Aug ’17 – Elementary Literacy Show: Structures & Routines

Mentioned Resources

Panelist Questions

  • How do you give students ownership in your classroom?
  • How do you help students think about the culture of the space?
  • How do you structure working with the needs of multiple learners in the space?
  • What role does language play in how you think about structures and routines?
  • How can we better facilitate conversation and collaboration about these concepts in our school communities?

Reflection Questions

  • What did you learn? – What routines and procedures have you found most useful for literacy learning?
  • What curricular resources do you want to investigate further to help your instructional practice?

Additional Videos

Guest Post: What we learned prepping for the Literacy Show

The following is a guest post from August ’17 Elementary Literacy Show panelists Sherie Dike-Wilhelm, Tanisha Lucero, and Jessica Schrader from Columbine Elementary.

When Zac invited us to be part of the Lit Show for routines and procedures, we weren’t sure where to start. Of course, we teach students daily routines – how to manage bathroom needs and such.

But so much of what we do is on “auto-pilot.”

We had to reflect on how we teach students to manage space, materials, devices, and time. Transitions from one activity, place, or content area are important, too. But the real “meat and potatoes” is how we teach students to work together and cultivate ownership of the work that they need to do.

Kids don’t automatically sit down to discuss how they solved a problem or how they know a character changed in a story. Sometimes, even partner flashcards are hard! As teachers, we model expected behavior, practice, practice, practice, and then fine-tune our practice as we ratchet up our expectations. Thinking purposefully about teaching students systems and procedures helps us get to the good stuff–the learning and the creating that makes learning real.

As you think about this episode, consider your routines and systems. Think about the ones that work for you, and which ones you might want to adjust, either to increase efficacy,  independence, or learning goals. It has been engaging to think about some of our practices that have become commonplace and to intentionally seek ways to change and improve.  Come on in and join us!!

Here are links to a few of the resources we talked about today:

 

5 Suggested Steps for Elementary Teachers Moving Grade Levels

What to how with arrow pointing from what to how.

As I said many times last year, this second year of implementation of our new elementary literacy resources will have the benefit of being the “How?” year, after the ups and downs of last year’s “What?” year (as in, “What are all these things and what do I do with them?”)

For some teachers, though, this year might feel as though it is starting out as a smaller version of a “What?” year. I’m talking about teachers teaching a new grade level of students this year. The good news is the overall structure of the ReadyGen resources and sequence is largely the same from one year to the next. This provides students with common experiences and expectations and does a bit of the same for teachers as well. Still, the content of each year is certainly a shift.

This post is meant to highlight a suggested path and resources to consider in preparing to help a new grade level of students improve their reading and writing this year.

Getting to Know Your New Grade

  1. Talk to others. This might seem obvious, but it can be easy to forget when we’re starting to fill overwhelmed with content. Seek out your new grade-level team members and ask if they will share their planning documents from the beginning of the previous year. Yes, you’ll make them your own, and they’ll also give you a firm place to start understanding the sequence of learning for this new grade.
  2. Understand the scope and sequence. Taking a look at this document will help you understand not only the scope and sequence of content and big ideas within your new grade level, but put it into the context of all elementary grades as well. The outline will also familiarize you with the flow of your year and give you an at-a-glance look at what kinds of writing your students will focusing on throughout the year and when.
  3. Consider unit plans and standards. With a general overview of your year of learning and teaching you’re ready to take a look at your new grade’s unit plans and standards. The unit plans can be accessed via the Curriculum Resources page. For an understanding of the where and when of standards, take a look at the resources starting on page 62 of your grade’s ReadyGen Implementation Guide. These resources include a Scope and Sequence, Unit Overviews, and Common Core Standards Correlations.
  4. Investigate your modules. Now that you’ve got a broad understanding of the unit plans, take a look at the module planners in your ReadyGen Teacher’s Guide. These can be found on pgs 6 (Module A) and 156 (Module B) in the K-2 manuals and pgs 6 (Module A) and 206 (Module B) in the 3-5 manuals. They will provide an overview of where your students’ learning will be headed regarding each module’s performance-based assessment and a suggested, editable path of focus for each module’s lessons.
  5. Plan your performance-based assessments. Within each grade level’s Scaffolded Strategies Handbook in “Part 2: Unlocking the Writing” is a wealth of resources for planning your students performance-based assessments. You’ll find help there from everything from understanding the prompt, to checklists for self-assessment. Remember, these resources are suggestions for those looking for a place to start. Only you know the choices and resources your specific classroom of students need to be successful.

Other Resources

  • The What’s in ReadyGen? document includes a listing of the materials received by each classroom and a brief overview of the basic use of each.
  • The Expectations of Practice document is meant to help teachers consider how they might structure individual, small, and whole group time to meet students’ needs.
  • This collection of templates is meant to help interested teachers plan their performance-based assessment and lessons to make sure students are prepared for success.
  • This document includes links to presentations with images of the covers of each title across all grade levels and suggested prompts for getting students talking about what they’re about to read.
  • This document lists all titles included as anchor texts and within Text Collections across all k-5 classrooms.
  • Here, you can find the levels of all titles included in the ReadyGen Leveled Text Library across all k-5 grade levels.
  • Following the Fall assessment, this i-Ready Instructional Grouping Template can serve as a tool to organize and shift students across small group instruction based on diagnosed areas of need.

Elementary Literacy Rubrics – FEEDBACK REQUESTED

One of the most consistent questions regarding the shift in our elementary literacy practices this year has been around rubrics and assessing student writing. Given the number of resources at teachers’ disposal, it is understandable to have questions. This post is designed to help delineate the materials available as well as seek your input on how we fill the gaps.

Rubrics in Grades 3-5

Task-Specific:

  • Performance-based assessment rubrics. The can be found within each unit’s Teacher’s Guide.
  • End-of-Unit Assessments. For the short- and constructed-response items, you can find task-specific rubrics in your Assessment Book Teacher’s Manual.
  • Reader Response Questions. The rubrics for the Reader Response tasks can be found here and listed in the “Rubrics” section of the unit plans.

Non-Task-Specific:

  • PARCC ELA/Literacy Scoring Rubrics are recommended as baseline templates for teacher-created tasks. A teacher can then take that basic rubric and add details and areas of focus specific to the writing task students are completing.

Rubrics in K-2

Task-Specific:

  • Performance-based assessment rubrics. The can be found within each unit’s Teacher’s Guide.
  • End-of-Unit Assessments. For the short- and constructed-response items, you can find task-specific rubrics in your Assessment Book Teacher’s Manual.
  • Reader Response Questions. The rubrics for the Reader Response tasks can be found here and listed in the “Rubrics” section of the unit plans.

Non-Task-Specific:

Finally, all of this work will be added to a new “Rubrics” section within the grade-level unit plans for easy access.

Let’s Get Together – Elementary End-of-Year Check-In

Last Saturday, Ruth Hanna and I facilitated the last of our Saturday Mid-Year Check-In courses. Over the course of 4 Saturdays, around 50 elementary school teachers gave their time to sit down and reflect on their practice and plan together for the second half of the school year. Across each course, we had rich conversations about what it means to help support a culture of reading and writing at the elementary level and how to better help all students chart pathways to reading and creating complex texts.

While we were pleased with the turnout each Saturday, we also appreciate the sacrifice of giving a Saturday to plan for our classrooms.

If I’ve been to your classroom or school over the last few months, you may recall me saying this is the “what” year of implementing our new elementary literacy resources and next year is the “how” year. Well, we wanted to make sure there’s space for thinking about the “how”.

We invite you to join us Tuesday, May 30 from 8 – 4 at Timberline pK-8 for and end-of-year check-in. Folks from across the district will be sitting down together to reflect on the close of our year and plan for how to improve our practice and learning next year.

If you can manage it, I encourage grade-level teams to come together and take a day to say, “What do we want to remember for next year?”

The course is open for registration right now through OPD – bit.ly/svvsdcheckin.

See you there!

Notes from the Classroom: Starting with ReadyGen

Reading

When navigating change, it can be incredibly helpful to look to those who have gone before us to find the way through. This first post of Notes from the Classroom comes from 3rd-grade pilot teacher Susan Tatum who shares what she’s doing in her classroom and how she’s using ReadyGen to support reading and writing for her students.

Thoughts on the New Year
Right now, at the beginning of the school year, you don’t need to worry about the small group element of your reading block. ReadyGen is whole-group-centered, so spending your time getting comfortable with that aspect of the program is essential in the beginning of the school year.  The teacher’s manuals have great routines in the resource tab at the back of the book.

Spend time getting your students comfortable with the close reading strategies and how to talk and write about their reading using academic language.  Make sure ALL students in your class have access to the anchor texts. Get familiar with the scaffolding strategies in your Scaffolded Strategies Handbook so you can help all students feel successful with the text.

In My Room
I’m spending time with my kids teaching them how to be deeper thinkers about their reading.
Rather than just the typical Think Pair Share, they are using sentence starters such as, “I agree with what you said about ___________.” and “I understand your point about __________, but I think _________.”  This is a routine found at the back of the Teacher’s Manual.

I want my kids to talk about their reading in more meaningful ways. I’m spending the majority of my Whole Group time working on these strategies. Eventually, we’ll take these strategies into a small group format where the students will be guiding their own discussions based on questions I have given them. Taking the time to firmly get these practices into place will pay off a great deal in the whole group and small group settings.


Have a Note from the Classroom you’d like to share on the Language Arts Blog? Send it to Chase_Zachary@svvsd.org.