Daily Language Arts Block

1. Daily Language Arts Block • 5 minutes- students check in, students make selections of jobs for round 1 and 2, teacher checks for completed homework, whole group works on passage to build fluency • 10 minutes- whole group mini lesson on writing, in gathering area • 20 minutes- individual student practice (teacher conferring with individuals or small group as needed) • 10 minutes-whole group mini lesson on reading, in gathering area • 20 minutes- individual practice (teacher conferring with individuals or small group as needed) • 5 minutes- wrap up & group sharing & in gathering area 5 minutes built in for running over

2. Why are mini lessons so short? • Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing). • Humans learn by doing. “He who works the hardest learns the most.” So I wanted the block designed so that most time is spent on the children working.

3. Providing Choice • Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self-motivating, and will improve their skills. • “We would like to see more student choice in reading lessons and greater encouragement of student to read a great deal, including many more communications to students that reading provides great pleasure, and that choosing to read is choosing to do something that is fun.” Best Practices in Literacy Instruction Morrow, Gambrell, and Pressley 2003 • Purpose + Choice = Motivation

4. Nurturing Community • A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. • The class becomes a community that works together to encourage and support each other.

5. Creating a Sense of Urgency • Answers the questions “Why do we have to do it?” & “What’s in it for me?” • When people understand the reason for a task, it establishes motivation and becomes a force that keeps them persevering. • Sense of urgency comes from understanding why.

6. Building Stamina • Lays the foundation for success as it gives children the support they need. • Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent. "If we start with a task that children have no stamina for or lack the ability to do, they are not only doomed to frustration and failure, but why would they ever return to it on their own?"

7. Establish a Gathering Place • Open space large enough for the whole class to come together and sit on the floor. • Regardless of the age of children we teach, we should always have a gathering place. • Distractions are limited and proximity allows us to check in on behavior more effectively • Students are able to turn and talk to each other, engaging everyone in the conversation • Gathering on the floor signals a shift in activity and thinking • It provides time for a change in their brain work along with much need movement of their bodies (Brain and Body Break).

10. Correct Model/Incorrect Model • Complete I-chart and discuss • Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating • Then, model incorrectly… • Pick child carefully… one that would want the attention of doing it “wrong”. • Most children laugh, but deep learning occurs after the incorrect model. • After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly. • This way, the child has shown he/she is capable of being successful.

11. 10 Steps to Teaching and Learning Independence • 1. Identify what is to be taught • Today we are going to….. • 2. Setting Purpose – Sense of Urgency • Tell the students why… • 3. Brainstorm behaviors desired using an I chart • What does it look like, sound like, feel like? • Read the whole time. • Stay in one spot. • Read quietly. • Get started right away. • 4. Model most desirable behaviors • Show what it looks like • As they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

12. 10 Steps to Teaching and Learning Independence • 5. Model least desirable behaviors • Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?” • Then, have the child show you he/she can do it correctly. • 6. Place students around the room • Children want to be comfortable • At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?” • 7. Everyone practice and build stamina (3 minutes) • Don’t set timer, look for body clues.

13. 10 Steps to Teaching and Learning Independence • 8. Stay Out of the Way • Use “the magical power of a teacher’s eye” • Watch for “The Barometer Child” • 9. Quiet Signal – Come back to Group • When stamina is broken, use signal. • 10.Group Check In – “How Did You Do?” This is time for self reflection and sharing. Thumb up by heart if they know in their hearts they were independent and successful. Thumb to the side if they were somewhat independent and successful but could do better. No thumbs down – this only gives negative attention to those who thrive on it.

14. Read to Self:Good-Fit Books • Research indicates that an independent-level or good-fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005) • Higher levels of oral reading error rate are linked to significant increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981) • It is essential to spend focused classroom time teaching our children to choose books that are a good fit for them and they enjoy. • There is more to choosing a good-fit book than just reading the words. A child’s purpose for reading, interest in a topic, and ability to comprehend play a large role in finding a good-fit book.

15. Read to Self:I PICK Anchor Chart I choose a book Purpose – Why do I want to read it? Interest – Does it interest me? Comprehend – Am I understanding what I am reading? Know – I know most of the words

16. Read to Self: Day 1 • Establish the gathering place • Establish the “SIGNAL” You want something that will grab attention but not break the tone of a classroom. • Brainstorm the I-chart for the signal. Write down ideas about what it would look like and sound like in the room when the signal goes off. Then, practice, practice, practice! Each time revisiting the anchor chart in-between! • Focus lesson on good-fit books and making of the I PICK chart Day 2 • Brainstorm the I-chart for Read to Self • Model and practice student behaviors of Read to Self. • Begin building stamina. Day 3 • Discuss where to sit and how to choose where to sit. • Continue with above, adding 2-3 minutes each, extending stamina.

17. Work on Writing Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your curriculum framework. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until students can sustain for desired length of time.

18. Word Work (Word Study/Spelling) • Introduction to sorts on Mondays during conference/independent practice time (Strategy Group) • Homework assignment each night Monday-Thursday based on a contract where student self selects assignment • Teacher checks quickly for accuracy and completion of homework during the first 5 minutes and can discuss during a conference if needed. • Test on Friday during first conference/independent practice time

19. If you encounter problems… ask yourself these questions: • Did I allow enough time for training muscle memory? • Have I reviewed the I-charts? • Am I staying out of the way and allowing the children to work independently? • Am I allowing choice? • Are some children allowed to share each day? • Have I had behaviors modeled correctly and incorrectly? • Who can I collaborate with for support?