Rubric Level 1 … page 4 - Amazon Web Services...Rubric Level 1 … page 4 Rubric Level 2 … page 11 ELEMENTARY ELA INSTRUCTIONAL FRAMEWORK “LOOK FORS” BASED ON 120 MINUTES OF

Framework “Look Fors” … page 1

Rubric Level 1 … page 4

Rubric Level 2 … page 11

ELEMENTARY ELA INSTRUCTIONAL FRAMEWORK “LOOK FORS” BASED ON 120 MINUTES OF INSTRUCTION DAILY

Read Aloud • Select the text (literature; stories, poetry, drama ), (informational text; literary nonfiction, historical, scientific, technical, essays) ( argument; speeches,

opinion pieces) • Set the purpose for reading (i.e., fluency, text connections, structural analysis, story elements, scaffold student understanding, writing types, etc.) • Model good reading using expression and enthusiasm (voice, diction, intonation, etc.) • Respond and reflect on the read-aloud (response journals, drawings and illustrations, pair-share, etc.)

Word Study

• Display tier 1, tier 2, and tier 3 words (high frequency, academic and specialized content /domain-specific vocabulary) • Incorporate tier 1, tier 2, and tier 3 word in ELA and other content areas during small group and whole group instruction • Use “hands-on” writing activities to address word study • Model phonetic techniques and word recognition/decoding strategies • Focus on patterns found in words to enhance reading and writing • Incorporate study in word origins (Greek and Latin affixes and roots) and meaning using a variety of resources and materials • Reinforce language skills and content concepts in meaningful contexts • Use technology (including online district and internet resources, online activities, application software and information literacy software) regularly, both

teachers and students, to enhance, enrich and extend instruction Reading (Shared/Guided)

• PRE-READING – Select multi-genre literature/informational texts/arguments (Anthology, basal, stories, poems, trade books, biographies, scientific, speeches, etc.)

o Engage students to activate prior knowledge, develop background (brainstorming, picture walk, KWL, etc.) o Preview the story – story map prediction, (setting purpose for reading), model reading questions before reading the story, etc.

• Direct Skill Instruction (Align indicator to instruction using Academic Standards/Common Core State Standards/Pacing Guide) o Explicitly teacher comprehension skills and strategies o Model skill concept (step-by-step, think aloud, close reading of text, etc.) o Teach students to deconstruct complex sentences to better understand the text.

• DURING READING -= Reading & Responding to the story o Independently, teacher-guided/independently/Discussion/Inquiry circles/ Summarizing the story/Reflecting, etc. o Application/Support – Flexible Group, Small Group, Cooperative Group Extension/Enrichment o Teach student how to examine the text for signals of meaning― headings, subtopics, visuals, diagrams, etc. ― and how they relate to the text. o Provide high-quality scaffolding that initially provides instructional and material support and gradually withdraws the support over time as

necessary for student success. o Establish learning/literacy stations/centers, cooperative group

• o

Facilitate conferencing, small group, discussion circles, independent practice

• POST READING ACTIVITY – (Whole Group) o Provide opportunity for closure (summarize, reflect, review what was learned, restate learning indicator)

Writing

• Conduct writing workshop - mini-lessons • Model/demonstrate and require students to use the writing process • Model and require students to use a variety of writing styles for different purposes and audiences • Use grammar/conventions mini lessons daily • Use conferencing daily to assess students’ needs and to provide individualized instruction and enrichment • Use technology(including online, district and internet resources, online activities, application software and information literacy software), both teachers

and students, to enhance, enrich and extend instruction • Demonstration of editing, processes/editor’s checklist • Presentation of written work • Display of writing rubric and writing samples

Independent Reading

• Provide opportunity for all students to read independently • Numerous books in baskets, tubs or bags on tables or shelves for easy access so students know labels and can make choices (materials should range

from easy to hard, favorite author books, non-fiction books, science, social students, math content) • Teacher conferencing with 4/5 students per day, making notes (conference forms) on each student and identifying skills to teach in guided

reading during the small, flexible group time • Books are changed out regularly to keep interest high • Students keeping a log of the books read • Students discussing/recommending books to classmates

Closure (5 minutes) Summarizing, think/Pair/Share, Exit Slip/ Graphic Organizer, KWL Chart, etc

When implementing the Common Core State Standards in K-5 Classrooms, You should see…

• An integrated model of literacy instruction (reading, writing, speaking and listening and language). • Time spent with multiple text types, especially informational texts. • The use of thematically-paired and informational texts or several informational texts grouped in a thematic unit. • Multiple texts used during a lesson. • Explicit comprehension skill and strategy instruction. • Explicit vocabulary instruction. • Teachers and students using a core set of questions that they ask each time they encounter text (e.g., questions could be generic or topic

specific to guide students’ thinking and help them make sense of what they are reading). • A classroom configured to enable students to read, write and talk collaboratively with partners about what they are learning. • Task-based accountability is built in for every lesson task/activity—there is clear accountability with every student doing every task (e.g.

students all required to say, write, and/or do something as an “evidence check” of engagement. • Teachers using engagement to structure discussions (e.g., responding of all students, everyone does everything—no bystanders) versus

structuring discussions using traditional hand-raising (i.e., teacher poses a question and students raise their hand to respond).

You would hear…

• Language! Talk! Instructional conversations! Teacher and students talk about texts and topics. • Questions! Teacher and student-initiated questions about the texts they’re reading. • Academic Language! Teachers and students using text-related academic language from or about the text. • Teacher-facilitated read alouds and text-based discussions. • Collaborative conversations among students.