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[Lewisville ISD Elementary Curriculum Guidelines 2013]

ELEMENTARY CURRICULUM GUIDELINES

1ST – 5TH GRADES

LEWISVILLE ISD

TABLE OF CONTENTS

Elementary Curriculum Contact Information…... Page 3

Building Leadership Team……………………… Page 3

Response To Intervention Process……………… Page 3

Grading/Re-Teach/Re-Assess………………….. Page 4

Homework……………………………………… Page 6

Parent Teacher Conferences…………………… Page 6

Promotion/Retention…………………………… Page 6

Texas Essential Knowledge and Skills………… Page 6

Time Allotments (Daily and Weekly Recommendations)..........Page 7-10

Instructional Frameworks……………………… Appendix

Tutorials……………………………………….. Page 7

Gifted and Talented (LEAP)…………………... Page 12

Dual Language…………………..…………….. Page 11

Transitional Bilingual Education Model………. Page 11

Texas Senate Bill 530 Fitness Requirement…… Page 13

Coordinated School Health Program…………... Page 13


ELEMENTARY CURRICULUM CONTACTSThe Division of Learning &Teaching supports the elementary curriculum and instruction program. In addition, Learning and Teaching personnel work in alignment with the office of Campus Operations for coordination of policies and services.

Dr. Penny Reddell,Associate SuperintendentDivision of Learning & Teaching

Lori Rapp, Executive Director – Learning Design and SupportDebbie Roby, Gifted and TalentedMelissa Goulden, Elementary Mathematics Marsha Cobb, Elementary Social Studies/5th Grade SSI Summer ProgramJonas Greene, Elementary ScienceSuzanne Barnard, Environmental EducationAnn Van Zandt, Elementary Language Arts

Dr. Lezley Lewis, Leader – Innovation and IntegrationLakshmi Valdes, Dyslexia/Literacy Intervention/MTAAnnie Rivera, Multilingual Program AdministratorEsther Montanez, Multilingual Coordinator Tina Hanby, Multilingual CoordinatorCourtney Hart, Spelling Bee/Elem Summer School

BUILDING LEADERSHIP TEAMEach campus has a Building Leadership Team (BLT). The BLT, chaired by the campus principal, functions as the guiding force in campus level goal setting and planning. The BLT, representing all segments of the campus and its community, is instrumental in the site-based decision making process: communicating, advising, researching, monitoring, and recommending actions designed to improve student performance. BLT membership is determined by state and district site-based management guidelines.

RESPONSE TO INTERVENTION PROCESSWhen a student is having serious difficulty, the classroom teacher must refer the student to the Response to Intervention(RtI) Process. This process will serve for problem solving appropriate interventions for students. For more information on RtI visit the LISD RtI Website found on the intranet in the Curriculum Center.


GRADING/EVIDENCE OF STUDENT LEARNINGPurpose of Grades/Grading GuidelinesThe primary purpose of grades is to measure and communicate what a student knows, understands, and can do as a result of the student’s learning; a secondary purpose for grades is to provide teachers with information for instructional planning. Additionally, grading guidelines promote consistency in grading practice throughout the district. The following guidelines will be in place at every campus. Utilizing the following guidelines, campus leadership will meet with each department and/or grade level to establish further grading best practices that focus on student learning (EIA Local) These campus meetings ensure consistency throughout departments and/or grade levels and standardization throughout on-level coursework. Guidelines for grading shall be clearly communicated to teachers, students, and parents.

Grades reflect student workGrades must reflect a student’s relative mastery of a concept/learning goal. There must be a sufficient number of grades taken to support the grade average assigned (EIA Legal/Local). Grades entered for academic work must reflect student achievement and communicate progress to parents. Grades should NOT be given for returning signed papers, attending school functions/events, bringing supplies, etc.In LISD, no “minimum grade” will be assigned regardless of the quality of student work, product, or demonstrated mastery. Teacher shall record the actual grade a student earns; there is no minimum grade (EIA Legal/TEC 28.0216). Grades will not be reduced for disciplinary reasons; grade penalties are specifically covered in the “Grade Penalties” section below.

Grade 1:Standards Based Grading provides the foundation for reporting student progress and achievement in First Grade. Student learning is based on standards established by the LISD Curriculum and Texas Essential Knowledge and Skills. Assessment of student learning occurs through teacher observation of students engaged in individual, partner, small group, and whole group activities that occur throughout authentic classroom experiences. When determining individual student progress toward achieving the standards on the report card, a teacher will consider multiple pieces of student work/evidence. Rubrics will be utilized to assess student progress and provide feedback. Please refer to the following website for more information related to the First Grade Standards Based Report Card.https://sites.google.com/a/staff.lisd.net/standards-based-report-cards/home

Re-teach/Re-Assess/Re-Gradeo The rating of N indicates the student is not demonstrating the standard and may require re-

teaching/re-assessment and/or further practice opportunities in order to make progress.o Students must be re-taught through small group, tutoring, peers teaming, etc, before re-

assessment. Re-teaching strategies include, but are not limited to: use of alternate and differentiated materials, collaborative/cooperative learning, hands-on and subject appropriate manipulative materials, computer-assisted/online instruction, multi-sensory teaching techniques, and presentation of materials in a modified modality (visual aides, taped reading materials, etc).


https://sites.google.com/a/staff.lisd.net/standards-based-report-cards/home

Grades 2-5 Major Grades – A minimum of three major grades per nine-week grading period in each of the

following: Reading, Language Composition, Math, Science/Health, and Social Studies. o Performance tasks/performance based assessmento Content exams (including performance based content tasks/assessments)o Research projects/papers (final product)o Special projects (performances, speeches, presentations, o Multi-media student created worko Written compositionso Portfolios

Minor Grades – A minimum of three minor grades per nine-week grading period in each of the following: Reading, Language Composition, Spelling, Math, Science/Health, and Social Studies

o Group/individual projects and assignmentso Running Recordso Hands-on activities/labso Class/group work learning (cooperative learning, etc)o Fluency probeso Learning Centers/Workstationso Lab reportso Computer Activitieso Notebookso Vocabulary/spelling tests and/or assignmentso Interim work for projects/paperso Quizzeso Journalso Writing process (prewriting, drafting, revising, editing, publishing)o Informal Compositionso Portfolioso Speech/communication/presentation skills

Homework assigned, that is not defined in the major or minor grade categories, will not be included in the nine weeks grade. Please note there may be opportunities when major or minor assignments originating at school may need to be completed at home for children to demonstrate depth and understanding. In these circumstances, those assignments could be graded.

Re-teach/Re-Assess/Re-Gradeo If a student earns a grade below a 70 on a major grade, the teacher must re-teach, then re-assess. o After the re-teach/re-assess the higher of the two grades will be assigned, with the maximum

possible score of 70. o In order to receive re-assessment options, students must turn in major grade assignments by the

actual due date.o Students must be re-taught through small group, tutoring, peers teaming, etc, before re-

assessment. Re-teaching strategies include, but are not limited to: use of alternate and differentiated materials, collaborative/cooperative learning, hands-on and subject appropriate manipulative materials, computer-assisted/online instruction, multi-sensory teaching techniques, and presentation of materials in a modified modality (visual aides, taped reading materials, etc).


HOMEWORKHomework assignments shall be:

Appropriate to the student’s level of achievement Coordinated among the various teachers Related to the content/concepts being taught

Homework assignments shall not be employed as disciplinary measures.

PARENT / TEACHER CONFERENCESPlease refer to Board Policy EIA Local and look at the campus calendar for established dates for parent/teacher conferences.

PROMOTION / RETENTION

Promotion from Grade 1 to Grade 2 shall be based on mastery of the grade 1 grade-level standards (essential knowledge and skills) as demonstrated through skills observed/assessed by the teacher, individual student work, and portfolios/collections of each student’s work. (EIE Local). In a circumstance where student retention is under consideration, campus personnel should take into consideration:

specific standards in which the student received a level of N (Not Demonstrating Standard) evidence of learning demonstrated through individual student work and teacher observation additional support provided through Response to Intervention

Promotion in grades 2-5 shall be based on a student attaining for the year an overall average of 70 or above in the combined areas of language arts, mathematics, science, and social studies. In addition, a student must maintain an overall 70 or above in three of the following areas: of language arts, mathematics, science, and social studies. (EIE Local)

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS TEKS are those state-mandated skills that comprise a well-balanced curriculum. The TEKS provide the core of our curriculum in the LISD. However, curricular programming is not limited to the TEKS. LISD is committed to providing educational programs that will permit all children to develop their abilities and aptitudes to the fullest extent possible.

The LISD curriculum is designed based on Understanding By Design, written by Jay McTighe and Grant Wiggins. The LISD curriculum is provided to teachers through the online tool Eduphoria: Forethought. Each unit of study includes an overview, Stage I, Stage 2 and Stage 3.

The overview provides teachers with a summary of key concepts and expectations for the unit. Stage 1 includes the learning goals based on the TEKS, along with the enduring understandings and

essential questions required in all classrooms. Stage 2 includes assessment options, including performance tasks that assess student understanding at

high levels. Stage 3 is a Learning Plan including district-approved resources and activities to be used to reach the

non-negotiable learning goals identified in Stage 1.


Texas Education Code requires student mastery of the TEKS to be closely monitored and the need for remediation determined. The teacher will use a variety of assessment tools/methods to evaluate student mastery of the TEKS.

TUTORIALSElementary tutorials will begin no later than the beginning of the fourth week of school. Tutorials may be held before school, within the school day, or after school. Students attending tutorial sessions should be those students who are failing a particular subject, or students who need review of a concept or extra help and support. Teachers will document need for tutorials and attendance at tutorial sessions in their grade book.Parents must be notified at the end of the third week, of each nine weeks grading period, if their child is failing or in danger of failing.

TIME ALLOTMENTS (DAILY AND WEEKLYRECOMMENDATIONS)The Daily and Weekly classroom schedule allows adequate time to teach and learn the Texas Essential Knowledge and Skills in all subject areas. The daily or weekly instructional schedule should provide guidance to the teacher and bring about needed stability in the events of the child’s day. However, the schedule should remain flexible. Learning is an integrated process and the time spent on any area of the curriculum will vary from day to day or from week to week.

The chart herein is intended to provide some general guidance in developing a balanced schedule for the elementary school day and week.

Recommended Daily Time Allotments: (See kindergarten guide for recommended kindergarten schedule.)


Grades 1 – 3 Time Allotments:

ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These minutes can be stand alone or incorporated into the content areas.

Teachers who integrate language arts skills and processes into core content area instruction create a more coherent learning experience and optimize learning time. For example, in language arts, students may work on how to read non-fiction text using readings which are relevant to social studies and science content. Likewise, during mathematics, science, or social studies, teachers may work with students on how to read


39%

20%12%

11%

14%2%

Grades 1-3 Daily Elementary Schedule Language Arts/Social Studies

Math

Science

Specials

Lunch/recess

Fitness

Daily Time Allotment

(Grades 1-3)

Content Area/Activities Approximate % of the school day(based on average of time ranges)

160-170 minutes English/Spanish Language Arts/Social Studies Integration*(instructional framework)

39%

80- 90 minutes Math*(instructional framework) 20%45-55 minutes Science 12%

285- 315 minutes Total Core Content Minutes 71%60 minutes Lunch/Recess 14%

45 minutes Specials: Art, Music, PE, Spanish, Science Discovery

11%

10 minutes (as needed per campus)

Texas Senate Bill 530 Fitness*(reference SB 530 Statement)

2%

115 minutes Total Other Minutes 27%420 minutes Total Daily Minutes Available

In Grades 4 and 5 the elementary schedule will vary from campus to campus as a result of departmentalization.

ESL for LEP students must be equal to the minutes taught in Reading and English Language Arts. These minutes can be stand alone or incorporated into the content areas.

Teachers who integrate language arts skills and processes into core content area instruction create a more coherent learning experience and optimize learning time. For example, in language arts, students may work on how to read non-fiction text using readings which are relevant to social studies and science content. Likewise, during mathematics, science, or social studies, teachers may work with students on how to read and write informational text and thus simultaneously meet language arts TEKS and strengthen content area learning.


29%

11%20%12%

11%

14%2%

Grades 4 and 5 Daily Elementary Schedule

Language ArtsSocial StudiesMathScienceSpecialsLunch/recessFitness

Daily Time Allotment (Grades 4-5)

Content Area/Activities Approximate % of the school day

120-125 minutes English/Spanish Language Arts*(instructional framework)

29%

45 minutes Social Studies 11%75-90 minutes Math*(instructional framework) 20%45-55 minutes Science 12%

285- 315 minutes Total Core Content Minutes 72%60 minutes Lunch/Recess 14%45 minutes Specials: Art, Music, PE, Spanish,

Science Discovery11%


Texas SB 530 Fitness*(reference Texas SB 530 Statement)

2%

115 minutes Total Other Minutes 27%420 minutes Total Daily Minutes Available


Weekly Time Allotment

(Grades 1-3)

Content Area/Activities Approximate % of the school day(based on average of time ranges)

800-850 minutes English Language Arts/Social Studies Integration*(instructional

framework)

39%

400-450 minutes Math 20%225-275 minutes Science*(instructional framework) 12%

1425- 1575 minutes

Total Core Content Minutes 71%

300 minutes Lunch/Recess 14%225 minutes Specials: Art, Music, PE, Spanish,

Science Discovery11%


House Bill 3 Fitness*(reference House Bill 3 Statement)

2%

575 minutes Total Other Minutes 27%2100 minutes Total Weekly Minutes Available

Weekly Time Allotment (Grades 4-5)

Content Area/Activities Approximate % of the school day

600-625 minutes English Language Arts*(instructional framework)

29%

225 minutes Social Studies 11%375-450 minutes Math*(instructional framework) 20%225-275 minutes Science 12%

1425-1575 minutes Total Core Content Minutes 72%300 minutes Lunch/Recess 14%225 minutes Specials: Art, Music, PE,

Spanish, Science Discovery11%


House Bill 3 Fitness*(reference House Bill 3 Statement)

2%

675 minutes Total Other Minutes 27%2100 minutes Total Weekly Minutes Available

DUAL LANGUAGELISD Program Model & DesignLISD offers a two-way program model to serve students in the bilingual education program. Native English speakers and native Spanish speakers are integrated in the same classroom in which each is learning either Spanish or English as their target language, respectively. The LISD Dual Language program institutes the tenets of research and best practices through its innovative and sustainable program model and design. Distinguishing between the program components of model and design makes the customized program development process authentic for each campus where a dual language program is implemented. The program model is defined as the components of the program that are common among all grade levels, i.e. co-teach, subject content integration. Program design is defined as the program components customized to meet the needs of the individual classrooms, grade levels, campuses and/or developmental appropriateness.Program Model

50/50 Academic English & Spanish Native Spanish and English speakers integrated for all academic instruction Co-Teach Model for Instruction Class Rotation supporting 50/50

Dual Language Instruction ModelThe LISD Instructional Model is grounded in research-based pedagogy and educationally sound approaches for teaching second language learners. Instruction does not - mirror the partner classroom; each classroom is responsible for coordinating the content, targeted skills and resources with the partner classroom. Instruction is academically and linguistically scaffolded between the two classrooms; each classroom functioning as a support for the other's content and instruction. Complete immersion in the target language of instruction is employed with no concurrent translations of content provided by the teachers. All four core content areas (math, reading, science and social studies) are given equal, instructional time in the target language. The need to reinforce and extend learning is met through the comprehensive instruction of each content area in both languages. As a result of core content area instruction in both languages, no cognitive or linguistic gap exists for any content area. The student's interdisciplinary comprehension and ability to engage in academic discourse through two language is maximized. The Dual Language program utilizes the LISD curriculum.The instructional minutes, as planned in the LISD Program Model, satisfies the fifty percent (50%) instructional time spent in each target language and the completion of the curriculum and the pacing required for accelerating student learning. All core content is integrated and taught with developmentally appropriate practices.

TRANSITIONAL BILINGUAL EDUCATION MODELTransitional Bilingual Education is a service model for students identified as Limited English Proficient (LEP) where content area instruction is provided to a student in his/her native language while he/she acquires academic English (Crawford, 2004). This allows children to continue learning the appropriate grade level content without falling behind their monolingual peers. Once a student meets certain criteria and attains a particularlevel of academic English, the student may be switched to a general education classroom with native English speakers. Students may be moved to the mainstream English classroom within two to five years of being enrolled in a transitional service model (Crawford & TAC §89.1225). The goal of TBE is to help students make a successful transition to the mainstream classroom (Crawford, 2004). In a TBE service model, students primarily receive native language* literacy instruction in Pre-Kindergarten through first grades. Students begin to receive equitable literacy instruction in both English and Spanish in second grade. As the students progress through the subsequent grade levels, the amount of Spanish support


decreases simultaneously with the amount of English instruction increasing proportionately. Although students receive a larger percentage of native language instruction in the earlier grades, English as a Second Language (ESL) instruction begins as early as Pre-K and should not be delayed (Cummins, 1998).

GIFTED AND TALENTED (LEAP)The campus GT Facilitator is responsible for campus compliance with the Texas State Plan for the Education of Gifted Students, which includes GT identification, service delivery, ongoing assessment, staff professional development and family/community communication. The goal of gifted and talented services is to provide academic enrichment and social emotional support for students who demonstrate intellectual giftedness as evidenced by data collected through both objective and subjective assessments measured against the criteria approved by the LISD Board to determine individual eligibility.

Students who qualify for gifted and talented services are served through a purposeful combination of service options that are designed to meet the specific needs of the identified student. The goal of the campus is to provide an array of appropriately challenging learning experiences that are commensurate with an individual’s abilities in each of the four foundational curricular areas. Additionally, gifted and talented students are ensured opportunities to work together as a group, work with other students and work independently during the school day as well as the school year as a result of gifted and talented service options.

GT Facilitators collaborate with classroom teachers, administrators and parents to provide rigorous, engaging opportunities for students to grow and develop their unique talents. On all campuses, those identified to receive GT services are ensured purposeful scheduling into general education classrooms clustered with at least two other gifted and talented students. The cluster classroom teacher is a general education teacher who has completed additional training in meeting the needs of the gifted and talented student. The cluster teacher is responsible for ensuring the mastery of all grade level requirements and providing opportunities for the gifted student to be engaged in challenging learning opportunities through differentiated instruction. Campus GT Facilitators and cluster classroom teachers work together to intentionally coordinate such differentiated instruction via instructional strategies and flexible grouping techniques designed to best meet the student’s educational, social and emotional needs.

All kindergarten students are automatically considered for gifted and talented services as well as other advanced level services. Kindergarten teachers collaborate with campus GT facilitators provide rigorous, engaging opportunities for students to grow and develop potential giftedness. Throughout the year, all kindergarten students receive the following GT services: A minimum of four LISD planned experiences led and assessed by the campus GT facilitator, a mid-year aptitude assessment, curriculum differentiation as needed and on-going instructional collaboration between the regular classroom teacher and GT facilitator. Students with evidence of emerging GT potential will be placed in first grade cluster classrooms.


COORDINATED SCHOOL HEALTH PROGRAMIn elementary school the required Health TEKS are integrated throughout the elementary school program. The Health TEKS are addressed through campus and classroom healthy routines, PE programming, and Science Programming where appropriate.

TEXAS SENATE BILL 530 A school district shall require a student enrolled in kindergarten or a grade level below grade six to participate in moderate or vigorous daily physical activity for at least 30 minutes throughout the school year as part of the district’s physical education curriculum.If a school district determines, for any particular grade level below grade six, that requiring moderate or vigorous daily physical activity is impractical due to scheduling concerns or other factors, the district may as an alternative require a student in that grade level to participate in moderate or vigorous physical activity for at least 135 minutes during each school week.


APPENDIX


Integrated Social Studies through English/Spanish Reading and Language ArtsBalanced Literacy - Reading and Writing Workshop

The following reading workshop framework does not have to occur during one block of time or in a sequential order.

Reading Workshop - Contexts for Reading and ComprehendingGrades 1-3

Whole Group Instruction –20-30 minutes daily *

Additional 20 minutes can be added for specific SS activities

when needed, but not daily (ie., geography concepts, research)

Social Studies concepts are taught/reinforced during the following reading contexts:

Interactive read alouds Shared/Choral Reading Poetry Share/Minilessons Readers’ Theater Minilessons to teach Social Studies and/or Reading concepts and skills using Harcourt

Comprehensive Language and Literacy Guide, The Comprehension Toolkit, The Continuum of Literacy Learning Grades K-2, 3-8, etc.

Word Study minilessons to support English/Spanish LA/SS academic and content vocabulary – Word Wall lessons; phonemic awareness, phonics, vocabulary development

*Not all instructional contexts will be used daily. Teachers may select appropriate instructional contexts over the course of a week or several weeks to achieve specific learning goals.

Small Group Instruction –45-60 minutes daily **

Guided Reading Literature Discussion groups Independent reading

Literacy Workstations – independent literacy and/or social studies work (such as independent reading, buddy reading, poetry, word study activities, reader’s response, writing, maps and globes, etc.). Students engage in literacy activities as teacher works with small guided reading or conducts reading conferences during literature discussion groups and independent reading.

Whole Group Instruction –15-20 minutes *

Additional time for SS concepts when needed, but not daily

Word Study using Words Their Way Individualized/small group phonics, spelling, and vocabulary word sorts and activities Mini lessons on specific word study skills Word study activities may also be practiced during literacy work stations Academic vocabulary

Group Share5 minutes

Wrap up each day’s Reading Workshop by asking students to share how they applied the minilesson/guided reading principle/concept(s) to their independent reading.

* Push In Instruction ** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)

Integrated Social Studies through English/Spanish Reading and Language ArtsBalanced Literacy - Reading and Writing Workshop

[Lewisville ISD Elementary Curriculum Guidelines 2013] Page 1

Writing Workshop - Contexts for Writing Grades 1-3

Whole Group Instruction –15 minutes daily *

Social Studies concepts are taught/reinforced during the following writing contexts throughout the day:

Minilessons to model/teach writing workshop procedures, the writing process, strategies, grammar/conventions skills, and writer’s craft using Six Traits Writing lessons for all genres

Read alouds to model writing strategies and support content such as; leads, conclusions, word choice, organization, and conventions

Interactive Writing Shared Writing Word Study minilessons center around spelling conventions and principles about

how words work Handwriting minilesson – 5 minutes, additional practice during literacy

workstations*Not every instructional context will be used daily. Teachers may select appropriate instructional contexts over the course of a week or several weeks to achieve specific learning goals.

Small Group Instruction –20-30 minutes daily *

Independent writing Guided Writing Writing conferences with teacher

Whole Group Share –5 minutes daily

Wrap up each day’s Writing Workshop by asking students to share how they applied the minilesson concept(s) to their independent writing. (Not every student will share daily. You may invite 2 to 3 students to share, set up a daily schedule, or share in pairs or trios.)

Note: Throughout reading and writing workshop, students will actively engage, inquire and collaborate to communicate their learning. The teacher will use the gradual release of responsibility model of instruction moving from teacher as model (“I do it.”), to shared responsibility (“We do it.”), to collaborative learning with peers (“You do it together.”), to independent practice and application (“You do it alone.”).


English/Spanish Reading and Language ArtsBalanced Literacy - Reading and Writing Workshop

The following reading workshop framework does not have to occur in a sequential order or during one block of time.


Reading Workshop – Contexts for Reading and ComprehendingGrades 4-5

Whole Group Instruction –15-20 minutes daily *

Minilessons to teach Language Arts concepts and skills using Harcourt Comprehensive Language and Literacy Guide, Comprehension Toolkit, The Continuum of Literacy Learning Grades 3-8, etc.

Interactive Read Aloud Poetry Share/Response Choral Reading Readers’ theater Drama Vocabulary Development – academic vocabulary Word Study minilessons targeting strategy or principle related to ongoing word study

(Greek and Latin roots, affixes, multiple meaning words, idioms, synonyms, antonyms, etc.)

*Not every instructional context will be used daily. Teachers may select appropriate instructional contexts over the course of a week or several weeks to achieve specific learning goals.

Small Group Instruction –30-45 minutes daily **

Independent Reading/Reader’s response Guided Reading Literature Discussion Groups Book Talks

Literacy Workstations – independent literacy work (such as independent reading, word study activities, reader’s response, writing, etc,). Students engage in literacy activities as teacher works with small guided reading groups or conducts reading conferences during literature discussion groups and independent reading.

Whole Group Instruction –10 minutes *

Word Study using Words Their Way Individualized/small group phonics, spelling, and vocabulary word sorts and activities Mini lessons on specific word study skills Academic vocabulary

Group Share5 minutes

Wrap up each day’s Reading Workshop by asking students to share how they applied the minilesson/guided reading principle/concept(s) to their independent reading.


English/Spanish Reading and Language ArtsBalanced Literacy - Reading and Writing Workshop

Writing Workshop - Contexts for Writing Grades 4-5

Whole Group Instruction – Minilessons to model/teach writing workshop procedures, the writing process,


10-15 minutes daily * strategies, grammar, conventions, and writer’s craft using Six Traits Writing lessons for all genres

Read alouds to model and support writing strategies such as; leads, conclusions, word choice, organization, and conventions

Word Study minilessons center around spelling conventions and principles about how words work

*Not every instructional context will be used daily. Teachers may select appropriate instructional contexts over the course of a week or several weeks to achieve specific learning goals.

Small Group Instruction –20-25 minutes daily *

Independent writing Guided Writing Writing conferences with teacher

Whole Group Share –5 minutes daily

Wrap up each day’s Writing Workshop by asking students to share how they applied the minilesson concepts to their independent writing. (Not every student will share daily. You may invite 2 to 3 students to share, set up a daily schedule, or share in pairs or trios.)

Note: Throughout reading and writing workshop, students will actively engage, inquire and collaborate to communicate their learning. The teacher will use the gradual release of responsibility model of instruction moving from teacher as model (“I do it.”), to shared responsibility (“We do it.”), to collaborative learning with peers (“You do it together.”), to independent practice and application (“You do it alone.”). * Push In Instruction ** Push in or pullout instruction (SpEd, MTA, RR/DLL, lit. groups)

Instructional Framework for Elementary Mathematics Classroom

Grade 1-5Intentional Problem

SolvingWhole Group Instruction

(10-15 minutes daily)

Review of previously taught concepts or introduce new concept or vocabulary to be taught. The immersion into a problem allows:

Teacher modeling of problem solving structures and thinking.


Student communication of thinking and understanding in a variety of ways—writing, speaking, demonstrating…

Suggested resources: enVision Problem of the Day Resources such as Target the Question LISD Process Man essential questions

Focus LessonWhole Group Instruction

Partners/Small Group(40-45 minutes daily)

Whole group introduction to lesson concept with: Interactive hands-on experiences and discussions Visual animation and discussion

Partners/small group practice concept

Work Stations and Guided Instruction and

Independent Work(30 minutes daily)

Concept practice: Independent/small group through games/activities that

have already been taughtGuided Instruction:

Individual/small group teach/reteach of students experiencing difficulty with the concept


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