Planning and Delivering Effective Literacy Instruction

Grades 4-5

CLIP Summer Institute

Norms• Be present and engaged.• Be respectful of differences in

perspective while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

ObjectivesTeachers of Literacy will…

Know- why whole group, small group, closure, and writing with integrated language arts are important components during Tier I core instruction as part of the Comprehensive Literacy Improvement Plan (CLIP).

Understand- how the 90 minute Tier I core instruction will look in classrooms along with 30 minutes of writing integrated with language arts through modeling.

Be able to do-plan and deliver effective reading, writing, and language arts instruction using the gradual release of responsibility model.

Grades 4-5 Instructional DesignReading ELA/Writing

Core Reading Instruction (Grade-Level Standards for All Students)

Whole GroupExplicit instruction on skills and

strategies; collaborative reading of text

Explicit instruction on skills and strategies; sharing

exemplars

Small GroupFlexible, homogeneous and

heterogeneous groupings; Practice and apply skills

Engagement in the writing process; practice and apply

skills

Whole Group Closure and Assessment Closure, Assessment, Sharing of student work

Grades 4-5 Instructional Design• Required time frame

– 90 minutes Reading – 30 minutes Writing – Grouping structures aligned to purpose

• Gradual release of responsibility: “I do, we do, they do, you do”

• Students actively involved

The Gradual Release of Responsibility (to introduce or reinforce a new skill)

Teacher Responsibility

Student Responsibility

I do it.

We do it.

They do it (together).

You do it (independent of the teacher).

Guided

Collaborative

Independent

Whole Group Instruction

• Explicit instruction on reading skills and strategies; collaborative reading of text

• Modeled and shared writing; modeling writing skills

Whole Group instruction is when teachers present a lesson to the whole class with some differentiation in content.

What is Whole Group Instruction?

The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is assessed as students master skills. (Tier 1 Teaching)

Whole Grouping Vs Small Groups

http://www.schooltube.com/video/456d6705b42264e5069d/Differentiated%20Instruction:%20Partnering%20in%20Whole%20Class%20Activities

Lesson Agenda

• Objective• Standard• KWL to Connect• Anchor Chart• Scenarios (I Do and We Do)• Hot Spot Activity (They Do)• Gallery Walk• Closure

Objective

I can identify a story’s point of view and its influence on the

description of events.

Standard

RL 5.6 I can describe how a narrator's or speaker’s point of view influences how events are described.

KWL ChartK W L

What do I know What do I want to know What I learned

Connect

Why is it important to learn about point of view?

How can they use point of view?

Anchor Chart Activity

I Do....The Wizard of Oz by L Frank Baum The Scarecrow found a tree full of nuts and filled Dorothy’s basket with them, so that she would not be hungry for a long time. She thought this was very kind and thoughtful of the Scarecrow, but she laughed heartily at the awkward way in which the poor creature picked up the nuts. His padded hands were so clumsy that he dropped almost as many as he put in the basket. But the Scarecrow did not mind how long it took him to fill the basket, for it enabled him to keep away from the fire, as he feared a spark might get into his straw and burn him up (49). Narrative Perspective: _________________________________________________________________ How do you know? ___________________________________________________________________

I Do....Ask a Ninja Presents: The Ninja Handbook by the International Order of Ninjas Remember, any tool that you can use against an enemy may also be used against you. Therefore it is highly recommended that you build a course with your clan to practice keeping your wits about you when something is trying to set you off course. Ninjas train on special courses that really mess with their perception of space, but that doesn’t mean you can’t make your own mini gauntlet to increase your skills in your own backyard (78). Narrative Perspective: _________________________________________________________________ How do you know? ___________________________________________________________________

We Do....The Zombie Survival Guide by Max Brooks Travelling light is essential to your journey. Before packing anything, ask yourself, “Do I really need this?” Once you’ve compiled your gear, go down the list and ask that question again. Of course, traveling light does not mean just holstering a .45, grabbing some beef jerky and a water bottle, and heading down the road. Equipment will be vital, more so than in any other scenario where you are holed up in a place—a prison, a school, your own home—where supplies are in abundance. The equipment you take with you may be all you have (101). Narrative Perspective: _________________________________________________________________ How do you know? ___________________________________________________________________

Hot Spot Activity- They Do…. Teacher places a story on tag board or chart paper using a different point of

view in each corner of the classroom.

Divide students into four groups. Note: Make sure you have students heterogeneous grouped. Make sure each

group has a group reader, time keeper, recorder and a presenter.

Give each group a color. (Example blue, red, yellow etc.)

Have each group go to a corner, read and discuss the story, determine the point of view and justify their answer. Write your answer on the colored sticky note and place on the chart. At the sound of the bell, move to the next poster until all have been completed.

Gallery Walk

Each group will present their answers.

Note: This brings about higher-order thinking, including evaluation, synthesis, and accountable talk.

Guiding Questions

With an elbow partner, discuss:• What are some things you have done during

whole group instruction that were effective?• What are some challenges you have found to

implementing whole group instruction?

SMALL GROUP INSTRUCTION

Small Group InstructionSmall group instruction typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-5 students, and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding.

Purpose of Small Group Instruction

To allow the teacher

the opportunity to teach/re-teach skills needed by specific groups of students; also,

to allow the teacher

the opportunity to assess students

in a small group setting

and provide corrective feedback,

as necessary..

Small group instruction should be…

• 45-60 minutes daily• 2-3 rotations• peer to peer small groups• literacy stations• teacher directed small group reading

45-60 minutes

daily

2 to 3 rotations

Teacher directed small group reading

Literacy station

Peer to peer small

groupsSmall group instruction should be…

Instructional Routines for Small Group 4-5

• Explicit, differentiated instruction• Uses multiple teaching modalities• Follows the “They Do and You Do” of Gradual Release:

- “They do”= Students are paired or grouped to practice.

- “You do”= Students practice and apply the new learning independently.

• Checks for understanding and re-teaches as needed• Circulates/Monitor• Students practice and apply skills in authentic tasks learned in

whole group

The Teacher-Directed Small Group

• Purpose: Teach/re-teach skills to those who need it; informal “on the fly” assessment

• Grouping configuration: usually homogeneous but includes all students

• Time allocated: 15-20 minutes per group; concurrent with literacy stations/peer-to-peer groups

• Non-negotiable: Must occur every day

http://www.schooltube.com/video/fd6664bed5a8d715b693/Differentiated%20Instruction:%20Collecting%20student%20data%20for%20assessment

Gather Data to UseDuring Small Group Instruction

Set Up Small Group

Area

Set Up Small Group

Area

Instructions for Small Group

• Rotate, as directed by your presenters• At each station, explore the resources• Discuss how you might use them• Chart it• Incorporate relevant resources/activities in

your lesson plan• Rotate when directed

RememberIs your small group instruction…

• purposeful• rigorous• differentiated• aligned to standards• research based practices

Small Group Instruction& Learning Stations

• How can you differentiate and make the best use of your time?

• small group instruction + learning stations = What is best for each student?

Examples of Literacy Stations

Literacy Station Management

http://www.schooltube.com/video/5d078ba7ca6b36d8a671/Differentiated%20Instruction:%20Developing%20different%20types%20of%20workstations

Activity: 10 minutes

Share with your team how you use literacy stations in the classroom setting.

Choose someone to share ideas with the group!

Stations

Word Study Station

Word Study Work StationObjective: I can sort my spelling words according to their short vowel sounds.

Early Finishers:

Write sentences using your spelling words.

Add more spelling words with the same vowel pattern.

(Use a dictionary to check your answers.)

Vocabulary Station

Objective: I can define, illustrate, and explain grade-level vocabulary by completing a KIME or Frayer chart

KIME ChartKey Word Information Memory Cue Example

Example

Example

Categorize the paragraphs in your bag. Place on your sheet under first person, second person, or third person. Justify your answers. Use complete sentences.

Note: You may want to use a green bag with stories for your struggling group on their level, yellow bags with stories for students on level, and blue bags of stories for students above grade level.

Comprehension Station

Create a paragraph from a writing prompt in first person, second person, or third person point of view.

Prompt: Imagine one day you’re here a knock at the door.You got to open the door and to your surprise…

Note: Based on the level of your students, some may be able to only draw a picture. Some may be able to write a few sentences. Advanced students may be able to write more at the beginning of the year.

Think and Write Station

Writing

Writing and Integrated Language Arts Instruction

• Reading and writing are reciprocal processes (reading is input/receptive, writing is output/expressive).

• Common components:– Vocabulary/language comprehension– Grammar and syntax– Fluency (handwriting, spelling, keyboarding)– Phonics/word study (spelling)

30 Minutes of Writing/Language Arts Instruction

Instructional block should consist of:• Whole group instruction and small, flexible group work

Teachers explicitly teach writing and language arts skills/concepts and then allow students to engage in independent and/or small group writing activities

• Language and spelling instruction also take place during this time, with the focus on how to apply language and spelling skills to their own writing

• Like with reading, teachers follow an “I do, we do, they do, you do” approach—often across the week, not a single day

• At the conclusion of a writing project, students provided time to share their writing with and get feedback from peers

A Week of Writing

Created by Deadre Ussery, Instructional Facilitator, Department of Schools

Activities for Whole Group Writing

• Teacher Model (I do)—best accomplished through mini-lessons– Connection (I do)– Teach (I do)– Active Engagement (We do)– Link (I do)

• Shared Writing (We do)– Collaborative composition– Teacher as facilitator and scribe

Whole Group Writing Instruction

• Content: Grade level writing processes and skills; modes of writing; language conventions (grammar, mechanics, spelling)

• Grouping configuration: Heterogeneous• Purpose: To provide direct, explicit instruction

to all students, using the gradual release of responsibility (I do, we do, they do, you do)

• Time: Varies by day; more whole group at the beginning of a writing cycle, less at the end

Turn and Talk

• Turn to an elbow partner and discuss how the gradual release of responsibility grows across the week with writing instruction.

Effective Writing Support for English Language Learners and Students with Disabilities

• Graphic organizers• Sentence stems• Paragraph stems• Adapted text/highlighted text• Modified volume (e.g., requiring them to write less)• Two terrific websites:

– Academic Language Toolkit: http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf

– DesMoines ELL weebly (Journeys-related activities: http://desmoinesell.weebly.com

Scoring Writing

• Modes– Opinion– Informational/explanatory– Narrative

• TN DOE Components– Development– Focus & Organization– Language– Conventions

• Information http://www.tncore.org/english_language_arts/writing_test.aspx

Theory to Practice:Are Zoos Helpful or Hurtful?

Lesson Topic: Opinion Writing Objective: After reading a complex text, I can

state my opinion on a topic using reasons and evidence to explain my thinking.

Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Theory to Practice (cont.):All opinion pieces must include: a. Topic Introduction: Introduce a topic clearly, state

an opinion, and create an organizational structure where ideas are logically grouped to support the writer’s purpose.

b. Reasons, evidence, elaboration: Provide logically ordered reasons that are supported by facts/details.

c. Transitional words: Link opinion and reasons using words, phrases, and clauses

d. Ending: Provide a concluding statement or section related to the opinion presented.

Writing Process and Traits must be modeled and explicitly taught

• Prewriting: Ideas/ Organization (Notes, graphic organizer, outline)

• Drafting: Rough draft (Taking ideas and information and organizing into a composition.)

• Revising draft: Improving word choice to strengthen writing, varying sentence structure so writing flows

• Editing draft: Correct mistakes in capitalization, usage, punctuation, and spelling.

• Publishing: Decide how to present writing (handwritten, typed, blog entry, etc.)

Day 1 – I Do (Introduce Lesson/ Engage)

• Back It Up, Back It Up – When you write your opinion, You’ve Got to Back It Up.

• Show Persuasive Language Flocabulary Video:• https://

www.flocabulary.com/persuasive-language/• State objective/ standard.

Day 1 – I Do (Introduce Lesson-cont.)

• Grammar skill for week is complete sentences, identifying simple subjects and predicates.

• This skill will be reinforced each day as students must write complete sentences and revise/ edit run-ons and fragments in their own and peers’ work.

Day 2 – We Do • At the beginning of teaching a new mode of

writing, provide an exemplar text for students to analyze.

• In this lesson, the teacher will model how to use different color highlighters to identify the topic introduction, reasons, evidence, and concluding statement in an exemplar text.

• Exemplar text: “I Think Zoos Should Be Illegal” from Journeys’ Common Core Writing Handbook.

Reasons vs. Evidence

• Reasons: The author’s opinion• Evidence: Facts that back up the author’s

opinion.• Elaboration: A sentence that tells the reader

why and how your evidence supports your reasons.

Small Group Writing

• Guided writing (They do)– Students work in pairs or small groups– Teacher moves around to guide and support;

sometimes pulls a small group together for a minilesson

• Collaborative writing (They do)– Small groups of students work together to

compose • Independent writing (You do)

Writing Partnerships

• Train students to use writing rubrics and accountable talk to provide encouragement and constructive criticism when reviewing their partner’s writing.

Day 3 –They Do

• Students will read “Debate: Are Zoos Bad News?” from ReadWorks.

• They will determine their opinion and find evidence in the text to support their point of view.

• They will use a TREE graphic organizer to help them organize their thoughts.

Day 4 – They Do, You Do

• Students will work with a partner or in a small group with the teacher to write a rough draft using information in the graphic organizer.

• Teacher will begin one-on-one writing conferences.

• Students may share work at the end of the lesson.

Day 5 – They Do, You Do

• Teacher will continue one-on-one writing conferences.

• Writing partners will conduct peer editing.• Students will turn in final drafts for grading.• Students may share work at the end of the

writing block.• Students may also take a separate complete

sentences assessment today in which they proof/edit a selection.

Think-Pair-Share

• Turn to a partner and discuss how the minilesson you just saw supports the gradual release of responsibility model.

• Be prepared to share with others.

Spelling

• Patterns• Connected to phonics and word structure• Teach explicitly (whole and small group)• Students practice and apply (stations,

independent work)

Differentiated Practice

Turn and Talk:

How can you differentiate practice for either integrating a spelling mini-lesson or a grammar mini-

lesson in writing?*Let’s Share

ResourcesDifferentiated reading texts• www.readworks.org• www.newsela.org

Exemplar texts• Journeys’ Common Core Writing Handbook• Journeys’ Projectables (available online)• Newmark Learning’s Common Core Writing to Texts

($19.99 at Knowledge Tree)• Strategies for Writers textbooks

Closure

Three Stars and a Wish—on your index card list

• 3 “stars” (things you plan to implement in August)

• 1 “wish” (something you want us to address in future sessions)

District Contacts

Dr. Susan Dold, doldsb@scsk12.orgDr. Tanya Kelly, kellytl@scsk12.org

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Guiding Questions

With an elbow partner, discuss:• What are some things you have done during

small group instruction that were effective?• What are some challenges you have found to

implementing small group instruction?