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Bell to

Bell
Daily Instructional
Activities

Components of Instruction
(Reading)

Bell Ringer/Fluency practice

Whole Group Explicit Instruction

Small Group Differentiated Instruction

Instructional Centers

Technology

Active Learning

Independent Reading

Wrap-up

Structure for Successful


Instruction
Teacher Responsibility
Whole Group Model

I do it

Guided
Instruction

We do it

Collaboration

Independent
Student Responsibility

You do it
together
You do it
alone

Structure for Successful


Instruction Missing Collaboration
Teacher Responsibility
Whole Group Model

I do it

Guided
Instruction

We do it

Independent

Student Responsibility

You do it
alone

When Learning Isnt Occurring


Teacher Responsibility
Whole Group Model

I do it

Independent

Student Responsibility

You do it
alone

When Learning Isnt Occurring


Teacher Responsibility

Independent

Student Responsibility

You do it
alone

Read 180 (Rotational


Instructional Model)

Whole Group Activities power point presentation of


story elements to introduce concepts, character
mapping activities, CRISS activities, group
discussions, pre- reading activities, etc.

Small Group Activities a continuation from whole


group, plus differentiated instruction with some form
of story mapping/graphic organizer being used.

Technology Read 180 program

Independent Reading/Writing Reading with writing


(independent reading/writing prompts.)

Read 180 Alignment to the


Curriculum Framework

EDGE (Rotational Instructional


Model)

Whole Group Activities (Reading/ELA Focus Benchmark),


Explicit Instruction- I Do, We Do, You Do model- power
point presentation to introduce concepts, character mapping
activities, CRISS activities, group discussions, pre- reading
activities, etc.

Small Group Activities (Reading Strategies Instruction) a


continuation from whole group, plus differentiated
instruction with some form of story mapping/graphic
organizer being used.

Group Formulation- should be data specific. (EDW


Reports)

Remediation, Corrective Instruction, and Enrichment

Focus should be differentiated to students needs.

EDGE (Rotational Instructional Model)


Instructional Centers

Technology: Read On! Program

Independent Reading: Student selected text, with


use of classroom libraries, reading logs

Active Learning(small group): Teacher created


activities, use for enrichment purposes. (Boost up
the Rigor!) Pre-AP Strategies, Edge enrichment
activities.
Wrap-up Discussion and Exit Slips

Components of Instruction
English (ELA)

Bell Ringer/ 6 Way Paragraphs/Writing Bell ringer

Whole group Explicit Instruction

Reading/Vocabulary strategy Instruction

Writing Instruction

Small group Differentiated Instruction (Reading/Writing)

Journal Response

Teacher created materials, Palm Beach Co. Mini Lesson support

Strategy grouping

Independent Reading

Writing teacher conferences

Wrap-up

Components of Instruction
English (ELA)

Whole Group Activities (ELA Focus Benchmark), Explicit


Instruction- I Do, We Do, You Do model- power point
presentation to introduce concepts, Learning Village
activities, CRISS activities, group discussions, pre- reading
activities, Prentice Hall Textbooks, Pre AP Strategies, etc.

Small Group Activities (Reading/Writing Strategies


Instruction) a continuation from whole group, plus
differentiated instruction, writing strategies instruction
writing prompt practice.

Group Formulation- should be data specific. (EDW


Reports)

Remediation, Corrective Instruction, and Enrichment

Focus should be differentiated to students needs.

National Reading Panel


(2000)
Researched & Approved
Reading Comprehension Strategies

Text Comprehension Instruction

The National Reading Panels synthesis (NICHD, 2000) of comprehension research studies
indicates explicit or formal instruction in the application of a multiple-strategy method
has been shown to be highly effective in enhancing understanding. The seven techniques
below appear to provide a scientifically based foundation for the improvement of
comprehension.

Comprehension Monitoring: where readers learn how to be aware of their


understanding of the material;

Cooperative Learning: where students learn reading strategies together;

Use of graphic and semantic organizers: where readers make graphic


representations of the material to assist comprehension;

Question answering: where readers answer questions posed by the teacher and receive
immediate feedback;

Question generation: where readers ask themselves questions about various aspects of
the story;

Story structure: where students are taught to use the structure of the story as a means
for helping them recall the story content in order to answer questions about what they
have read;

Text Comprehension Instruction

Summarization: where readers are taught to integrate ideas ,


infer, and generalize from text information.

The evidence suggest that teaching a combination of reading


comprehension techniques is most effective. When students use
them appropriately, they assist in recall, question answering,
question generation, and summarization of text.

Higher-Order Questioning Strategies


(QAR) Question Answer Relationships

Higher-Order Questioning Strategies


(QTA) Questioning The Author
QTA- Questioning the Author

Questioning the Author helps students build a


deeper understanding of texts by learning to query
the author. Its main purpose for the
implementation of this comprehension strategy is
to allow students to explore the message the
author is conveying in texts. Model using
questions to discern what the author means.

What is the author trying to say here?

What is happening in this part?

What is the author talking about?

Data Analysis
Targeting the Movers and Shakers

Data Notebooks

Data collection (Data Notebooks)

The following reports and resources are suggested. These reports


should be utilized to drive instruction and determine the flexible
grouping of students based on students needs and progress.

Global Reports- these reports offer a picture of the students


performance as measured by various formal assessments. These are
to be used for the beginning of the year grouping and appropriate
intervals to determine students instructional needs.

Local Reports- these reports allow teachers the opportunity to


continually monitor the students learning of concepts and skills as
they are being taught.

Other resources- these resources give teachers an opportunity to


record their reflections and observations and ACTION PLANS.

(Refer to Data Notebook handout for examples of these reports)

Data Analysis Charts

LESSON IDEAS
for Classroom Instruction

Example Lesson #1

Category 2 Reading Application

Concept focus- Main Idea & Compare and


Contrast

Benchmarks LA.910.1.7.3 & LA.910.1.7.7

Reading passages poem

Strategies/graphic organizer- (TP-CASTT)

TP-CASTT Strategy
(TP-CASTT): used for analyzing a
poetic text by identifying and
discussing Title, Paraphrase,
Connotation, Attitude, Shift,
Theme, and Title again.
Purpose: to use an analytical
process to understand the authors
craft.

Example Lesson #2

Category 3 Literary Analysis

Primary Content Focus Figurative Language & Literary


Elements

Secondary Content focus - Compare & Contrast

Benchmarks primary: LA.910.2.1.7

secondary: LA.910.1.7.7

Reading passages Same Subject, Different Voice

Graphic Organizer (DSIT)

DSITI Graphic Organizer


(DSITI): stands for Diction
(what word choices does the
speaker make? Formal or
Informal?), Syntax (are the
sentences short, long,
simple, complex?), Imagery
(what words and phrases
are used to describe sensory
details?), Tone (what can
you conclude about the
speakers attitude toward
the subject?), Inferences
about the speaker ( what
might you infer about the
speakers age, status,
preferences?)

QUESTIONS AND CONCERNS

Q&A Period

Graphic Organizers
and
Pre-AP Reading
Strategies

RAFT Strategy
(RAFT): used for responding to
and analyzing text by
brainstorming various Roles
(self or characters from other
texts), Audiences (a different
character or a real person),
Formats (letter, brochure,
essay, or travel guide), and
Topics; readers may choose
one particular role, audience,
format, and topic to create a
new text.
Purpose: to initiate reader
response; to facilitate an
analysis of a text to gain focus
prior to creating a next text.

SIFT Strategy
(SIFT): Used for analyzing a
fictional text by examining
Stylistic elements,
especially symbol Images,
and Figures of speech in
order to show how all work
together to reveal Tone and
Theme.
Purpose: to focus and
facilitate an analysis of a
fictional text by examining
the title and text symbolism,
identifying images, and
sensory details, analyzing
figurative language and
identifying how all these
elements reveal tone and

SOAPSTone Strategy
(SOAPSTone): used for analyzing
text by discussing and identifying
the Speaker, Occasion,
Audience, Purpose, Subject, and
Tone.
Purpose: to use an analytical
process to understand the
authors craft.

TWIST Strategy
(TWIST): Used to arrive at a thesis
statement that incorporates the
follow literary elements: Tone,
Word Choice (diction), Imagery,
Style, and Theme.
Purpose: to create an interpretive
thesis in response to a prompt
about a passage.

Resources for Graphic Organizers

Websites for Graphic Organizers

http://www.eduplace.com/graphicorganizer/ -

http://www2.scholastic.com/browse/article.jsp
?id=2983

http://www.teachervision.fen.com/graphic-orga
nizers/printable/6293.html

Contact Information

Taryn Ortiz

Secondary Curriculum
Reading 6-12 Resource Teacher
PX: 43806 ; Direct line: (561) 963-3806
ortizt@palmbeach.k12.fl.us

Crystal Young

Secondary Curriculum
Language Arts/English 6-12 Resource Teacher
PX: 43869; Direct line: (561) 963-3869
Crystal.young@palmbeach.k12.fl.us

Sandee Fleming

Secondary Curriculum
Content Literacy Specialist 6-12
PX: 76315 (Gold Coast), 48454 (FHESC)
flemings@palmbeach.k12 .fl.us