November

16, 2011 Elementary Principals Meeting

Establishing an Instruc0onal Focus

We have various forms of data regarding instruction

(CST, CELDT, periodic, weekly and unit assessments, observation) Observation is one of the most eective ways to collect and reect on the evidence of instruction.
It gives an immediate picture of student progress,

teacher practice, and how well the schools instructional focus is implemented.

Having a Focus
School Site Experience Now 50 days into the school year Two units of observed instruction Variety of weekly, unit, DIBELS and other assessments Upcoming periodic assessment results. Local District Professional Development School site conversations In relationship to Reading Language Arts what have

you dened as your area of focus? Why has that become your focus?

Instruc0onal Core
The Instructional Core is composed of the teacher

and the student in the presence of content.

It is the relationship between the teacher, the student,

and the content not the qualities of any one of them by themselves that determines the nature of the instructional practice Cohen and Ball

Instruc0onal Core

FIRST G G GRADE KINDERGARTEN SECOND RADE THIRD RADE

Domains of Literacy - Framework

Reading Word Analysis, Fluency, and Systematic Vocabulary Development Reading Comprehension Literary Response and Analysis Writing- Writing Strategies Written Applications (Genres and their Characteristics) Written and Oral English-Language

Conventions Listening and Speaking

Characteristics)

Listening and Speaking strategies Speaking Applications (Genres and their

Weekly Flow Charts K, 1,2 3-6

Treasures
Whole Group DAILY/WEEKLY FLOW Kindergarten
!

Treasures
Whole Group DAILY/WEEKLY FLOW Grade 2
! Day 1 TALK ABOUT IT, READ ABOUT IT Day 2 READ ABOUT IT

Day 1
! Oral Language ! Share Big Book ! HFW ! Phonemic Awareness ! Phonics ! Oral Grammar ! Writing

Day 2
! Oral Language ! Re-read Big Book ! Vocabulary ! Phonemic Awareness ! Phonics ! Decodable Reader ! Writing

PHONICS /VOCABULARY ! ! ! ! ! ! ! ! ! ! ! Build Background Build Writing Fluency Unit Theme (Talk About It) Oral Language Build vocabulary Phonemic Awareness Phonics (Fluency) Phonics/ Spelling Decodable Reader Vocabulary Rad About It Grammar Writing

COMPREHENSION ! Oral Language vocabulary, write about it ! Phonemic Awareness ! Phonics (Build Fluency) ! Phonics / Spelling ! Vocabulary ! Comprehension (Main Selection) ! Critical Thinking ! Grammar ! Writing

Day 3
! Oral Language ! Informational text ! HFW ! Phonemic Awareness ! Phonics ! Oral Grammar ! Writing

Day 4
! Oral Language ! Interactive real aloud ! Vocabulary ! Phonemic Awareness ! Phonics ! Decodable Reader ! Writing
Day 1 TALK ABOUT IT, READ ABOUT IT

Day 3

READ ABOUT IT (Cont. from Day 2)

Day 4

READ ABOUT IT, WRITE ABOUT IT

FLUENCY ! ! ! ! ! ! ! ! ! ! ! ! Oral Language (Wonders) Phonemic Awareness Phonics (Fluency) Phonics/Spelling Decodable Reader Vocabulary Fluency Comprehension (Main Selection) Critical Thinking Research & Study Skills Grammar Writing REVIEW AND ASSESS *Comprehension *Grammar *Writing

SPELLING ! Oral Language Listening comprehension ! Phonemic Awareness ! Phonics (Fluency) ! Phonics/Spelling ! Vocabulary ! Paired Selection ! Write About it ! Grammar ! Writing

Treasures
Whole Group DAILY/WEEKLY FLOW Grade 1
! Day 2 HFW ! Oral Language vocabulary, listening comprehension, model fluency ! Phonemic Awareness ! Phonics (Build Fluency) ! Phonics / Spelling ! HFW ! Get Ready Story ! Build Writing Fluency ! Grammar ! Interactive Writing READ ABOUT IT

Treasures
Whole Group DAILY/WEEKLY FLOW Grades 3-6
! Day 1 TALK ABOUT IT READ ABOUT IT VOCABULARY / COMPREHENSION ! ! ! ! ! ! ! ! ! Read aloud Fluency Talk about it /Write on Demand #1 Daily writing prompt (Weekly Planner) Vocabulary (Prepare section, 5 day vocabulary) Read about it Grammar Spelling Writing Day 2 READ ABOUT IT COMPREHENSION ! ! ! ! ! ! ! ! Phonics Vocabulary (read about it, 5 day) Read About It (Main selection) Daily writing Prompt (weekly planner) Fluency Grammar Spelling Writing

PHONICS /VOCABULARY

Day 5
! ! ! ! ! ! !

Review and Assess

Oral Language Comprehension Vocabulary Phonemic Awareness Phonics Decodable Reader Writing

! ! ! ! ! ! ! ! !

Build Background Write on Demand (Build Writing Fluency) Unit Theme (Big Idea) Foldable Oral Language Share Big Book , listening comprehension Phonemic Awareness Phonics/Spelling Decodable Reader Grammar Shared Writing (Daily Prompt)

Day 5

*Oral Language *Fluency *Phonemic Awareness *Phonics *Phonics/Spelling *Vocabulary

Day 3

READ ABOUT IT (Cont. from Day 2)

Day 4

READ ABOUT IT, WRITE ABOUT IT

Day 3 READ ABOUT IT (DAY 2 CONT.) FLUENCY ! Vocabulary (5 Day) ! Read About It (Main selection-critical thinking) ! Daily writing prompt ! Fluency ! Grammar ! Spelling ! Writing

Day 4 READ ABOUT IT/WRITE ABOUT IT VOCABULARY ! ! ! ! ! ! ! Vocabulary Paired selection Daily writing prompt Fluency Spelling Grammar Writing Wonders Social Studies/Science

FLUENCY ! ! ! ! ! ! ! ! ! ! ! ! Oral Language (Wonders Big Book) Phonemic Awareness Phonics (Fluency) Phonics/Spelling Decodable Reader Vocabulary Comprehension (Main Selection) Meet the _______ (author/illustrator) Retell Critical Thinking- Personal Response Grammar Independent Writing REVIEW AND ASSESS *Comprehension *Grammar *Writing

SPELLING ! Oral Language Listening comprehension, model fluency, build vocabulary ! Phonemic Awareness ! Phonics (Fluency) ! Phonics/Spelling ! HFW ! Paired Selection Critical Thinking, Research / Inquiry ! Write About it ! Grammar ! Writing

Day 5

Day 5 ! ! ! ! !

ASSESSMENT DAY

*Build Vocabulary *Fluency *Phonemic Awareness *Phonics *Phonics/Spelling *HFW

Vocabulary (Post-test/connect to writing) Paired Selection Critical Thinking) Spelling (Test) Grammar (Assess) Writing (Conferences) During Assessment, others will do self selected reading, fluency, daily writing prompt

Looking at our Instruc0on in Treasures

What methods of teaching are targeted in our new

language arts program Treasures? How does this program support existing teacher practice? What methods of teaching have been eective in Language Arts instruction? Why? Why is it important to understand the method of instruction?

Framing our Guiding Principles Around this Training

To focus on the instruction

To deepen our understanding of the teaching

methods used within each lesson

Planning for our future instructional observations

California Treasures

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Theme Project Research and Inquiry

Throughout the Unit

When: Introduced at the beginning of the unit and at the

end of the unit (project).

Purpose/Rationale: Research a topic and present

ndings in an oral presentation.

Syntax/Method: Students use a variety of resources to

research a a self selected topic based on the unit theme. Students are given a checklist on the process and the presentation. At the end of the unit students use note cards and visuals to present their ndings to their peers.

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Big Ques0on Board- Presenta0on of

Findings and Building Perspec0ve
When: The beginning of the unit, developed

throughout each selection and reviewed at the end of the week, and in the unit Wrap- Up at the end of the unit. Purpose/Rationale: Students present ndings and collaborate in their understanding through discourse. Syntax/Method: Each week there is a focus question. Students use a recording device (Foldables):
To record learning To keep track of ideas
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Read Aloud Listening For a Purpose

When: Day One of the Weeks 1-5 Purpose/Rational: Building Listening Stamina Syntax/Method: Establish focus on what you are attending to as you listen Model examples from the text Students identify examples of what they heard from the text

Guide and Independently Practice

Observe if students can apply the learning focus to similar

texts.

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Phonics/Word Study- Enabling Students to Quickly Access Text

When: Day 2 Explicitly study word patterns Constantly apply these word study skills for the remainder of the week Purpose/Rational: Self directed study of word patterns and

meaning expands vocabulary knowledge and enriches both oral and written expression. Synta/Methodx:
Study the axes and base word for familiar spelling patterns and the

six syllable spelling patterns. Sound out and blend together the word parts Say the word parts quickly, adjust your pronunciation as needed, and make any connections you can to your prior vocabulary knowledge.
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Building Background and Unit Theme

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Protocol for Digging In

methods presented.

Count o at your table into groups of three. Each of the 3 members takes one of the three instructional
Example The rst person takes Read Aloud slide 13 The second person takes Phonics slide 14 The third person takes Building Background slide 15

Each person reviews that same component in weeks 1-6 of

Unit 3 (We suggested week six to see how it is assessed) After 10 minutes share your ndings addressing the following questions:
How is the component similar each week? How is it dierent? Is the purpose and rational consistent?

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Ini0al Read-Focus on Key Vocabulary

When: Day 1 Initial Two Page selection in anthology. Purpose/Rationale: Practice established vocabulary

strategies while Identifying key content vocabulary in context.

Context Clues Determining the meaning of words from the

Vocabulary method Dene Vocabulary using language familiar to students Provide examples of the vocabulary in sentences Ask for an example

surrounding text. Apposition provides a denition of a unfamiliar term usually between commas Word Structure The use of word traits, patterns, morphology to derive the relationships and denition of words.

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Vocabulary Rou0ne Building our Oral Vocabulary

When: Whenever content related vocabulary is

introduced, practiced or applied Purpose/Rational: Building Vocabulary by Examples and Relevance Syntax/Method:
Dene the term in student language Identify Examples from the text or familiar

experiences Ask questions that require application of the word by

1. giving an example or explanation 2. identifying a synonym or antonym

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Reread Ini0al Selec0on- Focus on Comprehension

When: Day 1 reread the initial selection Purpose/Rational: Explicitly practice a specic

comprehension strategy Syntax/Method:

Demonstrate strategy for the week Explain why the strategy is helpful Model the use of the strategy using a think aloud Implement opportunities for student interactions using

the graphic organizer to demonstrate understanding of the text using the strategy.

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Spelling Bridge between Oral Vocabulary and Wri0ng Ability

When: Introduced, explicitly instructed and practiced

every day. Purpose / Rational: Spelling enables the writer to write to their own personal oral vocabulary competence. Syntax/Method:
Practice the correct pronunciation of the word. Listen and identify the distinct sounds, blends, digraphs

referencing Sound Spelling Cards Recognize spelling patterns and their spelling options Write out the sounds, syllables, words Check for accuracy

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Grammar is the sound, structure, and meaning system of the English Language
When:

Introduce and identify in sample sentences the grammar skill on day 1 Directly instruct the grammar from day 1 on day 2 Review previously instructed skills on day 3 Review and Apply day 3 skill in proofreading Assess and re-teach grammar taught on day 1 &2

Purpose / Rational: Explicitly instructs in the proper oral and written

sound, structure and meaning system of academic language. Routine: Dene the grammatical skill Explain the skills importance Model the skill Provide examples of the correct form Provide non-examples for correction. Seek application in the oral and written language

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Protocol for Digging In

methods presented.

Count o at your table into groups of three. Each of the 3 members takes one of the three instructional
Example The rst person takes Vocabulary slides 17-18 The second person takes Reread Initial Selection slide 19 The third person takes Spelling and Grammar slides 20-21

Each person reviews that same component in weeks 1-6 of

Unit 3 (We suggested week six to see how it is assessed) After 10 minutes share your ndings addressing the following questions:
How is the component similar each week? How is it dierent? Is the purpose and rational consistent?

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List of Comprehension Strategies

Evaluating Consider the authors purpose and your own judgment in

critically evaluating the text Inferring Enables the reader to include details and perspectives not explicitly stated in the text. Monitor, Clarify, Reread As you read, monitor your own understanding, when confused clarify what may have caused any confusion and reread the text. Predicting Based on the text structure, make logical guesses about what is to occur later in the text. QAR- Analyze text, it relationship to other text and our own experiences Questioning Before, during and after - enable reader to focus on what is most important Summarizing A short statement of what is most important to the reader Visualizing Make a mental picture of what is read

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Strategies Reec0ve Methods to Understand Text

When: When reading the Anthology, Content or Leveled

reading selections Purpose/Rational Once learned, the various strategies enable the reader to proactively search for meaning using text cues and their background knowledge in combination to monitor the meaning of the selection. Syntax/Method
Explain why the strategy is important Model the strategy in a think aloud Guide the students practice of the strategy Provide corrective feedback Continually apply the strategy to a variety of text

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List of Comprehension Skills

Authors Purpose Character Setting Plot Problem /Solution Sequence Draw Conclusion Main Idea and Details Theme Make Judgments Description Compare and Contrast
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Comprehension Skills Iden0fying it in the text we read and in our wri0ng

When When reading the Anthology, Content or Leveled

reading selections Purpose/Rational Identify those text features that assist in understanding and constructing meaningful text. Syntax/Method
Introduced and modeled, using a graphic organizer, in the

reread of the two page initial selection. Modeled, guided and practiced reading the main selection, using the same graphic organizer Provide multiple opportunities for corrective feedback by continually applying the strategy to a variety of text

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Paired Selec0on Applying Similar Skills to other Genre

When Day 4 of weeks 1,2, 4 and 5 Purpose/Rational: Increase genre exposure, practice

established skill with a new text, and demonstrate critical thinking skill sets. Syntax/Method:
Introduce genre features Explain the value of their text features in communicating ideas

to an audience Practice citing examples of the text feature Apply the weeks comprehension strategy and skills Respond to some critical thinking questions using the selection
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Protocol for Digging In

methods presented.

Count o at your table into groups of three. Each of the 3 members takes one of the three instructional
Example The rst person takes Comprehension Strategies slides 23-24 The second person takes Comprehension Skills slides 25-26 The third person takes Paired Selection slide 27

Each person reviews that same component in weeks 1-6 of

Unit 3 (We suggested week six to see how it is assessed) After 10 minutes share your ndings addressing the following questions:
How is the component similar each week? How is it dierent? Is the purpose and rational consistent?

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Wri0ng Unit Wri0ng Grades 3-6

When: Daily Purpose/Rationale: Writing multi-paragraph compositions. Process Week 1 Writing Strong Sentences Week 2 Strong Paragraphs Week 3 Guided Writing (5 day process with mini lessons) Week 4 Strong Sentences Week 5 Strong Paragraphs Week 6 Independent Writing (5 day process with mini lessons)

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Wri0ng Daily Prompts

When - Daily Purpose/Rationale: Open ended prompt Connects to concept development in selection Syntax/Method: Meant as a quick write (only found in

the weekly planner)

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Wri0ng Write on Demand

When: Day 1 Build Writing Fluency (During the Talk

About It), end of the week assessment, and end of the unit Purpose/Rationale: To build writing uency, writing stamina, connects to the theme Process
Write in Writers Notebook Use of rubric for specic writings Students write as much as they can as well as they can Students write for 8 minutes without stopping Teacher gives feedback during writing conference
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 Wri0ng -Daily Journal Prompts

When: Can be done daily Purpose/Rationale: Writing to learn content

Connects to the mini-lesson/skill lesson within the context of the unit Syntax/Method:
Give students one of the prompts listed or other

prompts for independent journal writing Students apply the skills from the mini-lesson/skill lessons in their writing

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Wri0ng About Reading

When: During main selection read Purpose/Rationale: Gives opportunities for students

to respond to literature and to apply critical thinking in their writing Syntax/Method:

After reading a part or the entire selection students

respond to a question or prompt Students have the opportunity to share their writing with other

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Protocol for Digging In

methods presented.

Count o at your table into groups of three. Each of the 3 members takes one of the three instructional
Example The rst person takes Unit Writing slide 29 The second person takes Daily Prompts and Write on Demand The third person takes Daily Journal Prompts and About Reading

Each person reviews that same component in weeks 1-6 of

Unit 3 (We suggested week six to see how it is assessed) After 10 minutes share your ndings addressing the following questions:
How is the component similar each week? How is it dierent? Is the purpose and rational consistent?

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Revisi0ng our Guiding Principles around this training

To focus on the instruction

To deepen our understanding of the teaching

methods used within each lesson

Planning for our future instructional observations

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Addressing Your Instruc0onal Focus

At the beginning of our session, you identied for your

school site area of focus in Reading Language Arts? Review and choose those methods related to your focus. With December and January in mind. Plan to observe: When your focus is instructed? How clear was the purpose and rational presented? What evidence do you have that your students can demonstrate prociency?

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