Building

Foundational Literacy and Language Routines, Language and Literacy Series, Part I
Local District 4 Administrators Meeting

April 11, 2012 Dale Vigil, Ed.D., Superintendent

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Language and Literacy Series Building upon o instruc5on, this ur prior work sin literacy and language three month eries will deepen our

understanding and increase our capacity to lead school site instruc5onal conversa5ons. We will explore the Treasures programs use of instruc5onal rou5nes in both English Language Development and Literacy. This judicious review will:
Iden5fy observable instruc5onal procedures in the program Increase academically engaged par5cipa5on by more learners Build school-wide expecta5ons for gradual release Enable school sites to calibrate their expecta5ons across classrooms
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Series Descriptions
April Rou5nes and Procedures in the Primary Grades
Building founda5onal literacy and language rou5nes

May
Part 1 - Rou5nes in Grades 3-6
Applying the same rou5nes to more demanding content in context

Part 2 - Language Objec5ves in English Language Development

Iden5fy the dis5nct purpose of the language objec5ves in the ELD program and the SDAIE lessons in the ELA program

June Language Objec5ves in our English Language Development (CONT.)

Observing for language objec5ves that are dis5nct to ELD and SDAIE in our Treasures curricula

June Voluntary Session PuYng all the Parts Together for 2012-2013
Alignment of our program resources Implica5ons of the periodic assessments SeYng up a strategic plan for language and literacy
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Objectives for Today

Rou5nes and Procedures in the Primary Grades
Review the rst-grade language arts teachers edi5on and resources to iden5fy the systema5c use of rou5nes and procedures. Dene the instruc5onal sequence of the rou5ne to increase student independence and strategic applica5on of the rou5nes. Evaluate the gradual evolu5on of the rou5nes in accessing more complex content.

Integrating our Past Work

Instructional Routines
What Are Instruc<onal Rou<nes?
According to the American Heritage Dic5onary of the English Language (2000) rou5nes are prescribed, detailed courses of ac5on to be followed regularly; a standard procedure; a set of customary and oaen mechanically performed procedures or ac5vi5es.

Rou5nes are step-by-step processes that:

Begin and end with a clear signal Follow the same sequence of steps every 5me used Are consistent Require minimal teacher talk Are used with a brisk pace Oaen contain nonverbal and verbal teacher signals indica5ng a student response Slowly transfer the responsibility of the task to the students

Instructional Routines
Why Are Instruc<onal Rou<nes Important?
Rou5nes reect best classroom prac5ces and help students focus on the new learning tasks, rather than learning a new way to do something. They are eec5ve at organizing instruc5on in seYng clear expecta5ons for students. Rou5nes help teachers scaold instruc5on, minimize instruc5onal 5me and teacher talk, maximize student par5cipa5on, and overall make learning a new skill easier.
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Start Smart: K-6 Objectives

Teach key instruc5onal rou5nes Establish classroom procedures Assess skills Review previous-grade skills (1st 6th grades)

Start Smart: Kindergarten

Start Smart builds the founda5on for reading success Lessons are designed to teach and reinforce: Phonemic awareness Listening comprehension The alphabet Beginning reading concepts
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Start Smart: First Grade

Start Smart lays the groundwork for literacy success in the years to come Lessons are designed to teach and reinforce:
Phonemic awareness Listening comprehension Vocabulary Wri5ng
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Start Smart: Grades 2-6

Start Smart con5nues to build on the founda5onal skills and rou5nes introduced in grades K-1 Second grade begins the transi5on to upper grade rou5nes Grades 3-6 establish and con5nue the same rou5nes but with more complex content

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 Start Smart: What does it look like in Kindergarten?

Three weeks (Unit 1) Establish classroom management rou5nes Learn the why and how of the instruc5onal rou5nes
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 Start Smart: What does it look like in First Grade?

Three weeks (prior to Unit 1) Establish and focus on instruc5onal rou5nes Emphasis is on learning to read

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Start Smart for First Grade

Iden5fy a rou5ne
Where is the rou5ne described? First lesson, Instruc5onal Rou5ne Handbook, marginalia...

Cite lessons in the Teachers Edi5on Dene the rou5ne

Whats the purpose? Whats the syntax? Whats the outcome? How does it change over 5me? What misconcep5ons might teachers have about the rou5ne?
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Start Smart for First Grade

Iden5fy a rou5ne: Interac+ve wri+ng Where is the rou5ne described? Rou+ne descrip+on: Unit 1 TE page S83 Cite lessons in the Teachers Edi5on Start Smart lessons: S23, S29, S53, S59, S83, S89 Unit 1 lessons:11B, 39B, 65B, 83B, 111B, 137C

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Start Smart for First Grade

Dene the rou<ne Whats the purpose? powerful way for the teacher to model the wri+ng process and give prac+ce with phonics and spelling skills. It engages children by encouraging their par+cipa+on. Whats the syntax? Brainstorm ideas around a prompt and chart a list Reread the list with the students Collabora+vely with the students, write one or more sentences sharing the pen with the students as appropriate. Whats the outcome? Students will be able to create sentences around a prompt and write it with guidance. With further prac+ce, they can write a sentence independently.

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Start Smart for First Grade

How does it change over 5me? Over +me, students write more of the sentence(s). This is more of a collabora+ve prac+ce before students go to do independent prac+ce in the Write About It sec+on (see Unit 1 lessons) What misconcep5ons might teachers have about the rou5ne? Teachers may take the rou+ne literally and ask every student to share the pen while wri+ng their own sentences. The rou+ne may stay the same over +me with students only wri+ng a few leTers or words of one sentence.

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Start Smart for First Grade

Iden5fy a rou5ne
Where is the rou5ne described? First lesson, Instruc5onal Rou5ne Handbook, marginalia...

Cite lessons in the Teachers Edi5on Dene the rou5ne

Whats the purpose? Whats the syntax? Whats the outcome? How does it change over 5me? What misconcep5ons might teachers have about the rou5ne?
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Dig-in Protocol
Choose a partner. You and your partner will analyze the same instruc5onal rou5ne and write a synopsis of the rou5ne. When the three pairs at your table are done, each pair will explain their rou5ne to the rest of the table. When your table is done, you will exchange your rou5ne synopses with a table that did dierent rou5nes. Each pair reviews one of the new rou5nes. Each pair shares with the table the new rou5ne.

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ReOlection
Reec5ng on todays process how has your understanding of Start Smart deepened? Why is this process of iden5ca5on, deni5on, and evalua5on of rou5nes important to ensuring student success in all content areas?

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