conversation must be established, repeated, refined and revisited in order for talk to become truly productive. When students are merely chatting about personal matters or going through the motions of discussion without truly struggling through the learning problem - which is thoughtfully planned, scripted, and monitored by the teacher – the talk can actually distract learning rather than enhance it.
What are some of the strategies that all teachers can use to help facilitate student speaking and listening?
Teacher-guided small group discussion
Teacher-student workshop conferences
Student-Led small group work and peer conferencing
Shoulder Partners/Talk to your partner
Think-Pair-Share
2x10 conversations
Fishbowl
Student Presentation
Gallery Walks
Inside-Outside Circles
Socratic Seminar
Accountable Talk® Sourcebook: For Classroom Conversation That Works © 2010 University of Pittsburgh
Which OAS Standards for English Language Arts does Speaking and Listening address? Standard 1: Speaking and Listening – Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.
Muskogee Instructional Framework ~ Whole Group Reading Instruction ~ Pre-K through 8th grade
What is whole group reading instruction?
Whole group reading instruction involves the entire class and should be provided daily. It should focus on:
Oral language skills
Vocabulary development
Listening comprehension
Teacher read-aloud
Why do whole group reading instruction?
Whole group instruction can be used to accomplish several purposes. It can be used to introduce new vocabulary, assess and access background knowledge, model reading, think aloud, make predictions, and set purposes for reading. After reading, the whole class can discuss, analyze, and extend the selection.
What does whole group reading instruction look like?
Whole group instruction takes place daily (45 mins. to 1 hour).
Whole group should include a fiction and nonfiction read aloud to develop vocabulary, general knowledge, listening skills, and model fluency.
Phonological Awareness activities reinforce prerequisite skills for phonics, including sounds and rhyming activities based on student level and needs.
Oral language activities help develop essential knowledge and skills in vocabulary, syntax, semantics, general knowledge and fluency.
Fluency skills can be practiced in the form of partner reading, echo reading, repeated readings, choral reading, and readers’ theater.
Utilize word walls to introduce and reinforce vocabulary.
What are some strategies to use during whole group instruction? Read alouds – fiction and nonfiction
Word Wall activities
Oral language activities
Listening comprehension skills
Partner reading, dramatic reading, choral reading
Verbal reasoning activities
Role playing
Vocabulary activities
Reinforce decoding skills
How do teachers determine an instructional focus for whole group instruction?
OK Academic Standards
Reinforce previously taught skills
Student interest
How can teachers evaluate the effectiveness of whole group instruction?
Signaling
Oral discussion
Pair share
Interactive reading guide
Formal and informal assessments
Which OAS Standards for English Language Arts does Whole Group Reading Instruction
address?
Standard 2: Reading Foundations/Reading and Writing Process – Students will develop foundational skills for future reading success by working with sounds, letters, and text. Students will use a variety of recursive reading and writing. Standard 5: Language - Students will apply knowledge of grammar and rhetorical style to
reading and writing.
Muskogee Instructional Framework ~ Word Study Instruction ~ Pre-K through 8th Grade
What is word study instruction? Word Study is systematic instruction in phonics, spelling and vocabulary at a learner’s instructional level. Word study teaches learners to examine words and study patterns of the English language.
Why teach word study? The most effective
instruction in phonics, spelling, and vocabulary links word study to the texts being read.
Word study teaches learners how to look at words so they can develop an understanding of how written words are
formed.
What is the purpose of word study? The purpose of word study is two-fold. First, through active exploration, word study teaches learners to examine words to discover the regularities, patterns, and conventions. Second, word study helps learners facilitate reading fluency and vocabulary development.
What are the stages of spelling development?
Stage 1: Emergent Spelling-(Concepts and Vocabulary)
Stage 2: Letter Name-Alphabet-(Blends and Diagraphs)
Stage 3: Within Word Pattern-(Long Vowel Patterns)
Stage 4: Syllables and Affixes-(Multi-syllable Words)
Stage 5: Deviational Relations-(Greek and Latin Elements)
Why is word study important? Letter-sound correspondences, phonics, spelling patterns, high frequency word recognition, decoding, word meanings, and other word attributes are the basis of written word knowledge. Designing a program that explicitly teaches learners necessary skills and engages their interest and motivation to learn how words work is a vital aspect of reading and learning.
How do teachers determine an instructional focus for word study?
OK Academic Standards
BEARS Spelling Assessment
Develop instruction in spelling, phonics, and vocabulary to link word study to texts being read. Provides a systematic scope and sequence of word level skills and provide hands on practice and application.
How can teachers evaluate the effectiveness of word study instruction? Teachers can use both formal and informal assessments to determine effectiveness of instruction.
Weekly/Review Spelling Test
BEARS Spelling Inventory
On-going teacher observation
What are some examples of word study activities?
Matching and sorting : sounds/pictures, rhyming pictures, concentration, or alphabet scrapbook
Word sorts: using spelling patterns, prefixes/suffixes, content related sorts,
Word Study notebooks
Word origins
Vocabulary Jeopardy
Smart board activities
Word hunts
Illustrating words
What does word study look like? Teacher diagnoses reading strengths and weaknesses.
Teachers develop small groups based on students’ zone of proximal development (ZPD).
Teacher monitors and adjusts to ensure student mastery.
Teachers administer and score spelling inventories three times a year to identify student’s developmental stage.
Which OAS Standards for English Language Arts does Word Study Instruction
address?
Standard 4: Vocabulary – Students will expand their working vocabularies to effectively communicate and understand tests. Standard 5: Language - Students will apply knowledge of grammar and rhetorical style
to reading and writing.
Muskogee Instructional Framework ~ Intensive Reading Instruction ~ Pre-K through 8th grade
What is intensive reading instruction? Intensive reading instructions is as explicit as possible and focuses exclusively on the essential elements of reading; phonological awareness, phonics, fluency, vocabulary, and comprehension.
Students served in intensive reading:
Students 1 or more grade levels behind
Students needing a small class setting (15 or less students)
Students needing small group instruction (3-5 students) focused on foundational reading skills
Why do intensive reading instruction?
To serve students at high risk for long-term reading difficulties
To provide intervention for students being considered for special services
To instill foundational reading skills in students
What does intensive (RTI-intervention) reading instruction look like? The teacher meets with a small group of students (3-5) with similar reading objectives typically 15 to
20 minutes daily.
Fundamental reading skills are being reviewed and reinforced as needs of students dictate.
Teachers are involved with students in small group or monitoring student work in groups.
Progress monitoring on specific skills is done more frequently than in the regular curriculum.
Teacher models think-alouds frequently.
Students write and do research which compliments their reading instruction.
As students are able to work more independently, the level of difficulty increases until their appropriate grade level is attained.
Some leveled texts and texts for ELL students may be used to meet science and social studies objectives.
How do teachers support students in intensive reading instruction? Match readers to appropriate text.
Place students in flex skill groups.
Focus on skills students are lacking.
Monitor progress closely to address continuing needs.
What is the focus of intensive reading instruction? The focus of intensive reading is to accelerate students’ reading development. Typically, the core instruction alone is not appropriate. Materials designed to establish skills in the essential elements of reading are needed.
Phonological Awareness
Phonics
Fluency, including oral reading
Vocabulary, word study
Comprehension The goal is to move students back into the regular core program. If progress is not adequate, referral for special education services may be in order.
What are literacy station activities to use during intensive reading?
Listening
Writing
Word Study
Overhead
Computer
Independent Reading
Readers’ Theater
Fluency
Buddy Reading
Research
Smart Board
What are the assessments used to determine needs for intensive reading?
Phonological Awareness Assessment
Phonics Assessment
Comprehension / READ 180° SRI Reading Assessment
Fluency Assessments
Developmental Reading Assessment (DRA)
BEAR Spelling Inventory (Words Their Way)
myON (Lexile Level)
SuccessMaker
Which OAS Standards for English Language Arts does Intensive Reading Instruction
address?
Standard 2: Reading Foundations/Reading and Writing Process – Students will develop
foundational skills for future reading success by working with sounds, letters, and text.
Students will use a variety of recursive reading and writing processes.
Standard 4: Vocabulary – Students will expand their working vocabularies to effectively communicate and understand tests. Standard 5: Language – Students will apply knowledge of grammar and rhetorical style to reading and writing.
Muskogee Instructional Framework ~ Small Group Reading Instruction ~ Pre-K through 8th grade
What is small group reading instruction? Small group reading instruction is the primary context for reading instruction and should be done daily. It involves teachers purposefully grouping identified students for an instructional focus. Objective-Driven Mini Lessons:
Engages in reading of leveled text
Reinforces phonological awareness concepts
Reinforces phonics/spelling concepts
Reinforces vocabulary skills
Reinforces comprehension objectives and strategies
Reinforces writing skills through text read
Why do small group reading instruction?
Differentiates instruction
Close monitoring of student mastery
Builds relationships with students
Better understand student needs
What does small group (teacher station) reading instruction look like?
The teacher meets with every small group of students (4-5) with similar reading objectives typically 15 to 20 minutes daily.
The teacher selects a compelling text that provides appropriate challenge and engages students in authentic reading experiences, also incorporating content area text.
In addition to text, teachers can utilize games and activities to introduce skills.
The teacher identifies the reading strategy focus for each small group.
The teacher introduces book, author, illustrator, theme, and genre.
The teacher engages students in pre-reading strategies. .
The teacher discusses students’ prior knowledge.
The teacher uses visuals such as graphic organizers, pictures, etc.
Lessons will follow effective lesson progression.
How do teachers support students in small group reading instruction? Match readers to appropriate text
Place students in flex skill groups
Utilize literacy block to flex students to other classes or grade to match ability
Integrate other subject areas (non-fiction)
What is the focus of small group reading instruction?
Teachers provide the context and support for readers in making basic meaning through text by:
Questioning
Connecting
Clarifying
Summarizing
Retelling Once students create basic meaning the focus can shift to:
Expanding meaning in increasingly complex text
Focusing on literary elements
Reinforcing knowledge of strategies that can transfer to other contexts
What are other students engaged in during teacher small group instruction?
Speaking
Listening
Writing
Word Study
Overhead
Computer
Independent Reading
Readers’ Theater
Fluency
Buddy Reading
Research
Smart Board
What are the assessments to use to determine small groups? Literacy First Phonological Awareness Assessment
Literacy First Phonics Assessment
Literacy First Comprehension Assessment
DRA Developmental Reading Assessment
Study Island Benchmark Testing
BEAR Spelling Inventory (Words Their Way)
Timed Fluency
End of Instruction
SuccessMaker
Which OAS Standards for English Language Arts does Small Group Reading Instruction
address?
Standard 2: Reading Foundations/Reading and Writing Process – Students will develop
foundational skills for future reading success by working with sounds, letters, and text.
Students will use a variety of recursive reading and writing processes.
Standard 4: Vocabulary – Students will expand their working vocabularies to effectively communicate and understand tests. Standard 5: Language – Students will apply knowledge of grammar and rhetorical style to reading and writing.
Muskogee Instructional Framework ~ Phonological Awareness Instruction ~ Pre-K through 4th grade
What is phonological awareness instruction?
Phonological instruction is the foundation of beginning literacy instruction. Phonological instruction is based around students hearing the sounds rather than letter sound relationship. Phonological awareness deals with the manipulation of the individual units of sounds, or phonemes. Phonological instruction starts in Pre-K and may extend to upper elementary. There are five components:
Concept of Spoken Word- distinguish words in a sentence (Pre-K to Kindergarten)
Rhyme – recognizing, completing, producing rhymes–( Pre-K to Kindergarten)
Syllable- blending, segmenting, and deleting syllables (Kindergarten)
Phoneme- recognizing initial and final sounds in words, blending onset and rimes, blending, segmenting, and deleting initial and/or final phonemes (Kindergarten to 1st grade)
Phoneme Manipulation- adding, deleting, and substituting phonemes ( 1st and 2nd grades)
What does phonological skill instruction look like?
The phonological skill instruction matches the data of the student.
The main component of teaching phonological skills is that the teacher focuses on the manipulation of individual units of sound and phonemes in words and sentences.
The teacher models phonological awareness skills in the whole group read-aloud, focusing on rhyming words and sentence segmentation.
During small group, teachers will ask students to generate and identify rhyming words.
In small group, students will identify the number of sounds in a spoken word, and the number of words in a spoken sentence.
What are some strategies to use during phonological instruction? Literacy First Phonological Awareness lessons
Picture sorts
Elkonin sound boxes
Whisper phones
Read aloud
What is the focus of instruction in phonological skill instruction?
Teachers will evaluate all students within the first two (2) weeks of school.
New students will need to be evaluated as well.
Suggested phonological assessments are:
Literacy First Phonological Awareness Skills Test (PAST)
This tool will provide the necessary data for teachers to determine the level of phonological awareness for students.
Students will be grouped by skills. The data will be used to drive instruction at teacher table and in small group stations.
How can teachers evaluate the effectiveness of phonological skill instruction? Students will receive phonological instruction on one skill for 2 to 3 weeks depending
on their age. Students will then be tested for mastery of that particular skill using phonological awareness assessment.
Teachers will revisit each skill to ensure retention.
Which OAS Standards for English Language Arts does Phonological Awareness Instruction address? Standard 1: Speaking and Listening – Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.
Muskogee Instructional Framework ~ Phonics Instruction ~ Pre-K through 8th grade
What is phonics instruction? Phonics instruction teaches students to associate letters and letter patterns with sounds and to blend those sounds into words.
Why teach phonics?
Systematic phonics instruction provides a solid base to help children read with accuracy, comprehension, fluency and pleasure.
What does teaching phonics look like?
Phonics should be incorporated into whole group and specific skills taught in flexible small groups.
Phonics skills can be introduced in word wall activities and vocabulary development in whole group.
Small group uses data from assessments to teach explicit phonics skills that students are lacking. As these skills are mastered, students decoding skills will improve.
What are some strategies to use during phonics instruction?
Word wall activities
Word study
Decoding skills
Word sorts
Word/Picture sorts
Literacy First Phonics lessons
Decodable readers
Lexicons
How do teachers determine an instructional focus for phonics?
Teachers use data from assessments such as:
-Literacy First Phonics Assessment -SuccessMaker - Student work -Teacher observations
These tools help determine specific skills in which each student needs to receive explicit instruction.
.
How can teachers evaluate the effectiveness of phonics instruction? Teachers can use formal and informal assessments through conferences with students to determine effectiveness of instruction. Examples of formal assessments:
- Literacy First Phonics Assessment - SucessMaker - BEAR Spelling Inventory (Words Their Way)
Which OAS Standards for English Language Arts does Phonics Instruction address? Standard 2: Reading Foundations/Reading and Writing Process – Students will develop foundational skills for future reading success by working with sounds, letters, and text. Students will use a variety of recursive reading and writing processes.
Muskogee Instructional Framework ~ Comprehension Instruction ~ Pre-K through 8th grade
What is comprehension instruction? Comprehension is the ability of the reader to interact with words and concepts on a page to gain understanding of what the author has said and to apply and make use of the information. Comprehension instruction must include abundant reading, vocabulary, and decoding development. Comprehension instruction will include:
Objective-Driven Mini Lessons
Basic Signal Words
Summarizing
Clarifying
Predicting
Main Idea
Text Features
Visualization
Story Elements
Questioning
Why teach comprehension?
Reading comprehension develops knowledge, skills, and experience so students will read for understanding, develop as strategic readers, and become engaged in their reading.
What does teaching comprehension look like?
The teacher meets with a small group of students with similar comprehension needs. This information is gained through assessment of students.
The teacher determines the objective of the lesson based on the skill that is to be learned. During the course of the lesson, the teacher must state the objective of the lesson to the students.
The teacher selects appropriate text that is familiar to the students and that is conducive to the skill being taught.
The teacher identifies key vocabulary that is necessary to understanding the lesson.
The teacher activates students’ prior knowledge. The teacher uses a think-aloud to model the skill to be learned.
During the small group interaction, the students will work in pairs to practice the skill taught.
When students are experiencing a success rate of 75% to 95% (ZPD, the teacher will assign independent activities to the students.)
What are some strategies to use during comprehension instruction?
Think-alouds
Question-Answer-Relationship (QAR)
Think Pair Share
Independent/Partner reading
Flexible skill groups/Literacy stations
How do teachers determine an instructional focus for comprehension?
OK Academic Standards
Instructional focus is dependent upon the skills that need to be mastered according to assessment data.
Students are grouped according to individual needs.
What instructional methods
foster comprehension?
Match reader to
appropriate text
Monitors students’
progress
Model /teach effective
reading comprehension
strategies
Teach
narrative/expository text
structures
Teach strategies across
literary genres
Differentiate instruction
to teach new skills
Provide time for
independent reading
Emphasize vocabulary
What are the assessments to use to assess comprehension skills?
Literacy First Comprehension Assessment SuccessMaker
Developmental Reading Assessment (DRA) Benchmark Testing
Structured conferences and recording progress Student response journals
Which OAS Standards for English Language Arts does Comprehension Instruction address? Standard 2: Reading Foundations/Reading and Writing Process – Students will develop
foundational skills for future reading success by working with sounds, letters, and text.
Students will use a variety of recursive reading and writing processes.
Standard 3: Critical Reading and Critical Writing – Students will apply critical thinking skills to reading and writing. Standard 7: Multimodal Literacies – Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.
Muskogee Instructional Framework ~ Fluency Instruction ~ Pre-K through 8th grade
What is fluency instruction? Fluency instruction is teaching students to read text quickly, accurately and with proper expression (prosody). Fluent readers read aloud effortlessly with expression. Fluency is being able to decode and comprehend simultaneously.
Why teach fluency?
Teaching fluency provides a bridge between word recognition and comprehension. When students are fluent readers they can spend their cognitive energy on constructing meaning.
What does teaching fluency look like? Teaching fluency may be done in whole group through choral reading, echo reading,
and cloze reading. Small group instruction may be in the form of guided reading, partner reading, or readers’ theater.
The teacher models fluency through an interactive read aloud, book via media, or other methods.
Pre-teach the vocabulary before reading.
Practice high frequency words or phrases.
Student reads/retells with a partner.
Teacher may give immediate feedback during guided reading.
Use think-alouds.
Teacher uses a variety of methods to develop accuracy, speed, and prosody.
Teacher provides opportunities for repeated readings of familiar text.
What are some strategies to use during fluency instruction? Select passages with a controlled number of target words in otherwise readable text
or passages at students’ independent reading level.
Model fluent reading for students.
Use timed readings to determine words read correctly per minute.
Listen to students during Monitored Independent Reading Practice (MIRP).
How do teachers determine an instructional focus for fluency?
Monitor fluency in small groups, in partner reading, and in responses read from text.
Provide practice appropriate for student’s reading level.
Begin in grade one with fluency instruction, and increase the emphasis on fluency in grades two and three with continued emphasis through grade eight.
For some students fluency should continue to be a major instructional focus through grade eight and above.
Develop small groups based on common needs as identified through observations and individual student assessment data.
How can teachers evaluate the effectiveness of fluency instruction? Teacher administers fluency assessments three times a year to track progress (fall,
winter, and spring).
Teacher uses Multidimensional Fluency Reading Scale to monitor phrasing, accuracy, smoothness, and pace.
Students chart/graph progress throughout the year.
Compare progress in comprehension and fluency to determine correlation during MIRP.
What are the assessments
to use for fluency?
Literacy First Fluency
San Diego Quick
DRA
District adopted
reading series
Teacher Observation
Teacher observation
Which OAS Standards for English Language Arts does Fluency Instruction address? Standard 8: Independent Reading and Writing – Students will read and write for a variety of purposes including, but not limited to, academic and personal, for extended periods of time.
Muskogee Instructional Framework ~ Content Area Reading Comprehension
What is content area reading comprehension? Comprehension is the ability of the reader to interact with words and concepts on a page and gain understanding of what the author has said and to apply and make use of the information. Content area reading comprehension instruction focuses on each student developing the skills and strategies needed for success in each of the academic disciplines at the secondary level. Why is it necessary to teach reading comprehension in all content area classrooms? At the secondary level, the language used in text is much more challenging for students. In order to transition into longer and more complex text, students need specific strategies and new skills.
What does teaching reading comprehension in all content area classrooms look like?
The teacher provides guidance to students before, during and after reading.
The teacher activates and assesses prior knowledge with the students.
Thinking aloud, the teacher models multiple reading strategies demonstrating how to process specific text.
The teacher focuses classroom talk on how to make sense of the text.
The students understand the literacy demands of their texts.
The teacher identifies key academic vocabulary that is necessary to understand the text.
What are some of the challenges in secondary textbooks that may cause students to struggle with reading comprehension at that level?
Chapter and sections within textbooks become longer.
The vocabulary becomes more academic in nature and more complex.
Sentence complexity is increased. Sentences are longer and students must recognize and use cohesive and connective processes to understand relationships.
The structural complexity increases and several ideas may be related or interrelated within sections of text.
Graphics, photographs, headings, and captions become more important in understanding interrelated ideas and synthesizing information across sections.
The conceptual challenges presented within the text increase. Students must be able to infer abstract ideas relying on previously learned concepts. Students must also make connections across conceptual domains.
Texts vary widely across the different content areas and each content area may demand a different approach to reading, thinking, writing, and analyzing.
What are some of the strategies that teachers from all content areas can use to help instruct secondary students to manage complex text?
Question-Answer-Relationships (QAR)
Summarizing strategies
Identifying main ideas
Self-questioning strategies
Chapter tours
Interactive reading guides
Magnet summaries
Mind mapping
Analogy charting
Author Says/I Say
Paired reviews
Anticipation guides
Story mapping
Discussion webs
RAT (Read Around the Text)
What are the goals of content reading comprehension?
To help students learn and demonstrate understanding of the subject content
To provide students with a wide repertoire of strategies to use across all subject areas.
To teach students skills in order to remember and organize important ideas.
Which OAS Standards for English Language Arts does Content Area Reading Comprehension address? Standard 3: Critical Reading and Critical Writing – Students will apply critical thinking skills to reading and writing. Standard 6: Research – Students will engage in inquiry to acquire, refine, and share knowledge. Standard 7: Multimodal Literacies – Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.
Muskogee Instructional Framework ~ Content Area Writing Instruction
What is content area writing instruction? Content area writing instruction is when students respond to concepts and ideas from content area classroom instruction through a wide variety of purposeful writing assignments. Why is it necessary to teach content area writing instruction?
Student writing, in any classroom, is a window into how students think about the concepts they are learning.
Students value writing and use it more when it supports learning activities.
Writing activates thinking.
Brief, ungraded writing activities activate prior knowledge (APK), elicit questions, and promote discussion.
Writing builds comprehension and helps students reflect on ideas covered.
What do some brief writing instruction activities look like?
First thoughts, 2-3 minute free-writes at the start of a unit or big question, idea, or concept.
KWL Charts
Admit and Exit Slips
Dialogue Journals
Stop-n-write
Discussion Web
Possible Sentences
Template Frames
Response-note taking formats
Journal Entries
Learning Logs
Explanation of process used What do some extended writing instruction assignments look like?
Power Notes
Story Impressions
RAFT (Role, Audience, Format, Topic)
Artifact Analysis
Letter
Brochure
Business Plan
Case Study
Debate
Historical Document
What does the basic writing process look like?
Brainstorm/ Prewrite (list, bubble, etc.)
Draft – getting the content on paper
Revise – add, delete, change, or substitute
Edit – grammar, usage, mechanics, punctuation, spelling
Polish – visually appealing, no errors
Stepping Stones
Thirteen Ways
Bumper Stickers
Want Ads
Snapshot summaries
Magnet Summaries
Venn Diagrams
Anticipation Guides
Cubing
Obituary
Position Paper
Propaganda Analysis
Sales Presentation
Talk Show Program
Treasure Map
Newspaper Story
Multimedia Report
How can content area teachers encourage students to write?
Make writing purposeful – writing for a real audience and/or to better understand skills and concepts
Engage students fully in the process – model the process, allow time to work through the process and discuss it with classmates
Coach students throughout the process – provide support by modeling writing, conferencing with students, coordinating peer writing groups, allowing for individual reflection
Make expectations reasonable, challenging and clear
Which OAS Standards for English Language Arts does Content Area Reading Comprehension address? Standard 3: Critical Reading and Critical Writing – Students will apply critical thinking skills to reading and writing. Standard 6: Research – Students will engage in inquiry to acquire, refine, and share knowledge. Standard 7: Multimodal Literacies – Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.
Muskogee Literacy Framework ~ Elementary
2 hour Reading Block 30-45 Minute Writing Block
Whole Group Instruction
(45 minutes to 1 hour) Small Group Instruction
(Minimum of 1 hour)
Purpose: Introduces same
grade level objectives and strategies to all students while engaged in the five domains of reading; phonemic awareness, phonics, vocabulary, fluency and comprehension.
Purpose: Allows students to work on their instructional level while practicing targeted objectives and strategies taught in whole group in support of the five domains of reading.
Objective-Driven Mini Lessons:
Read Aloud
Shared Reading
Comprehension
Skills and Strategies
Phonemic
Awareness
Phonics/Spelling
Lessons
Vocabulary Skills
Objective –Driven Mini Lessons:
Engage in reading of leveled text/anthology
Reinforce phonemic awareness concepts
Reinforce phonics/spelling concepts
Reinforce vocabulary skills
Reinforce comprehension objectives and strategies
Develop research skills
Monitored Independent Reading Practice (MIRP)
20 minutes daily Listen to at least 5 students read orally one- on- one daily.
Flexible Small Reading Groups ~ Teacher Table Station
Small Reading Groups
Students will be grouped by similar reading objectives or skills needed.
Teacher selects compelling text that is appropriate to their reading skills.
Teacher meets with each group daily.
Writing and Language
Purpose: Provide students the opportunity to practice grammar and writing skills. *Refer to the Muskogee District Writing Curriculum *Refer to the Common Core Standards Curriculum
Activities – Mini Lessons:
Writing: shared, guided, interactive, independent
Daily Language Practice/Grammar Lessons
Introducing and reinforcing the Six writing traits; idea & content, organization, voice, sentence fluency, word choice and conventions.
PK-2 Literacy Stations or 3-6 Literacy Stations to Support Targeted Objectives for the Five
Domains of Reading
PK-2 Literacy Stations/Independent
Work
Listening
ABC Center
Buddy Reading
Word Study
Computers
Sequencing
Reader’s Theater
Overhead
Fluency
Vocabulary Activities
Independent reading/library
Big Book
Research
Questioning
3-6 Literacy Stations/Independent
Work
Listening
Independent Reading/Library
Computer
Reader response journal
Word Study
Poetry
Reader’s Theater
Vocabulary Activities
Spelling Activities
Research
Questioning
Suggested Anchor Stations in bold
