The following resources have been developed and/or gathered to support K-12 teachers as they implement the Missouri Learning Standards in English Language Arts.
Literacy Goals
The following document was designed for classroom teachers, instructional coaches, and school administrators to provide a vision and structure for elementary literacy instruction.
Our goal is to ensure every GCR2 teacher knows and understands:
The following document was designed for classroom teachers, instructional coaches, and school administrators to provide a vision and structure for elementary literacy instruction.
Our goal is to ensure every GCR2 teacher knows and understands:
- The beliefs that underpin the GCR2 literacy model
- The behaviors that foster a love of literacy as well as the skills to become literate citizens
- The menu and details of specific structures that can be used in a balanced literacy model
- How informative literacy assessments guide instructional decisions
- A pathway to implement the model
BALANCED LITERACY
What is “Balanced Literacy”?
Balanced literacy is defined in a number of different ways depending on the source. Some say it is the balance between phonics (skill) instruction and whole language (meaning centered) instruction. Others talk about the balance between the different aspects of literacy; in the Common Core world this means a balance between reading, writing, listening, speaking, language, and foundational skill development.
Another aspect of balance might be the ratio of literary versus informational reading and writing. And finally, we may find ourselves striving to balance our whole group, small group, and independent learning structures.
In GCR2 we consider all of the above to be an essential part of our literacy model. The heart of our model is that our instruction must be designed to meet the needs of many unique learners and their success cannot be attained through a “one size fits all” program. In general balance literacy is often achieved through a “workshop” model both in reading and writing with lots of talking built in. However, we also recognize that there are times when a more direct instructional approach is needed. This document explains a flexible, balanced approach to teaching literacy based on the teacher’s knowledge of his or her students and where they need to be on the trajectory toward college and career readiness.
With this knowledge in hand the teacher can then use the most appropriate tools, strategies, and structures to design the best pathway to facilitate success.
Balanced literacy is defined in a number of different ways depending on the source. Some say it is the balance between phonics (skill) instruction and whole language (meaning centered) instruction. Others talk about the balance between the different aspects of literacy; in the Common Core world this means a balance between reading, writing, listening, speaking, language, and foundational skill development.
Another aspect of balance might be the ratio of literary versus informational reading and writing. And finally, we may find ourselves striving to balance our whole group, small group, and independent learning structures.
In GCR2 we consider all of the above to be an essential part of our literacy model. The heart of our model is that our instruction must be designed to meet the needs of many unique learners and their success cannot be attained through a “one size fits all” program. In general balance literacy is often achieved through a “workshop” model both in reading and writing with lots of talking built in. However, we also recognize that there are times when a more direct instructional approach is needed. This document explains a flexible, balanced approach to teaching literacy based on the teacher’s knowledge of his or her students and where they need to be on the trajectory toward college and career readiness.
With this knowledge in hand the teacher can then use the most appropriate tools, strategies, and structures to design the best pathway to facilitate success.
INSTRUCTIONAL RESOURCE - SCHOOLWIDE
READING
Reading Fundamentals has a central mission to develop, expand, and enhance the skills, strategies, and tools students can use to make meaning of and interact with text. Reading Fundamentals Units of Study exist inside a balanced literacy framework. Within this framework, there are opportunities to read to students (mentor texts), to read with students (shared texts), and to have students read independently (books and other texts at their independent reading levels).
Reading Fundamentals has a central mission to develop, expand, and enhance the skills, strategies, and tools students can use to make meaning of and interact with text. Reading Fundamentals Units of Study exist inside a balanced literacy framework. Within this framework, there are opportunities to read to students (mentor texts), to read with students (shared texts), and to have students read independently (books and other texts at their independent reading levels).
WRITING
Because writing matters for success in school, the community, and the workplace, Schoolwide's Writing Fundamentals Units of Study have a central mission to improve students' writing by providing explicit instruction that focuses on demonstrating why writers write and how writers communicate their ideas effectively. In order for students to write with power and purpose, the Writing Fundamentals units use quality literature and informational texts to provide authentic examples of various genres and text types.
Because writing matters for success in school, the community, and the workplace, Schoolwide's Writing Fundamentals Units of Study have a central mission to improve students' writing by providing explicit instruction that focuses on demonstrating why writers write and how writers communicate their ideas effectively. In order for students to write with power and purpose, the Writing Fundamentals units use quality literature and informational texts to provide authentic examples of various genres and text types.
GRAMMAR
To build a foundation for college and career readiness in language, students must gain command of the conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. A core tenet of The Fundamentals of Grammar and Conventions is that the teaching of grammar and conventions is most successful when presented in context and not in isolation. This foundation explicitly aligns with Common Core Instructional Shifts that emphasize text-dependent classroom experiences.
To build a foundation for college and career readiness in language, students must gain command of the conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. A core tenet of The Fundamentals of Grammar and Conventions is that the teaching of grammar and conventions is most successful when presented in context and not in isolation. This foundation explicitly aligns with Common Core Instructional Shifts that emphasize text-dependent classroom experiences.
INSTRUCTIONAL MODEL - READING
In the GCR2 School District, teachers implement the Reader's Workshop Model to teach reading. This is a ninety minute block of time, usually in the morning. Brain research says that the optimal time for teaching reading, which is a more passive activity, should be done in the morning when the brain is fresh. Since math is more hands on it can be taught after lunch when the brain goes into a down cycle.
At the beginning of school, the walls are relatively bare because students and teachers will create Anchor Charts to put in these spaces. To get the Reader's Workshop started, the teachers spend the First 20 Days doing mini lessons that let them get to know their students as readers and puts the routines of the workshop model into place. Also, at this time, students are given several informal and formal assessments. The results of these determine the focus for instruction based on student needs. Third grade students are given the Gentry Spelling Inventory,a Narrative writing prompt, a writing spree and a DRA 2. Fourth and fifth grade students are given a spelling inventory, a Narrative writing prompt, a writing spree and a DRA.
The DRA not only tells us information to help us focus our instruction, but it also helps us to determine the students' independent and instructional reading level. We need to know the independent reading level of a student to make sure they are reading independently at a level that is appropriate for them. Independent level books are read during a silent sustained reading time of a minimum of 20 minutes per day to practice strategies and skills that are taught. Their instructional level is a level above independent level. The teacher will start instruction in guided reading and strategic groups. (see Glossary for definitions)
Once testing is done and routines are in place, teachers move into the Reader's Workshop Model. The structure of the reading block is as follows:
Teachers move students up the levels to more complex text by scaffolding instruction. Third Grade teachers must teach two fiction pieces and three non-fiction pieces at each level. Fourth and Fifth Grade Teachers must teach three non-fiction and 2 fiction pieces. Then, the teacher uses responses in the RRJ and Running Records to determine if the student(s) are ready to move up a level. Groups are not stagnant. Groups change depending on students' needs and progress. We will also use the DRA2 Progress Monitoring Assessment to assess student growth between the beginning of the year DRA and the end of the year DRA.
In the GCR2 School District, we use the Fountas and Pinnell leveling system. This system is on a gradient scale from A-Z. Readers move from easier to more complex texts through four stages. These stages are emergent, early, transition and fluent.
At the beginning of school, the walls are relatively bare because students and teachers will create Anchor Charts to put in these spaces. To get the Reader's Workshop started, the teachers spend the First 20 Days doing mini lessons that let them get to know their students as readers and puts the routines of the workshop model into place. Also, at this time, students are given several informal and formal assessments. The results of these determine the focus for instruction based on student needs. Third grade students are given the Gentry Spelling Inventory,a Narrative writing prompt, a writing spree and a DRA 2. Fourth and fifth grade students are given a spelling inventory, a Narrative writing prompt, a writing spree and a DRA.
The DRA not only tells us information to help us focus our instruction, but it also helps us to determine the students' independent and instructional reading level. We need to know the independent reading level of a student to make sure they are reading independently at a level that is appropriate for them. Independent level books are read during a silent sustained reading time of a minimum of 20 minutes per day to practice strategies and skills that are taught. Their instructional level is a level above independent level. The teacher will start instruction in guided reading and strategic groups. (see Glossary for definitions)
Once testing is done and routines are in place, teachers move into the Reader's Workshop Model. The structure of the reading block is as follows:
- The first fifteen to twenty minutes, the students gather at the meeting place for a mini lesson. Read alouds are used during mini-lessons and are called mentor texts. These Mini Lessons focus on any of the following: the Big 6 , text features, text structures, fix-up strategies, and Frontloading for the big ideas in science and social studies. (Science and Social Studies content is taught in the reading block due to time constraints and the fact that textbooks are written above the most students' reading level.) During mini-lessons, Anchor Charts are created to anchor student learning. These are hung on the wall for student reference. This show the teacher's trail of teaching and the students' trail of learning. When an anchor chart is retired from the wall, students copy the chart in their mini lesson section of their Reading Response Journal.
- After the mini-lesson, students either choose activities from a work-board or meet with the teacher in a Strategic, Guided Reading groups or Lit. circles. Students are placed in these groups according to their independent reading levels. The teacher usually meets with three groups a day. (See sample schedules) If they are only meeting with two, the other twenty minute slot is used for individual conferencing with students. Teachers keep anecdotal records of students' reading behaviors that are noted during group time as well as individual conferencing.
- The last five to ten minutes, the students come back to the meeting place and discuss what they learned about themselves as readers. This is called "share time" and brings closure to the workshop.
Teachers move students up the levels to more complex text by scaffolding instruction. Third Grade teachers must teach two fiction pieces and three non-fiction pieces at each level. Fourth and Fifth Grade Teachers must teach three non-fiction and 2 fiction pieces. Then, the teacher uses responses in the RRJ and Running Records to determine if the student(s) are ready to move up a level. Groups are not stagnant. Groups change depending on students' needs and progress. We will also use the DRA2 Progress Monitoring Assessment to assess student growth between the beginning of the year DRA and the end of the year DRA.
In the GCR2 School District, we use the Fountas and Pinnell leveling system. This system is on a gradient scale from A-Z. Readers move from easier to more complex texts through four stages. These stages are emergent, early, transition and fluent.
INSTRUCTIONAL MODEL - WRITING
Writing in is the Writer's Workshop Model. Writer's workshop is a 50 minute block of time. During this time the teachers begin by presenting a mini-lesson based on the needs of the class. Then, the students spend the rest of the time working on one or multiple pieces of writing and the teachers is either engaged with small group instruction based on student need or individual conferences.
The First Days of Writer's Workshop are spent developing routines and procedures. Writers put together their Seeds notebook. This is where students' prewriting takes place. Students will develop topic lists and then pull from the topic lists to develop seeds. Seeds are the ideas that they will turn into a draft. Students will also be taught the five good beginnings. This lasts for approximately 3 to 4 weeks.
Once 8 to 10 seeds have been developed, teachers then begin teaching about the modes of writing the students will be doing. Students will work on the following modes of writing: Personal Narrative, Expository, Persuasive, and Story Narrative.
The writing process students take their writing through is as follows:
Narrative writing
Before We Draft
After We Draft
Through the Writing Process
For Expository
Before We Draft
After We Draft
Each student has a Writing binder with multiple plastic pockets in which they keep their pieces of writing. A separate folder can be kept for each student in which they keep pieces of writing that are not going through the entire writing process.
Mini-lessons are based on the modes of writing, 6 Traits, Mechanics grammar, Spelling, word work, capitalization and punctuation. The teacher differentiates instruction as she/he sees needed in the small groups or individual conferences. These areas of concern will be taught as mini lessons or in the small group sessions.
The First Days of Writer's Workshop are spent developing routines and procedures. Writers put together their Seeds notebook. This is where students' prewriting takes place. Students will develop topic lists and then pull from the topic lists to develop seeds. Seeds are the ideas that they will turn into a draft. Students will also be taught the five good beginnings. This lasts for approximately 3 to 4 weeks.
Once 8 to 10 seeds have been developed, teachers then begin teaching about the modes of writing the students will be doing. Students will work on the following modes of writing: Personal Narrative, Expository, Persuasive, and Story Narrative.
The writing process students take their writing through is as follows:
Narrative writing
Before We Draft
- Pick 3 Seeds
- Choose 1 that you reeeally want to write about
- 5 W's (who, what, where, why, when) and Problem/Complication/Dilemma
- Good Beginnings (Hook)
- Draft
After We Draft
- My draft if done!
- Peer Revise/ Edit on the run Grid
- Does this make sense?
- Was there a confusing part?
- Does my beginning hook the reader?
- Do you see a part that you can help with?
- Sign-up for formal revision Conference (work on another piece while waiting)
- Formal revision conference sets a teacher goal and a student goal.
Through the Writing Process
- The student revises
- Sign-up for Editing Conference (work on another piece while waiting)
- Editing Conference T & Ss check revision goals then set 2 editing goals
- Student edits piece
- If they publish, sign up for a publishing conference
- Publishing Conference, Check Editing Goals, set two publishing goals
- Student publishes completed project (Students must publish at least one piece for each mode of writing.)
For Expository
Before We Draft
- Pick 3 seeds
- Choose 1 that you reeeally want to write about
- Research topic-facts to present
- Choice of format (investigation, report, essay, how to or compare / contrast)
- Create a plan for communicating topic and facts
- Research Conference with Teacher (explain your plan and show your research for the plan)
- Draft
After We Draft
- My draft if done!
- Peer Revise/ Edit on the runGrid (will not be used with investigations)
- Does this make sense?
- Was there a confusing part?
- Does my beginning hook the reader?
- Do you see a part that you can help with?
- Does my ending wrap up my writing?
Each student has a Writing binder with multiple plastic pockets in which they keep their pieces of writing. A separate folder can be kept for each student in which they keep pieces of writing that are not going through the entire writing process.
Mini-lessons are based on the modes of writing, 6 Traits, Mechanics grammar, Spelling, word work, capitalization and punctuation. The teacher differentiates instruction as she/he sees needed in the small groups or individual conferences. These areas of concern will be taught as mini lessons or in the small group sessions.
STRUCTURE OF INSTRUCTION
MAKING THE GREATEST IMPACT ON LITERACY INSTRUCTION
What is "Gradual Release of Responsibility"?
Classrooms today are full of students of the same age, in the same grade, but miles apart in their ability levels. How do you reach them all??
The RTI answer is to move from teaching ALL of them to teaching EACH of them. Your next question, so how am I supposed to do that?? Let’s examine one way to meet the needs of each student …through the gradual release of responsibility.
As you can see, there are 4 stages in this process…
One tried and true method of incrementally transferring responsibility from teacher to student as literacy skills and strategies are taught is called the “gradual release of responsibility” model and has been given much emphasis by researchers and staff development experts. Initially, this includes direct and explicit instruction for students with some sort of demonstration/modeling of lessons in which the students observe the teacher with a specific purpose in mind. The next step of this model includes a shared experience in which the teacher provides a literacy lesson (reads a book, writes or edits a text, etc.) and the students help. This is then followed by an opportunity for students to try the newly demonstrated learning in a guided practice situation where the students assume responsibility to try the new skill while the teacher is prepared to readily assist. Finally, when teachers gradually release responsibility they encourage students to take ownership of their learning process during the independent practice phase. The ultimate goal is for the student to independently practice the skills and strategies, to self-monitor, and to apply this learning as the teacher observes.
The gradual release model can be used across a series of lessons and also across the year as students become increasingly proficient in taking on new processes and skills to assist them in becoming more effective readers, writers, and communicators.
Doug Fisher and Nancy Frey have recently revisited the gradual release model in their work with the Common Core. The chart below captures their view.
What is "Gradual Release of Responsibility"?
Classrooms today are full of students of the same age, in the same grade, but miles apart in their ability levels. How do you reach them all??
The RTI answer is to move from teaching ALL of them to teaching EACH of them. Your next question, so how am I supposed to do that?? Let’s examine one way to meet the needs of each student …through the gradual release of responsibility.
As you can see, there are 4 stages in this process…
- Teacher models a skill/strategy…students listen only “I do”
- Teacher modeling WITH students assisting “We do”
- Students practice the skill/strategy with partners or groups “You do together”
- Students practice during independent application “You do alone”
One tried and true method of incrementally transferring responsibility from teacher to student as literacy skills and strategies are taught is called the “gradual release of responsibility” model and has been given much emphasis by researchers and staff development experts. Initially, this includes direct and explicit instruction for students with some sort of demonstration/modeling of lessons in which the students observe the teacher with a specific purpose in mind. The next step of this model includes a shared experience in which the teacher provides a literacy lesson (reads a book, writes or edits a text, etc.) and the students help. This is then followed by an opportunity for students to try the newly demonstrated learning in a guided practice situation where the students assume responsibility to try the new skill while the teacher is prepared to readily assist. Finally, when teachers gradually release responsibility they encourage students to take ownership of their learning process during the independent practice phase. The ultimate goal is for the student to independently practice the skills and strategies, to self-monitor, and to apply this learning as the teacher observes.
The gradual release model can be used across a series of lessons and also across the year as students become increasingly proficient in taking on new processes and skills to assist them in becoming more effective readers, writers, and communicators.
Doug Fisher and Nancy Frey have recently revisited the gradual release model in their work with the Common Core. The chart below captures their view.
- Gradual Release Model (Visual)
- Gradual Release Model (Lesson Plan Template)
RESOURCES
Assessment Scoring Guides for Writing
English I & II Rubrics
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