Planning with the Instructional Focus Document (IFD) for Elementary ELAR

1. Planning with the Instructional Focus Document (IFD) for Elementary ELAR Carolyn Johnson and Maria Mata Educational Consultants Region 18 Education Service Center Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

2. Balanced Literacy is the FOUNDATION for CSCOPE Language Arts and Reading. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

3. Balanced Literacy is… • Characterized by explicit skill instruction and the use of authentic texts. • Is a comprehensive literacy approach that reflects a gradual release of control, whereby responsibility is gradually shifted from the teacher to the students. • Organized around observations of the ways children learn to read. • Children learn to read by seeing others read, having others read aloud to them, reading with others, and reading by themselves and to others. • Thus, a regular part of the daily student experience in a Balanced Literacy classroom should include reading tochildren, reading withchildren and reading by children. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

4. Gradual Release of Responsibility Model WHOLE GROUP SMALL GROUPS INDEPENDENT Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

5. Framework on the IFD Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

6. Rationale and Misconceptions Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

7. Key Academic Vocabulary Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

8. Cognitive Specificity - RIGOR TEKS specificity Be sure to read the Knowledge and Skills statement, the Student Expectation, and the SPECIFICITY. Content Specificity Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

9. BLOOM’S TAXONOMY Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

10. BLOOM’S TAXONOMY Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

11. Cognitive and Content Implications from the Student Expectations • Bloom’s Levels of Cognitive Processing (Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating) • Pay attention to the verbs! • Concepts – Macro-Concepts (Interpretation, Elements, Connections, Perceptions, etc.) • FOLDABLE – WE DO • Content – Micro-Concepts based on Performance Objectives (Plot, Foreshadowing, Author’s Purpose, Main Idea, Summarizing, etc.) • Vocabulary (Common Words, Academic Words , and Content-Specific Words, Unit Terms) • Instructional Tools (Anchor Charts; Guiding Questions; Read-Alouds; Word Study; Reading and Writing Notebooks; Graphic Organizers, Foldables; etc.) • Resources(Teacher, Campus, District, Professional Development, etc.) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

12. Cognitive and Content Specificity from the Student Expectations Use Illustrations Make Predictions Foreshadowing Ask Literal Questions Interpretive Questions Author’s Purpose Agree or Disagree Seek Feeling or Opinion Background Knowledge Locate Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

13. CSCOPE ELAR and SLAR Balanced Literacy Connections • IFDs organize the TEKS into instructional components based on the Balanced Literacy framework of Word Study, Shared Reading/Independent Reading, and Writing. • Your lesson plans shouldbe based on the Balanced Literacy framework and taught using a workshop model. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

14. Word Study Defined IS… IS NOT… boring a HUGE chunk of the day passive drill not just the next skill in the workbook isolated from the act of reading and writing what kids are doing to keep busy and never transfer to real application • interesting, and often FUN • a brief part of the ELA/R curriculum • active learning • within student capabilities or the ZPD • directly related to reading and writing • motivation for students to learn words and how words work Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

15. Familiar “Word Study” Words • Making Words • Word Walls • Vocabulary • Phonics • Spelling Patterns • Environmental Print • High Frequency Words • Word meaning • Syllables • Word Sorts • Dictionary Skills • Definitions • Root Words/Suffix/Compound Words

16. If you… manipulate it categorize it or contextualize it… then it is WORD STUDY! Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

17. Shared Reading… • Uses enlarged print or other print that is visually accessible to all • Big books • Projected text • Multiple copies of passages (magazines, brochures, fliers, newspapers etc.) • Textbooks • Teacher models reading skills and strategies • “Think Aloud”/Comprehension TEKS • Specific and explicit • Students participate in the practice Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

18. Shared Reading… It is the familiarity with common texts that allows for more in depth and detailed study of individual elements, skills, and strategies presented later in your instruction. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

19. Direct, explicit instruction about reading and what should be taking place during independent reading time related to the process of reading. Independent Reading Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

20. What is Writer’s Workshop? • Writer’s Workshop is a popular way of organizing a writing class for one simple reason: it works better than any other management system yet devised. • It works because it is based on the idea that students learn to write best when they write frequently, for extended periods of time, and on topics of their own choosing. -Steve Peha, Teaching That Makes Sense- www.ttms.org Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

21. Understanding by Design Well-designed instruction is the result of backward planning. “Begin with the end in mind.” • Identify desired results. • Determine acceptable evidence of learning. • Plan learning experiences and instruction. Jay McTighe and Grant Wiggins Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

22. Determine acceptable evidence of learning Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

23. Performance Indicators Look over all of your PERFORMANCE INDICATORS… “Begin with the end in mind.” Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

24. The Importance of Performance Indicators Let’s “UNPACK” a performance indicator… • Underline the process(es), • Circle the • Box the content/concepts, product. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

25. 3rd Grade Write a brief expository composition in cursive writing on a topic of choice making sure to include facts, details and explanations about the topic. PROCESS + CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

26. 3rd Grade Write a brief expository composition in cursive writing on a topic of choice making sure to include facts, details and explanations about the topic. PROCESS+ CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

27. 3rd Grade Write a brief expository composition in cursive writing on a topic of choice making sure to include facts, details and explanations about the topic. PROCESS+ CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

28. 3rd Grade Write a brief expository composition in cursive writing on a topic of choice making sure to include facts, details and explanations about the topic. PROCESS+ CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

29. Performance Indicator WE DO: Let’s look together at a P.I. (Unpacking) • Underline the process(es), circle the and box the content/concepts, product.

30. 4th Grade Select a special tradition celebrated every year in your family. Use an appropriate expository text structure and written conventions to write a composition explaining the tradition. PROCESS+ CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration)

31. 4th Grade Select a special tradition celebrated every year in your family. Use an appropriate expository text structure and written conventions to write a composition explaining the tradition. PROCESS + CONTENT = PRODUCT (Activities) (Concepts) (Artifact or Demonstration)

32. 4th Grade Select a special tradition celebrated every year in your family. Use an appropriate expository text structure and written conventions to write a composition explaining the tradition. PROCESS+ CONTENT = PRODUCT (Activities/Verbs) (Concepts) (Artifact/Demonstration)

33. Performance Indicator (Unpacking) YOU DO : In partners choose a PERFORMANCE INDICATOR. • Underline the process(es), circle the and box the content/concepts, product.

34. Unit Assessments Begin with the End in Mind Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

35. Alignment of Concepts and Assessment 6 How could you tell that the children might have a problem… How do you think Little Chick…changed as a result of their adventure? 5 What is the purpose for reading… Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

36. CSCOPE ELAR and SLAR Lesson Planning Your lesson plans should include the following instructional routines for each of the four components: • Mini-Lesson – short focused lessons that introduce students to skills, strategies and concepts. • Learning Application – focused opportunity that supports the understanding and application of the skills and concepts taught during the mini-lesson. • Closure – an activity that supports the review and reflection of skills and concepts taught and applied. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

37. “A Teacher’s Guide for English/Spanish Language Arts and Reading Instruction” Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

38. “A Teacher’s Guide for English/Spanish Language Arts and Reading Instruction” Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

39. Importance of Differentiated Instruction When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it and the remaining third won’t. So two-thirds of the children are wasting their time. - Lillian Katz- Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

40. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

41. So you’re saying… Small group reading instruction isNOT negotiable in a Tier 1 reading classroom and should be an integral element of instruction for ELAR/SLAR teachers and NOT something we do only for intervention! Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

42. Small Group Instruction • What? • Teacher working with small flexible groups to differentiate instruction • Guided Reading or Skill-Based • Who and When? • Determined by students’ needs/assessments • Smaller groups and more frequent for struggling students • Flexible schedule determined by the teacher • Why? • Supports and scaffolds student learning • Facilitates differentiated instruction (ELLs, G/T, struggling students etc.) Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

43. Purposeful Practice While the teacher is working with the small group, the students are engaged in purposeful practice by engaging in Work Stations, Literacy Centers, or Literature Circles. Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)

44. Ultimately…What does all of this look like? • Implementation of district curriculum (YAG, VAD, IFD, Performance Indicators, Cognitive/Content Specificity, Process + Content + Product) • Varied Grouping Practices: Whole group, homogeneous groups, heterogeneous groups, pairs/partners, 1 teacher: 3 students • Guided Reading Instruction in Small Groups • Workstations/Literacy Centers/Literature Circles • Balanced Literacy Components: Word Study, Shared Reading, Independent Reading, and Writing • Instructional Routines: Mini-Lesson, Learning Application, and Closure Developed by the Texas Education Service Center Curriculum Collaborative ( TESCCC)