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THE STANDARDS FOR EXCELLENCE FRAMEWORK:

1. PLANNING AND PREPARATION: Ensuring that long-range unit and lesson planning are an integral part of instructional decision-making, including attention to the elements of effective lessons.

2. KNOWLEDGE OF SUBJECT MATTER AND PEDAGOGY: Demonstrating mastery of knowledge of the content area, including essential declarative (i.e., facts, concepts, generalizations, and principles) and procedural (i.e., skills, procedures, processes) knowledge and understandings, as well as knowledge of pedagogy (i.e., the science and art of teaching).

3. CLASSROOM MANAGEMENT AND ORGANIZATION: Creating a community of learners through effective discipline and organizational strategies.

4. CLASSROOM CLIMATE: Promoting a culture and climate within the classroom that ensures all students are successful, emphasizing the need to accommodate the needs and strengths of a diverse population.

5. THE PROCESS OF INSTRUCTION: Incorporating research-based, best instructional practices into daily instructional delivery to increase student achievement.

6. TECHNOLOGY-ENHANCED INSTRUCTION: Integrating technology and information literacy into all facets of teaching and learning.

7. OUTCOMES OF INSTRUCTION: Promoting student achievement aligned with PGCPS’ Curriculum Framework Progress Guides, Maryland Content Standards, and the Voluntary State Curriculum.

PLANNING AND PREPARATIONPlanning is a critical dimension of teaching. The effective teacher develops a long-range plan for instruction that establishes connections between the daily plans for instruction and the long-range goals of the school and of the school system.

Teaching Standard – What Is the Benchmark for Success? Performance Indicators – What Does This Look Like? Not Evident Emerging Evident

The teacher is involved in the written, long-range plan for instruction for the school.

• cooperates in the development of the school plan• assists with annual review of the plan• participates in reaching staff consensus on the plan

The teacher collaborates in the development of long-range plans for instruction for his/her grade-level or content team.

• collaborates with content team or grade-level team on plans and pacing• collaborates with the library media specialist to infuse information literacy• develops lessons aligned with CFPG • reviews student work with other teachers and modifies instruction accordingly

Instructional plans include goals and objectives and a means for achieving the goals and objectives.

• writes and posts clear objectives• relates objectives to lesson content• establishes teaching procedures, activities, and materials to accomplish objectives• assesses students’ accomplishment of identified objectives• generates daily lesson plans within a context consistent with best practices for

achieving long range plans articulated in CFPGOngoing attention is given to helping students transfer previous knowledge to new situations and instructional settings.

• relates assignments to the objectives of instruction• assigns work at an appropriate level of difficulty while maintaining high expectations

for all students• provides ongoing opportunities for students to function as active thinkers and learners

while practicing new skills and applying new knowledge• differentiates assignments to match student needs, strengths, and learning styles• involves students in the selection, development, and evaluation of culminating

activitiesNOTES:

KNOWLEDGE OF SUBJECT MATTER AND PEDAGOGYThe effective teacher demonstrates knowledge of students, subject matter, learning theory, and general knowledge of the world in which we live. Teacher knowledge of the subject matter area(s) is vital to effective teaching. A teacher must accurately present content, materials, and concepts if instruction is to result in the accomplishment of the goals and objectives determined by the curriculum.


A teacher’s knowledge should include a clear understanding of both the declarative and procedural content that underlie the discipline or field being taught, as well as the knowledge of pedagogy.

• presents accurate information• clearly identifies declarative knowledge (e.g., facts, concepts generalizations and

principles) and procedural knowledge (e.g., skills, processes, and procedures) necessary for student mastery of the content

• demonstrates the knowledge, skills, and competencies to execute the lesson successfully

• uses current and appropriate multicultural sources of information and materials• anticipates student misconceptions and works to dispel them

A teacher must accurately present content, materials, and concepts if instruction is to result in the accomplishment of the goals and objectives determined by the curriculum and incorporate ongoing opportunities for students to construct, organize, and store declarative knowledge and model, shape, and internalize procedural knowledge.

• develops and uses instructional techniques proven effective in getting students to master essential declarative and procedural knowledge (e.g., use of graphic organizers, Before/During/After strategies, multisensory strategies, etc.)

• engages students in leading them to new areas of knowledge and new ways of thinking

• monitors and adjusts instruction to accommodate the needs of all students• provides for differences in rates and learning styles of students

The effective teacher structures lessons to elicit and enhance critical thinking that will increase student mastery of the content area(s).

• selects and models critical thinking strategies• uses metacognitive strategies (e.g., think-alouds, think logs, reflective journals, etc.)

to help students monitor their own comprehension• uses effective questioning techniques, emphasizing such higher-order thinking skills

as comparison, classification, induction, etc.• uses wait time appropriately• promotes active student involvement throughout the delivery of the lesson• provides ongoing feedback in a variety of forms and contexts, with particular

emphasis upon analytical feedback designed to help students understand their own thinking processes and evaluate their effectiveness

Effective teachers seek out opportunities for professional development to deepen and enrich their content knowledge and pedagogical skills

• knows and is able to use the language of the content area, when appropriate, in their lessons and in collaboration with colleagues and community members

• researches current issues• commits to technological developments and their implications to teaching• understands current issues and events in the community, the nation, and the world

that allow them to make sound curricular choices and formulate meaningful instructional strategies

• understands and practices the ethical use of information• participates in book studies, workshops, conferences, and other professional

development activities

CLASSROOM MANAGEMENT AND ORGANIZATIONThe effective teacher manages and organizes classroom activities. Student behavior is managed so that it results in the maximum amount of time for students to engage in productive learning experiences. The effective teacher reinforces positive student behavior and encourages behavior which is focused on learning tasks.


The effective teacher organizes the classroom and manages student behavior to result in the maximum amount of time for students to engage in productive learning experiences.

• clearly articulates the learner outcomes and required instructional activities inherent in the lesson

• clearly presents and maintains expectations for student behavior • maintains on-task behavior• focuses and monitors students’ attention• consistently recognizes and reinforces desirable student behavior• consistently handles disruptive student behavior quickly and fairly• adjusts the physical environment to ensure student comfort and order

The teacher provides a sufficient variety and quantity of materials for student skill levels, needs, and interests. The materials are organized for efficient use by students and are accessible. Materials include both print and non-print resources, including computer technology and manipulatives.

• assures that materials and resources essential to the lesson are available in sufficient quantity and are accessible to students

• assures that materials are related to the objectives of instruction and are appropriate for students’ needs, interests, and tasks

• organizes materials and resources for efficient use by students• collaborates with appropriate specialist(s) to extend and enhance the use of

classroom materialsThe teacher manages time to allow for maximum time on successful learning experiences.

• assures that students are actively engaged in academic tasks, focused on all activities, and functioning according to appropriate roles within the group or as an individual

• provides opportunities for students to learn the material and accomplish the task• handles routine tasks quickly• uses flexible grouping for small group instruction

The effective teacher uses a variety of grouping strategies to accommodate identified student needs, strengths, and learning styles.

• assures that changes from one group to another are smooth and well-transitioned• uses social skills strategies to encourage cooperative behavior among students • circulates to monitor student progress among groups• provides differentiated and meaningful activities to engage all students• uses a variety of teaching strategies to include visual, auditory, and kinesthetic

modalitiesThe effective teacher provides assignments that are appropriate to the level of the learners, related to the objectives of instruction, and a productive use of the learner’s time for the practice of new learning and review of previous learning.

• operates out of the assumption that the best teaching is facilitative in nature, encouraging students to construct meaning through active, experience-based, and student-centered instruction

CLASSROOM CLIMATEThe effective teacher creates an environment that invites learning. All classrooms should be communities of learning and reflect a climate of mutual support. Learning environments should be safe, equitable, orderly, and inviting.


The effective teacher creates an environment that invites learning, and helps students to develop positive attitudes and perceptions about learning.

• encourages and maintains on-task behavior• begins and ends class on time with appropriate opening and closing activities that

require students to engage in active and meaningful learning tasks• provides an opportunity for student input and questions• establishes an environment of cooperation and mutual respect between student and

teacher • instructs students in the understanding and use of effective conflict resolution

strategies as appropriateIn creating a climate that encourages learning, the teacher demonstrates an interest in students and an enthusiasm about learning, and communicates high expectations for all students.

• communicates an interest in students• communicates an interest in subject being taught• communicates enthusiasm through facial expressions, voice inflections, physical

gestures, and in writingThrough actions and words, the teacher reveals concern and sensitivity to students and their diversity. The teacher maintains a professional relationship with students.

• demonstrates and generates interest in a manner that conveys an attitude that all children can learn

• is sensitive to the needs and feelings of students• provides opportunities for students to express their needs, feelings, concerns, and

academic interests and problems• gives students individual help and attention• maintains eye contact with all students – uses non-verbals appropriately

The teacher understands the needs, concerns, abilities, and interests of students as an important element of effective teaching; explicit use of research-based strategies for helping students develop positive attitudes and perceptions about learning should be a fundamental part of instructional practice.

• knows students’ names and interests• incorporates student interests into lesson plan design• uses appropriate diagnostic procedures and disaggregated data analysis to monitor

student progress• records student progress accurately • encourages active student involvement• uses knowledge of human growth and development and knowledge of how students

learn to design effective lessonsThe teacher designs the classroom environment so that it provides an atmosphere where students are engaged in spending time productively; wherever possible, students participate in learning opportunities that reinforce the “real-world” applications of knowledge and are reflective of a multicultural society.

• uses displays, posters, and bulletin boards that are reflective of multicultural diversity and effectively relate to the current subject, theme, or unit studied

• maintains a clean and orderly environment• designs seating arrangements which are appropriate for the learning tasks• ensures that all students are in an inclusive environment that is safe and orderly• ensures that all learning is equally accessible to all students

NOTES:

PROCESS OF INSTRUCTIONIn conducting a lesson, the teacher demonstrates the use of those factors that have been identified as the elements of an effective lesson. The effective teacher knows and uses a variety of teaching methods in the process of instruction. In effect, the instructor facilitates the learning process, which is active, recursive, and student-centered. All aspects of the lesson design and instructional delivery process should reinforce students’ sense of coherence, understanding, and authenticity.


The effective teacher knows and uses a variety of teaching strategies in the process of instruction.

• establishes a connection between new and prior learning• summarizes the major points of the lesson• clearly labels and describes new concepts when introducing them• verbalizes thinking processes (i.e., “think-alouds”)• checks for understanding of the material presented and adjusts instruction when

necessary• provides opportunities for ongoing and culminating assessments

The effective teacher is skilled in the art of questioning. The teacher will use different types of questions according to the purpose of instruction. Ongoing emphasis is given to questions that foster students’ higher-order thinking skills as well as extend and refine their knowledge base.

• uses different types of questions according to the purpose of instruction• operates out of an understanding of instructional purpose, timing, variation,

sequencing, difficulty, and quality when formulating questions• emphasizes higher-order questions that help students to extend and refine knowledge

through such processes as comparison, classification, induction, deduction, abstraction, error analysis, perspective analysis, and elaboration of support

The effective teacher listens to students and uses feedback from students to stimulate further instruction.

• provides verbal and non-verbal feedback to students concerning their classroom performance and success in achieving designated learner outcomes and academic standards

• adjusts instruction on the basis of ongoing assessment and feedback from students• provides analytical feedback designed to help students examine their own thinking

and cognitive processing• encourages students to construct meaning through ongoing dialogue and

collaborative inquiryIn conducting a lesson, the teacher demonstrates the use of those factors that have been identified as the elements of effective lessons.

• focuses the students’ attention/engages students• teaches to an objective and communicates the objective to the learners • monitors and adjusts instruction• provides instruction at the appropriate level of difficulty• models the intended learning• checks for student understanding• provides opportunities for guided practice and exploration• provides opportunities for independent practice by students• provides some form of closure activity at the end of the lesson

PROCESS OF INSTRUCTION (CONT.)In conducting a lesson, the teacher demonstrates the use of those factors that have been identified as the elements of an effective lesson. The effective teacher knows and uses a variety of teaching methods in the process of instruction. In effect, the instructor facilitates the learning process, which is active, recursive, and student-centered. All aspects of the lesson design and instructional delivery process should reinforce students’ sense of coherence, understanding, and authenticity.


The teacher designs the structure of a lesson in a way that is logical and coherent. Lessons should function as a part of a larger instructional context.

• uses a variety of techniques to motivate students• provides successful experiences for all students• makes learning meaningful; provides a purpose for learning• points out the similarities between new learning and prior learning• provides multiple opportunities to practice a skill at the beginning of learning and

ongoing practice after initial learning• uses positive reinforcement• employs strategies to promote student mastery and understanding of essential

declarative and procedural knowledge (i.e., constructing meaning, organizing, storing, modeling, shaping, internalizing, teaching for application, interpretation, and explanation)

• points out similarities between the situation in which something is learned and the situation to which learning may transfer

• provides ongoing learning opportunities that require the student to apply knowledge to real-world problems, decisions, inventions, investigations, and/or experimental inquiry

• structures and sequences the lesson in a logical order• establishes clear transitions between sequences of instruction

The effective teacher uses a variety of methods to accomplish the goals of instruction.

• uses a variety of teaching methods• varies materials and activities to accomplish the objectives of instruction, including

demonstration, whiteboard, chalkboard, lecture, multimedia, cooperative learning structures, independent practice, independent and/or group projects, learning centers and related strategies

• uses strategies such as those identified by equity programs (e.g., Generating Expectations for Student Achievement [GESA]) to promote success among diverse student populations

• employs technology-assisted instruction, manipulatives and related sensory experiences, assigns meaningful homework, and relates strategies to promote student learning and engagement

NOTES:

TECHNOLOGY-ENHANCED INSTRUCTIONEffective teachers incorporate a variety of technologies to enhance instruction and ensure student mastery of both technology and content goals.


The teacher integrates technology appropriately to enhance instruction and meet the diverse needs of students.(MTTS 5 and 6: Technology Integration and Assistive Technology)

• chooses technology systems, media resources, and services that align with district, state, and national standards

• engages in ongoing planning of lesson sequences that effectively integrate technology resources and are consistent with best practices and grouping strategies

• implements technology-based activities that engage students in higher-order thinking skills

• uses adaptive technologies as appropriate to meet individual student’s needsThe effective teacher manages technology and media resources as an effective part of instruction.(MTTS 3, 5, and 6: Legal Issues, Technology Integration, and Assistive Technology)

• plans and implements for the technology needs of students to conduct instruction• holds students accountable for respecting technology resources• locates and ensures equal access to technology and media resources• adjusts technology experiences to meet the needs of diverse learners

The effective teacher evaluates information technology for validity, accuracy, legality, and privacy.(MTTS 1, 3, and 4: Information Access, Legal Issues, and Assessment)

• teaches methods and strategies to assess the reliability of information• enforces classroom procedures that guide students’ safe and appropriate use of

technology• implements and supports procedures consistent with school and district policies to

protect the privacy and security of student data and information• demonstrates and advocates for legal and ethical behaviors among students,

colleagues, and community members regarding the use of technology and information• guides students in applying assessment tools to critique student-centered technology

products and the process used to create those products• supports the use of a research process model for all students that fosters the

integration of technology, media, and information literacy skillsThe teacher utilizes and evaluates data through the appropriate use of software, instructional technology, and other media.(MTTS 4: Assessment)

• uses technology tools to collect, analyze, and interpret student and school data to make adjustments in instructional program

• uses results from assessment measures (e.g., learner profiles, computer-based testing, performance-based testing) to improve instructional planning, management, and implementation of learning strategies

The teacher involves the community and parents in the educational process as an integral part of the integration of technology.(MTTS 2: Communication)

• facilitates student access to school and community resources• uses technology and media resources to extend communication opportunities with

parents• facilitates students’ interaction with the global community through the use of

technologyThe teacher adapts instruction to apply emerging technologies, educational philosophies, and movements.(MTTS 2 and 7: Communication and Professional Growth)

• identifies the capabilities and limitations of current and emerging technology resources

• assesses the potential of these systems and services to address personal, lifelong learning, and workplace needs

• participates in technology-based collaboration as part of continual and comprehensive professional growth to stay current of new and emerging technologies that support enhanced learning for students

• infuses information literacy skills where appropriate

OUTCOMES OF INSTRUCTIONThe effective teacher determines the success of instruction by assessing the outcomes. The teacher analyzes student performance data and uses this information for instructional modification and re-teaching.


The teacher has a means of assessing student accomplishment of the goals of instruction and uses the results as a device for further planning and teaching.

• assesses the declarative and procedural knowledge of each student in relationship to identified lesson objectives

• makes adjustment for individual differences• assesses students’ accomplishments of the objectives of instruction and monitors

student progress using a variety of assessment tools (e.g., criterion-based DRA, SRI, benchmark assessments, authentic tasks, portfolios, performances, demonstrations, culminating activities, assessment limits, etc.)

• uses the results of assessment in planning additional instruction• provides instructional support to all students, with appropriate support for those who

do not initially master the objectives of instruction• uses assessment limits identified in Curriculum Framework Progress Guides to

monitor student progressThe teacher designs the evaluation of student progress based on the objectives of instruction. The tools, techniques, and methods that the teacher uses to evaluate students are appropriate to the student and the objectives of instruction.

• evaluates the effectiveness of instruction• communicates evaluation expectations to students• promotes student self-reflection and evaluation• allows students to participate in the development of assessment criteria, when

appropriate• bases evaluation on the objectives of instruction• communicates with students regarding the appraisal of their work• praises student progress in specific rather than general terms

LONG-RANGE LESSON PLANNING

A critical phase in the instructional planning process is collaborative, long-range planning with content teams and/or appropriate specialist(s). Given the outcomes for the long-range plan, it is essential for teachers to determine the appropriate assessment of student learning, through both formative and summative assessments. The “Long-Range Lesson Planner” can be used as a framework for thinking about and planning for instruction. There are two models included in this document that will help to guide the process of planning units of instruction.

In cases where existing Curricular Framework Progress Guides already provide models for long-range planning, these existing documents are the long-range planners. Teachers will use these frameworks to develop daily lessons.

MODEL 1: GOAL-BASED UNIT DESIGN guides the teacher through the process of connecting the learning indicators embedded in the Maryland Voluntary State Curriculum and Content Standards to the daily instructional objectives. Through this process, teachers can identify specific ongoing assessments that help to determine if students have mastered the objectives and related instructional indicators. The culminating assessment for this long-range planner is a summative evaluation of the indicators identified in the plan.

MODEL 2: BACKWARD MAPPING DESIGN guides the teachers through the critical process of planning daily instructional activities that contribute to students’ mastery of identified learning indicators. In this planning guide, teachers identify the indicators to be taught and assessed through this unit or long-range plan. There is a conscious connection that teachers make between the assessment and the daily objectives. The culminating assessment for this long-range planner is a summative evaluation of the indicators identified in the plan.

Both Long-Range Planners are available as options when planning for long-range units of instruction. However, it is recommended that teachers on content teams use the same planner.

In the collaborative, long-range planning process, teachers should consider the following:

Assessment of Student Progress – For teachers to begin the planning process, it is critical that they outline the specific culminating activity and assessment of student mastery of the identified learning standards. Further, teachers should consider how they will monitor student progress toward these standards throughout the progression of the unit. It is therefore vital for the following questions to be considered:

How will students be assessed throughout the unit? What flexibility is built into the unit design for re-teaching and student practice? How do lessons build on a progression of skills toward the culminating activity or formative assessment? What formative assessment or real-world learning opportunities will measure students’ understanding of key competencies?

Time and Calendar Coincidence – In planning units and long-range plans, it is essential that the instructor consider how the lessons will occur within the time and space of the school calendar. Specifically, one should think about the following questions:

What extracurricular and co-curricular activities are occurring in the school that may impact the duration or frequency of class periods involved in this unit of instruction?

Are there holidays or school closings scheduled for the days in which this unit is planned? Be sure not to schedule activities or assessments on PGCPS calendar-identified religious holidays.

Will a number of students miss class due to scheduled field trips, assemblies, or conferences? How will the delivery of the unit coincide with access to the computer lab, media center, or specialized learning environments?

Access to Resources – Access to material and human resources may impact the unit design process. Planning for these matters may involve an analysis of resources in terms of these questions:

If resources (e.g., textbooks, CD-ROMs, videos, DVDs, audio, library materials, manipulatives, calculators, or lab kits) are shared, what arrangements need to be made with colleagues or department/grade-level team members for students’ use?

Will specialists (e.g., media specialists, reading specialists, mathematics specialists, instructional coordinators) be involved in the planning or delivery of parts of the unit?

Do rooms (e.g., computer labs, media center) need to be reserved for a set number of class periods? What adjustments may need to be made in your plan for last-minute cancellations?

Individualized Instruction – Considerations of students with special needs and the requisite accommodations must be part of the planning process. Consider: How will the lesson need to be adapted for students with special needs (i.e., special education, talented and gifted, ESOL/language minority)? In what ways will the teacher vary the modalities of learning to ensure that ALL students have an opportunity to learn? How are Individualized Education Plan (IEP) goals/objectives and accommodations for individual students a part of the unit and assessment design?

Use of Instructional Best Practices – As part of the process for planning, it is important to vary the day-to-day instruction to allow students with varying learning abilities and learning style preferences opportunities to excel. In addition, consider how the following can be an integral part of every unit:

How will students have an opportunity to further extend their thinking through writing and reflection? How can the use of technology enhance the learning experience? To what extent can cooperative learning be integrated into the unit to provide opportunities for group exploration and problem-solving? What attention is given to the varying learning modalities and multiple intelligences of students?

The following sample Long-Range Lesson Planner provides a template teachers can use for planning in accordance with the above considerations.

LONG-RANGE LESSON PLANNER – MODEL 1: GOAL-BASED UNIT DESIGN

What are the overall outcomes for this unit? Dates:

Standards Connection: What will students learn and do? Instructional Plan: What activities will engage students and contribute to their learning?

Ongoing Assessment: How will you assess student learning on an ongoing basis?

Standard: Indicator Lesson Objective(s) Instructional Strategies Student Activities Assessment Type

Formative/Summative Assessment: Through what formative/summative assessment will students demonstrate their mastery of all identified outcomes for instruction for this unit? How will you assess student mastery of the identified learning indicators?

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LONG-RANGE LESSON PLANNER - RESOURCE PLANNER Text Resources

How will various forms of text (e.g., print, video, etc.) be used to help learners develop a deeper understanding of the key concepts and skills? What text resources can be utilized to assist learners in enhancing literary experiences?

Technology ResourcesHow can the use of technology enhance the learning experience? What tools may be accessed to further develop students’ skills in using technology as an integrated part of their learning? How can information literacy skills be integrated with instruction?

Cooperative GroupingsWhat cooperative structures will facilitate

learning? How will students be involved in group processing? How will students work with each other during the unit?

Content-Based Reading and Writing Opportunities

How will reading strategies for the discipline be overtly taught and reinforced? How will students have the opportunity to extend their thinking through writing?

Hands-On Experiences and/or Manipulative Usage

What hands-on experiences and/or manipulatives will be used to help students develop an understanding of key skills and processes for investigation?

Individualized InstructionHow will the lesson need to be adapted for students with special needs (i.e., special education, talented and gifted, ESOL/language minority)? In what ways will you vary the modalities of learning to ensure that ALL students have an opportunity to learn?

Material ResourcesWhat materials will need to be prepared before

each lesson in order to ensure the unit goes smoothly? What media resources are available to enhance your lessons?

Other Planning ConsiderationsWhat else should be considered when planning and delivering this unit? What reminders should you record for yourself? What are the time constraints and considerations for this lesson?

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The following sample Long-Range Lesson Planner provides a template teachers can use for planning.LONG-RANGE LESSON PLANNER – MODEL 2: BACKWARD MAPPING DESIGN

Standard: What are the overall outcomes for this unit? Indicator(s): What are the specific skills and competencies that will be assessed in the long-range plan?

Summative Assessment: Through what culminating assessment will students demonstrate their mastery of all identified outcomes for instruction for this unit? How will you assess student mastery of the identified learning indicators?

Objective(s)What will students learn and do?




Days Days Days Days

Formative AssessmentHow will you assess student learning

on an ongoing basis?







Learning ActivitiesWhat specific activities will be planned to assist

students in mastering the outcomes for instruction?







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LONG-RANGE LESSON PLANNER - RESOURCE PLANNER Text Resources



Cooperative GroupingsWhat cooperative structures will facilitate learning? How will students be involved in group processing? How will students work with each other during the unit?

Content-based reading and Writing OpportunitiesHow will reading strategies for the discipline be overtly taught and reinforced? How will students have the opportunity to extend their thinking through writing?




Material ResourcesWhat materials will need to be prepared

before each lesson in order to ensure the unit goes smoothly? What media resources are available to enhance your lessons?


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DAILY LESSON PLANNING

Daily Lesson planning allows a teacher the organizational structure through which a given day’s activities can be delivered. The teacher’s daily lesson plans fit within the context of the broader unit. Daily lessons are therefore developed to promote student learning through a continuum of processes working toward a progression of skill development and increased student understanding.There are various lesson planning models to use, including the Directed Teaching Activity Planner (DTA), which may be used across many content areas, and the Planning and Observation Guides, which are specifically used in reading/English language arts, mathematics, science, and social studies. The Directed Teaching Activity Planner allows for flexibility in lesson design, yet indicates critical components of every lesson, i.e., the statement of objective, and the warm-up, evaluation/assessment. There are modified lesson planners for reading/English language arts by grade level. In addition, content-specific 5 E’s models for science and mathematics are provided to plan for instruction in these disciplines. It is essential that teachers use these planning frameworks (as appropriate to the content or discipline) when planning for daily instruction.

The process for planning, using this framework, is outlined below:

Teachers should use the lesson planning models appropriate to their content area/discipline in the process of daily planning. Teachers should use Curriculum Framework Progress Guides or other curriculum documents as appropriate to the discipline when planning for daily instruction. Through these planning models, teachers begin with the end in mind. Planning around the objective of the lesson helps the teacher decide on how student mastery will be assessed. Specific language in the daily objective denotes what will be taught in the lesson and how students will demonstrate either their understanding of new knowledge, or concepts, or their proficiency in using a new skill or procedure.

LESSON OBJECTIVES DRIVE THE LESSON PLANNING PROCESS

Since the lesson objectives indicate both what is taught through the lesson (Students will …), as well as specific outcomes for the lesson (…in order to…), it sets the stage for the learning activities as well as the assessment. Learning activities throughout the lesson will vary based on the content and process of the lesson; therefore, the teacher-directed activities, guided practice, and independent practice will vary from lesson to lesson as well. However, assessment of the objective must be included in every lesson.

Assessment of student progress occurs throughout every lesson in an ongoing manner. Teachers monitor students’ work and understanding and intervene appropriately to ensure all students have an opportunity to gain competency and proficiency in the desired learning target. An effective teacher includes ongoing assessment through frequent checks for student understanding, and promotes student self-reflection and analysis in every lesson. This can be accomplished through a variety of strategies, including think-alouds, reflective dialogue, pairs-check, and/or other content-specific assessment techniques.

In many lessons, teachers assess student mastery and completion of the objective through formative assessment, i.e., the teacher evaluates the students’ learning at the end of the lesson. Since the teaching of certain skills requires a multi-day plan, the formative assessment may occur at the end of a series of lessons working toward the completion of a sequence of objectives.

Starting all lessons with a warm-up ensures that students are ready for learning. This anticipatory act is established to focus and/or reinforce students’ learning and to ensure the on-task behavior of all students. Teachers should always consider how they will engage students in the first five to seven minutes of class to help set the tone for learning and focus students’ attention on the lesson. These engagement exercises can be used to connect prior learning, review material from the previous day, or allow students to brainstorm ideas relating to the lesson objective. The warm-up should be an activity that EVERY child can do independently.

Closure in all lessons is critical. Closure is an activity designed to foster a sense of completion among student participants. Assessment may be incorporated into a closure activity. Closure should be a short (i.e., five - seven minute) activity. The teacher or students may lead it, and it may focus upon one of many guiding questions: What did we accomplish today? What do we do now? How far will we go tomorrow? What should we think about for our next lesson? What are the most significant or interesting parts of the lesson? How does the lesson relate to you and the world you inhabit?

Format for Writing Objectives in Prince George's County Public Schools:

Students will in order to action verb and language from indicator . product/task/assessment

OBJECTIVE WRITINGThe Voluntary State Curriculum (VSC) and/or the Maryland Content Standards are embedded in the PGCPS’ curricular framework documents. A teacher determines, through the planning process, the specific learning indicators upon which each lesson is based. The language in the indicator and assessment limit(s) will be used to write the objective for each day’s lesson.

Teachers should use the Prince George's County Public Schools Curriculum Framework Progress Guides to determine the pacing and use of indicators, objectives, and assessment limits for instruction.

The Maryland VSC is organized in the following format: Maryland Content Standard

Maryland Content Standard Topic – Upon which standard will the lesson or unit focus? Indicator/Objective – Which specific skills or competencies that are articulated in the curricular framework documents, will be taught through this lesson? Assessment Limits (various content areas have these) These limit what can be tested on the Maryland School Assessment for specific grade levels.

STUDENTS WILL:• This part derives from the indicator/objective. (For all content areas, use the curricular frameworks to decide what indicators should be taught.) • The objective does NOT have to include the exact language of the indicator, with the exception of the verb (example: analyze). Otherwise, use student-friendly language.• The objective does NOT have to include every aspect of the indicator. BE SPECIFIC. Include only the part of the indicator you are working on in this lesson. The lesson objective may even be a stepping-stone toward the indicator.

IN ORDER TO:• This part is derived from the assessment. What will students do that will allow the teacher to know whether students mastered the concept or skill? • This is NOT your long-term goal. It is the immediately observable action the students will take and the teacher will be able to assess.• The product being measured does NOT have to be in written form. It may be in the form of a discussion.

CONSTRUCTING LEARNING OBJECTIVES:Content Standard

Example:English Language Arts: Reading

Example:Mathematics: Knowledge of Measurement

Maryland Content Standard Topic/Expectancy: Upon what long-range goal will the lesson or unit focus?Example:

Comprehension of informational textExample: Mathematics only identifies standards and indicators. There is no topic category.

Indicator: What specific skills or competencies are articulated in the standards documents that will be taught through this lesson?

Example: Apply knowledge of organizational structure of informational text to facilitate understanding.

Example: Estimate and determine the perimeter of polygons and real-world objects.

Objective: How will you communicate to students what they will learn and do through this lesson?

Assessment Limit: Compare and contrastLesson Objective Format: Students will _________________________ in order to _______________________. action verb and language from indicator product/task/assessment

Example:Students will apply knowledge of the organizational structure of compare and contrast in order to participate in think/pair/share activities for “Around the World.”

Example:Students will find the perimeter of a rectangle in order to construct a scale model of the classroom.

• There are MANY possible “in order to’s” for any indicator. It depends on what the teacher is doing with the particular lesson. • Be sure the “in order to” logically matches how students demonstrate their learning of the specific indicator/objective. • If you are doing a lesson suggested in the curricular framework documents, this part will reflect what students did in that lesson.

SAMPLE OBJECTIVES

MATHEMATICS

ELEMENTARY SCHOOL EXAMPLES:

• Students will identify, describe, extend and create numeric patterns and functions in order to represent and analyze numeric patterns using skip counting with 2, 5, 10, or 100 starting with any whole number (0 – 1000).• Students will analyze the properties of solid geometric figures in order to identify or describe cubes by the number of edges, faces, vertices, or shape of each face.

MIDDLE SCHOOL EXAMPLES:

• Students will write and evaluate expressions in order to evaluate algebraic expressions using one unknown and one or two operations with whole numbers (0-20).• Students will represent plane geometric figures in order to construct a line segment congruent to a line segment using a variety of construction tools.

HIGH SCHOOL EXAMPLES:

• Students will analyze the properties of geometric figures in order to determine congruence and similarity.• Students will apply addition, subtraction, multiplication, and/or division of algebraic expressions to mathematical and real-world problems in order to simplify algebraic expressions that represent polynominals in one variable.

SCIENCE (K-12)ELEMENTARY SCHOOL EXAMPLE:

• Students will identify the stages of the life cycle of a lima bean or another flowering plant in order to create a “Grow a Gift” card for Mother’s Day.

MIDDLE SCHOOL EXAMPLES:

• Students will read and interpret topographic maps in order to construct two-dimensional profiles of landforms.

HIGH SCHOOL EXAMPLES:

• Biology – Students will identify the stages of cell division in order to scientifically draw and label the stages of mitosis.• Environmental Science – Students will recognize aquatic macro-invertebrates in order to begin to develop a profile of the health of a body of water.

• Plants and People – Students will identify plant parts in order to write simple taxonomic keys for plant identification.

SOCIAL STUDIES (K-12)ELEMENTARY SCHOOL EXAMPLES:• Students will apply the concept of time by placing key events in chronological order in order to create a timeline.• Students will analyze geographic information about people, places, and environments in order to construct maps including map elements.

MIDDLE SCHOOL EXAMPLES:• Students will read a primary source document in order to analyze the criteria anthropologists use to define civilizations.• Students will interpret a political cartoon about Andrew Jackson in order to write an analysis of U.S. relations with Native Americans in the early 1800's.

HIGH SCHOOL EXAMPLES:• Students will evaluate the Plessy v. Ferguson and Brown v. Board of Education Supreme Court cases in order to write an extended constructed response about the evolution and changing interpretation of the United States Constitution and its amendments.• Students will examine artifacts and paintings from the Renaissance era in order to create a project depicting the aesthetic and cultural significance of major changes in painting, sculpture, and architecture from that time period.

READING/ENGLISH LANGUAGE ARTS

ELEMENTARY EXAMPLES:• Students will follow written directions in order to make a puppet for an oral presentation.• Students will identify the author’s purpose in order to discuss why the author wrote the article.• Students will identify the parts of a friendly letter in order to write a letter to their principal. • Students will recognize elements of realism and fantasy in order to discuss whether a character is realistic.

MIDDLE SCHOOL EXAMPLES:• Students will use details when writing to express personal ideas in order to write about a brief autobiographical incident after a discussion with a partner.• Students will use quotation marks with dialogue in order to correctly write a brief dialogue between their parents and themselves.• Students will use persuasive techniques in order to write a persuasive essay regarding their opinion about candy machines in schools.• Students will analyze the relationships among characters in “Seventh Grade” in order to participate in literature circle discussions in preparation for the writing of a brief-constructed response.

HIGH SCHOOL EXAMPLES:• Students will read and analyze the speech, "Ain't I a Woman?," in order to compose a speech or an essay expressing personal ideas.• Students will analyze characters in Romeo and Juliet, in order to write a character sketch of an assigned or self-selected character.

• Students will review the rules for using quotation marks in order to revise a passage of dialogue from another student's sample short story or their own short story.

THE DIRECTED TEACHING ACTIVITY (DTA)

The Directed Teaching Activity (DTA) includes the following: Focusing Student Attention: These activities include an anticipatory set or “warm-up” to focus students’ learning and to ensure on-task

behavior by all students. During the warm-up, there is minimum teacher intervention. In this phase, the teacher communicates the daily learning objective to students both orally and in written format.

Introductory and Developmental Activities: Through these teacher-directed activities, new concepts or processes are introduced and/or students are aided in constructing meaning around new concepts. The teacher models new processes and procedures and assists students in organizing and storing new information.

Guided Practice Activities: In this phase, students have an opportunity to use their new knowledge and skills through teacher-monitored activities. Moreover, this process offers students an opportunity to begin the extension and refinement of their skills through the use of critical thinking skills.

Independent Practice and/or Meaningful Use Tasks: These activities allow students an opportunity to use their new knowledge and skills in meaningful ways. These activities and tasks may contribute to students’ independent or group-centered responses to an ongoing project-based task involving one or more of the following: decision-making, problem-solving, investigation, experimental inquiry, and/or invention. Independent activities may include homework.

Assessment Activities: Through ongoing assessment, the teacher assesses student progress toward the attainment of the objective and students’ understanding and proficiency of new knowledge or skills. The teacher evaluates students’ accomplishment of the objective and makes necessary adjustments to instruction.

Closure activities: These activities are designed to foster a sense of completion among student participants. It may be an essential part of the assessment process or it can function as a stand-alone activity.

Please note that the Directed Teaching Activity Planner provides a framework for instruction utilized in many disciplines, including social studies, music and physical education, among others. Mathematics in grades 9-12 uses a modified DTA.

NOTES:

THE 5 E’S LESSON PLANNER

In the areas of mathematics, K-8 and science, K-12, the 5 E’s Lesson Planner is utilized as the prevailing approach to daily lesson planning. This process includes the following steps and critical guiding questions:

Phase One – Engagement: This phase initiates the learning task. The activity should make connections between past and present learning experiences and organize students’ thinking toward the learning outcomes of current activities. The teacher provides the experience to engage the learner and identify the instructional task. Phase Two – Explore: This phase provides students with a common base of experience within which current concepts, processes, and skills are identified and developed. The students are given time to think, plan, investigate, and organize collected data. The teacher facilitates and monitors interaction between students and instructional situations, and provides as much scaffolding as needed by students. Phase Three – Explain: The students are now involved in an analysis of their exploration. The students are provided with opportunities to demonstrate their understanding of the concepts and processes they are learning. The teacher clarifies students’ understanding and introduces and defines new concepts. Phase Four – Elaborate: This phase challenges and extends students’ conceptual understanding and skills. The teacher provides new experiences to extend and refine students’ knowledge and skills. Phase Five – Evaluate: Informal, ongoing evaluation should occur from the engagement activity on through the elaboration. The teacher and the student can complete a culminating evaluation after the elaboration phase. The students assess their knowledge, skills, and abilities. The teacher focuses on outcomes that can be used to evaluate student progress.

The 5 E’s model for the teaching, learning, and assessing of mathematics and science is based upon a student-centered, constructivist philosophy. In this model, learning new skills and concepts in depth is not a linear process but a recursive one. Therefore, suggested timeframes for each of the phases within the 5 E’s model may not be observed in one setting.

NOTES:

DIRECTED TEACHING ACTIVITY PLANNER

Focusing Student Attention

Statement of Objective: What should students know and do as a result of the lesson?

Time

5-7 minutesWarm-Up: How will you engage students in learning? How will you connect the lesson to their prior knowledge?

Introductory and/or Developmental Activities

Teacher Directed Activities: How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures?

Guided Practice Teacher-Monitored Activities: What will students do together to use new concepts or skills? How will you assist students in this process?

Independent Activities and/or Meaningful-Use Tasks

Extension, Refinement, and Practice Activities: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?

Assessment Formative Assessment: How will you monitor student progress throughout the lesson?

Time5 minutes

Summative Assessment: How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning daily? How will you assess their learning at the end of a unit?

Closure Activities: How will you assist students in reflecting upon what they learned today and are preparing for tomorrow’s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?

DAILY RESOURCE PLANNER Text Resources



Cooperative GroupingsWhat cooperative structures will facilitate

learning? How will students be involved in group processing? How will students work with one another during the lesson?

Content-based reading and Writing Opportunities

How will reading strategies for the discipline be overtly taught and reinforced? How will students have the opportunity to extend their thinking through writing?




Material ResourcesWhat materials will need to be prepared before

each lesson in order to ensure the unit goes smoothly? What media resources are available to enhance your lessons?


R

Early Childhood Observation GuideThe components are parts of a planned daily schedule.

The components and times may vary from school to school.Minutes Component Observation Comments

5-10 Arrival10-20 Breakfast

10-20Opening

o Helperso Good Morning Songo Pledge to the Flago Morning Meeting Charto Calendaro Attendance

120

Center Timeo Centers

ABC Computer Construction Creativity Library Math & Manipulatives Pretend & Learn Listening Center Science Writing

o Small Groups Math (Skills/Concepts) Literacy (Skills/Concepts)

Early Childhood Observation GuidePrekindergarten & Head Start

The components are parts of a planned daily schedule.The components and times may vary from school to school.

Minutes Component Observation Comments

10-20Circle Time *Taught daily

o Health and Safetyo *Letter Timeo Music/Movemento Scienceo Social Emotionalo Social Studies

30 Lunch5-7 Math Connection Story

10-20 Math Large Group Lesson

10-20Meeting Time

o Oral Language & Vocabularyo Phonological Awareness

30 Outside10 Snack20 Specials

10-20

Story Timeo Reading the Big Booko Teacher Read Aloud

2-3Transitions

o Planned and educationalo Occurs between changes in activities

5-10 Closingo End of the day news

5-10 Dismissal

EARLY CHILDHOOD PLANNER

Date: Theme:LITERACY & LANGUAGE

Transition Activity (2-3 Minutes) Make It EasierObjective:

Make It HarderObjective:

CIRCLE/Differentiated Instructional Groups

Objective:CENTERS- LITERACY SMALL GROUP

INDIVIDUAL STUDENT PLANTransition Activity (2-3 Minutes) Letter Time

Objective:Content Area

Objective:

CIRCLE TIME

Transition Activity (2-3 Minutes) Oral Language and VocabularyObjective:

Phonological AwarenessObjective:

MEETING TIME

Transition Activity (2-3 Minutes) STORY TIME (Big Book/Teacher Read Aloud)Objective:

MATHEMATICS

MATH CENTERS- MATH SMALL GROUPS

Make It EasierObjective:

Make It HarderObjective:

INDIVIDUAL STUDENT PLAN

MATH CONNECTION STORY

MATH LARGE GROUP LESSONObjective:

CENTERS/INDIVIDUALIZED STUDENT PLANABC Computer Construction

Creativity Library Math & Manipulatives

Pretend & Learn Listening Center Science

Writing

ELEMENTARY AND MIDDLE SCHOOL READING/ENGLISH LANGUAGE ARTS WEEKLY PLANNERS

The weekly planners on the following pages are designed to assist teachers in creating plan books. The planners incorporate all of the elements of the Planning and Observation Guides for the suggested time blocks. Use the planner appropriate to the grade level taught, and refer to the Planning and Observation Guides for details of each component. Weekly blank lesson plans for the emergent and extending small group lessons for elementary reading are also provided. For formal observations, lessons should be written using the daily Planning and Observation Guide.

THESE FORMS, LIKE OTHERS CONTAINED IN THIS DOCUMENT, WILL BE AVAILABLE ONLINE AT http://www.pgcps.org/%7Estaffdev/

http://www.pgcps.org/~staffdev/

Reading/English Language Arts Planning and Observation Guides

Using the Reading/English/Language Arts Planning and Observation Guides

Planning for reading/English language arts requires a modification of the Daily Lesson Planner that includes all components of the block. Therefore, teachers should use the Planning Guides to plan for daily instruction in reading, English and language arts, and principals should use the Observation Guides to observe instruction.

Overview

The following practices should be evident in each classroom (K-12) if the academic instruction in Reading/ Language Arts is to transfer into student practices:

• Instruction based on the Maryland Voluntary State Curriculum and Core Learning Goals• Differentiated instruction delivered through a variety of grouping strategies• Lessons taught in before-, during-, and after-reading formats• Content-specific reading material of a type reflective of one of the three reading purposes: for information, to perform a task, or for literary experience• Content vocabulary instruction• Appropriate higher-order thinking skills and questioning strategies• Metacognition: modeling thinking, making thinking public• Graphic organizers to represent information visually• Instruction in the use of reading comprehension strategies, including reciprocal teaching• Appropriate use of the time allotments within the reading/English/language arts block• Writing that is reflective of one of the three writing purposes: to inform, to persuade, or to express personal ideas• Technology as a tool for lesson delivery and extending learning• Cooperative learning techniques used with students on a regular basis – inclusive of literature circle discussion groups• A motivating overview of lesson objectives and indicators• A lesson summary to focus back on the lesson objectives and indicators

Elementary Reading/English Language Arts K-5 Planning and Observation Guides

SPECIFIC READING/ENGLISH LANGUAGE ARTS PRACTICES:

Whole Class Instruction:• Skill/strategy mini-lessons based on the Maryland Voluntary State Curriculum provide whole class access to meaning making, word solving, and writing strategies, and to engagement in reading and writing.

Differentiation/Small Group Instruction:• Groups are based on systematic observations and are reformed based on ongoing assessment. (In primary grades and with intermediate struggling readers, assessment includes the use of running records.) • A variety of ways of differentiating instruction are used: groups based on reading level, groups for short-term instruction on specific skills, heterogeneous, cooperative groups, and individual reading with teacher conferencing.• Each student receives small group reading/writing instruction through books and other materials at instructional, not frustration, level.• While the teacher meets with groups, students are engaged in a variety of appropriate, open-ended, multi-level activities, through centers, routines, independent reading/writing, or other follow-up work.• Management procedures are in place so that students work independently.• Small group guided reading instruction for all students, regardless of grade, reading at or below a Developmental Reading Assessment (DRA), Level 16 includes:

• book introduction, student reading, discussion of meaning, related phonics/word work, and writing within a fast-paced, 1-2-day framework;• before reading, a short introduction that provides children with access to the text but leaves work for them to do;• during reading, students reading simultaneously at their own rates on first reading of text while teacher listens to individual children read and notes specific strengths and needs. Children do NOT read text initially in “round robin” fashion; and• after reading, children engaged in discussion that furthers their understanding of the meaning of the text and assists them in developing independent strategies for word solving.

• Small group reading instruction for all students also includes:• appropriate before, during, and after reading support;• reading strategy instruction that is explicit, with modeling, guided and independent practice, and follow-up discussion; • higher level question(s) directly related to the indicators being taught;• oral discussion used as a scaffold for written responses to question(s) in the form of Brief Constructed Responses (BCRs); and• written BCR’s and evaluation of a student’s own and his/her peers’ responses (grades 3-5).

ELEMENTARY READING/ENGLISH LANGUAGE ARTS OBSERVATION GUIDEKINDERGARTEN –150 MINUTE BLOCK*

TIMES FOR EACH SEGMENT AND ORDER MAY BE MODIFIED DAILY TO MEET STUDENT NEEDS.Minutes Focus Observation Comments

OBJECTIVES+: Students will ______________________ in order to ___________________________. (language from Curriculum Framework Progress Guides) ( product/activity/task)

Comprehension Phonemic awareness/phonics Word work Writing/Language

40 LEARNING TO READ: WHOLE CLASS INSTRUCTIONOPENING ROUTINES ++

Calendar, daily message, word wall, and phonemic awarenessCOMPREHENSION MINI-LESSON/GUIDED PRACTICE Shared reading and/or read aloudSkill or strategy instruction in one or more:

Reading strategies Activating/building prior knowledge Comprehension skills Concepts of print

PHONEMIC AWARENESS/PHONICS LESSON/GUIDED PRACTICE Phonemic awareness/phonics instruction Guided handwriting instruction (3-5 min.)

LEARNING TO READ: SMALL GROUP INSTRUCTION/ GUIDED INDEPENDENT PRACTICE: +++ See Small Group Lesson PlansGROUP 1 GROUP 2 GROUP 3

20 teacher-led guided reading group centers literacy activity, independent reading++++

20 literacy activity, independent reading++++ teacher-led guided reading group centers

20 centers literacy activity, independent reading++++ teacher-led guided reading group

20 WORD WORK: WHOLE CLASS20 WRITING and LANGUAGE: WHOLE CLASS MINI-LESSON/GUIDED PRACTICE:

Writing Process Shared Writing Interactive Writing

10 READ ALOUD++ Teacher reads book to students.* The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirement of 135 minutes should consult the CFPG p.5: Options for Reducing K-1 Language Arts Block to the Minimal Requirement of 135 Minutes.+Objectives are written in this format in teacher’s plan book, and may be put in child-friendly language on the board. ++These segments may occur outside of the uninterrupted 120-minutes of the reading/language arts block.+++Small group instruction will begin second quarter with activities leading up to guided reading. Initial groups may be 10-15 minutes and build up in length over the year.++++ Independent, self-selected reading should occur while the teacher meets with other reading groups, or else must be included outside the reading/language arts block.

ELEMENTARY READING/ENGLISH LANGUAGE ARTS OBSERVATION GUIDEGRADE 1 –150 MINUTE BLOCK*


OBJECTIVES+: Students will ______________________ in order to ___________________________. ( language from Curriculum Framework Progress Guide) ( product/activity/task)

Comprehension Phonemic awareness/phonics

Word work Writing and Language

40 LEARNING TO READ: WHOLE CLASS INSTRUCTIONOPENING ROUTINES ++

Daily language practice Daily message Daily phonemic awareness

COMPREHENSION MINI-LESSON/GUIDED PRACTICE: Shared reading and/or read aloudSkill or strategy instruction in one or more:

Reading strategies Activating/building prior knowledge Comprehension skills

Concepts of printPHONEMIC AWARENESS/PHONICS LESSON

systematic phonemic awareness and/or phonics instruction LEARNING TO READ: SMALL GROUP INSTRUCTION/ GUIDED/INDEPENDENT PRACTICE: +++ See Small Group Lesson PlansGROUP 1 GROUP 2 GROUP 3

20 teacher-led guided reading group centers literacy activity, independent reading++++

20 literacy activity, independent reading++++ teacher-led guided reading group centers

20 centers literacy activity, independent reading++++ teacher-led guided reading group

20 WORD WORK: WHOLE CLASS Word wall activities HM high frequency words Vocabulary Other word work

20 WRITING and LANGUAGE: WHOLE CLASS MINI-LESSON/GUIDED PRACTICE: Guided Handwriting Writing Process Shared Writing Interactive Writing

10 READ ALOUD++ - Teacher reads book to students.* The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirement of 135 minutes should consult the CFPG p.5: Options for Reducing K-1 Language Arts Block to the Minimal Requirement of 135 Minutes.+Objectives are written in this format in teacher’s plan book, and may be put in child-friendly language on the board. ++These segments may occur outside of the uninterrupted 120-minutes of the reading/language arts block.+++Small group instruction will begin second quarter with activities leading up to guided reading. Initial groups may be 10-15 minutes and build up in length over the year.++++ Independent, self-selected reading should occur while the teacher meets with other reading groups, or else must be included outside the reading/language arts block.

ELEMENTARY READING/ENGLISH LANGUAGE ARTS OBSERVATION GUIDEGRADE 2 –150 MINUTE BLOCK*


OBJECTIVES: Students will ______________________ in order to ___________________________. (language from Curriculum Framework Progress Guides) (product/activity/task)

Comprehension Phonics

Word work Writing/Grammar

35 WHOLE CLASS LESSON/GUIDED PRACTICE: Daily Routines (Morning Message and Word Wall)Lesson in one or more: (See Day 1-6 Templates in Curriculum Framework Progress Guide)

Read aloud+ Building background Bringing Words to Life Vocabulary

SMALL GROUP INSTRUCTION/ GUIDED/INDEPENDENT PRACTICE: See Small Group Lesson Plans

GROUP 1 GROUP 2 GROUP 320++ teacher-led guided reading group centers follow-up, independent reading+++20++ follow-up, independent reading+++ teacher-led guided reading group centers20++ centers follow-up, independent reading+++ teacher-led guided reading group20 WORD WORK: (one or more of the following: See Day 1-6 Templates in CFPG)

Vocabulary Phonics Spelling

35 WRITING: (one or more of the following: See Day 1-6 Templates in CFPG) Writing

Grammar

* The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirement of 135 minutes should consult the CFPG p.83: Options for Reducing Grade 2 Language Arts Block to the Minimal Requirement of 135 Minutes.+ Day 1 read aloud is referenced in Houghton Mifflin Reading. On Days 2-6, read aloud is either included in the lesson or takes place at another time of the day. ++Groups average 20 minutes; one group may be longer and others shorter to accommodate student needs within the time allotments. +++ Independent, self-selected reading should occur while the teacher meets with other reading groups, or else should be included outside the block.

Comprehension strategies Comprehension skills Phonics High Frequency Words

ELEMENTARY READING/ENGLISH LANGUAGE ARTS OBSERVATION GUIDEGRADE 3-5 –105 MINUTE BLOCK*


OBJECTIVES: Students will ______________________ in order to ___________________________. language from Curriculum Framework Progress Guides product/activity/task

Comprehension Word work Writing/Grammar

20 – 50 (See Day 1-6 templates in CFPG)

WHOLE CLASS LESSON/GUIDED PRACTICE: (See Day 1-6 templates in CFPG. One or more of the following:)

Read aloud+ Building background Vocabulary

30 - 60 (See Day 1-6 templates in CFPG)

DIFFERENTIATED READING INSTRUCTION, GUIDED/INDEPENDENT PRACTICE: (See Day 1-6 templates in CFPG. One of the following:)

Gradual Release of Responsibility (“We Do,” “You Do” (Day 1 and Day 2) Small group guided reading in text at instructional levels (break-out shown below, Days 3 and 4)

Book Clubs or continued writing workshop (teacher-led, break-out shown below or student-led, Day 5) Teacher-selected options for reinforcement, pre-teaching, or additional skills (Day 6)

GROUP 1 GROUP 2 GROUP 3 See Small Group Lesson Plans 20++ teacher-led guided reading group Independent literacy activity or

center+++Independent literacy activity +++

20++ Independent literacy activity +++ teacher-led guided reading group Independent literacy activity or center +++ 20++ Independent literacy activity or

center+++Independent literacy activity +++ teacher-led guided reading group

0-30(See Day 1-6 templates in CFPG)

WORD WORK: (one or more of the following – See Day 1-6 templates in CFPG) Structural Analysis/Phonics Vocabulary Spelling

0-35(See Day 1-6 templates in CFPG)

WRITING: (one or more of the following – See Day 1-6 templates in CFPG) Writing

Grammar

* The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirement of 105 minutes should consult the CFPG p.83: Options for Reducing Grade 2 Language Arts Block to the Minimal Requirement of 135 Minutes.+Day 6 read aloud is referenced in Houghton Mifflin Reading. Days 2-5, read aloud is either included in the lesson or occurs at another time of the day.++Groups average 20 minutes; one group may be longer and another shorter to accommodate needs of students within time allotments. +++ Independent, self-selected reading should occur while the teacher meets with other reading groups, or else should be included outside the 105-minute block.

Comprehension strategies Comprehension skills Informational Text Skill

ELEMENTARY READING/ENGLISH LANGUAGE ARTS K-5 OBSERVATION GUIDE

SMALL GROUP READING PLAN FOR EMERGENT READERS DEVELOPMENTAL READING LEVELS 1-16Instruction with each book extends over 2 days. Some struggling readers in upper grades may need this lesson plan or portions of it above level 16.

Choose texts based on the needs of the students. In order for instruction to be effective, the selection must be AT THE STUDENT’S INSTRUCTIONAL LEVEL, so that with teacher support, each student will be able to use strategies to construct meaning for him/herself.

MINUTESapproximate Focus/Objective: Observation Comments

DAY 15

FAMILIAR REREADING: (Fluency Building) Students read familiar texts.

Teacher observes, records, and prompts for strategic reading. Teacher may take a running record on previously read book.

15 GUIDED READINGBefore Reading: Teacher introduces the book:

Briefly summarizes text Connects to background knowledge Previews text Has students locate known and/or unknown words

Sets purpose for reading (strategy focus)During Reading: Students read as independently as possible.

Teacher prompts and praises for strategic processing.After Reading: Discuss the text for meaning.

Revisit focus strategy or skill.DAY 25

FAMILIAR REREADING: (Fluency Building) Students reread previous day’s book.

Teacher observes, records, and prompts for strategic reading. Teacher may take a running record on yesterday’s new book.

5 WORD WORK (Phonics): Making and breaking

Making words Chunking

10 WRITING: Interactive Guided Other (model responses to questions, summaries, paragraph writing, etc.)

ELEMENTARY READING/ENGLISH LANGUAGE ARTS - K-5 OBSERVATION GUIDESMALL GROUP READING PLAN FOR EXTENDING READERS DEVELOPMENTAL READING LEVELS 16+

Be sure to choose a text AT THE STUDENT’S INSTRUCTIONAL LEVEL, so that with teacher support, each student will be able to use strategies to construct meaning for him/herself. Include familiar rereading, word work, and/or writing from the emergent readers’ lesson plan as needed for struggling readers.

Minutesapproximate Focus/Objective: Observation Comments5-10 Before Reading: Teacher introduces the text

States objective Leads students to preview text and make predictions using text features (title, illustrations, etc.) Accesses students’ prior knowledge about topic, genre, and/or format Develops crucial vocabulary concepts Sets purpose for reading Models/reviews reading strategies that will be needed to insure success with text

10-15 During Reading: Teacher encourages students to: Use strategic behaviors as needed as they construct meaning for themselves through one

or more of the following:• making connections (text to self, text to text, text to world)• summarizing• self-questioning• monitoring and clarifying (decoding, vocabulary, and ideas)• making and revising predictions• making inferences

• visualizing• evaluating Apply focus skill to reading the selection Read silently and independently

5-15 After Reading: With appropriate teacher support, students engage in one or more of the following:

Revisit text to examine and extend meaning using oral and/or written responses related to the objective and purpose for reading.

Discuss use of reading strategies during reading (What did you try? What worked? etc.) Clarify confusions in decoding, vocabulary, and/or ideas. Reread selected portions of text for fluency.

READING/ENGLISH LANGUAGE ARTS 150-MINUTE BLOCK* KINDERGARTEN PLANNERDate: _____________________________________ Theme: __________________________________________________________________

Component Times for each segment and order may be modified daily to meet student needs.Objectives: Comprehension Phonemic aware/phonics Word work Writing/languageLEARNING TO READ (Whole Class) 40 min.Opening Routines calendar, daily message, word wall, phonemic awarenessComprehension Mini-Lesson/Guided Practice: Shared reading/read aloud Skill or strategy Phonemic Awareness/Phonics: Phonemic awareness/phonics Guided handwriting (3-5 min.)LEARNING TO READ (Small Group) Use Small Group Lesson Plan for Teacher-Directed Lesson

Group ______________ Group _______________ Group _____________

20 min.teacher-directed lesson centers literacy activity

20 min.literacy activity teacher-directed lesson centers

20 min.centers literacy activity teacher-directed lesson

WORD WORK: Whole Class – 20 min.

WRITING and LANGUAGE: Whole Class – 20 min. Writing process Shared writing Interactive writingREAD ALOUD -10 min.*The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirementof 135 minutes should consult the CFPG p. 5: Options for K-1 Reading English Language Arts Block to 135 Minutes.

READING/ENGLISH LANGUAGE ARTS 150-MINUTE BLOCK* GRADE 1 PLANNERDate _____________________________________ Theme: _______________________________________________________________________________

Component Times for each segment and order may be modified daily to meet student needs. Objectives: Comprehension Phonemic awareness/phonics Word work Writing/languageLEARNING TO READ (Whole Class) 40 min.Opening Routines Daily language practice Daily message Daily phonemic awarenessComprehension Mini-Lesson/Guided Practice: Shared reading/read aloud Skill or strategy Phonemic Awareness/Phonics: Phonemic awareness/ phonics

instruction LEARNING TO READ (Small Group) Use Small Group Lesson Plan for Teacher-Directed Lesson

Group ______________ Group _______________ Group _____________

20 min.teacher-directed lesson centers literacy activity

20 min.literacy activity teacher-directed lesson centers

20 min.centers literacy activity teacher-directed lesson

WORD WORK: Whole Class – 20 min. Word wall HM high frequency words Vocabulary Other word workWRITING and LANGUAGE: Whole Class – 20 min. Guided handwriting Writing process

Shared writing Interactive

writingREAD ALOUD -10 min.*The Curriculum Framework Progress Guide is written based on 150 minutes for the Reading English Language Arts Block. Schools implementing the minimum requirementof 135 minutes should consult the CFPG p. 6: Options for Reducing K-1 Language Arts Block to the Minimal Requirement of 135 Minutes.

READING/ENGLISH LANGUAGE ARTS 150 MINUTE BLOCK* GRADE 2 PLANNERWEEK___ DAY___DAY, DATE ____________________ THEME: ______________________ SELECTION: Lesson Component Times for each segment and order may be modified daily to meet student needs.Objectives comprehension phonics word work writing/grammarWhole Class Mini-Lesson/Guided Practice (35 min.) – See Day 1-6 Templates in CFPGDaily routinesTeacher-directed lesson (one or more) read aloud building background BWTL vocabulary comprehension strategies comprehension skills phonics high frequency wordsSmall Group Use Small Group Lesson Plans for Teacher-Directed Lessons20 min.+ teacher-directed lesson centers independent literacy activity

20 min.+ independent literacy activity teacher-directed lesson centers

20 min.+ centers independent literacy activity teacher-directed lesson

Word Work (20 min.) - See Day 1-6 Templates in CFPGOne or more: vocabulary phonics spellingWriting (35 min.) - See Day 1-6 Templates in CFPGOne or more: writing grammar* THE CURRICULUM FRAMEWORK PROGRESS GUIDE IS WRITTEN BASED ON 150 MINUTES FOR THE READING ENGLISH LANGUAGE ARTS BLOCK. SCHOOLS IMPLEMENTING THE MINIMUM REQUIREMENT OF 135 MINUTES SHOULD CONSULT THE CFPG P. 83: OPTIONS FOR REDUCING GRADE 2 LANGUAGE ARTS BLOCK TO THE MINIMAL REQUIREMENT OF 135 MINUTES.+Groups average 20 minutes; one group may be longer and another shorter to accommodate needs of students within time allotments.

READING/ENGLISH LANGUAGE ARTS 105-MINUTE BLOCK GRADES 3-5 PLANNERDAY, DATE ____________________ THEME: ______________________ SELECTION: Times for each segment and order may be modified daily to meet student needs. Lesson ComponentObjectives comprehension word work writing/grammar

Whole Class Mini-Lesson/Guided Practice (20-50 minutes – See Day 1-6 Templates in Curriculum Framework Progress Guide) Teacher-directed lesson (one or more) read aloud building background BWTL vocabulary comprehension

strategies comprehension

skillsDifferentiation Use Small Group Lesson Plans for Teacher-Directed Lessons Days 3-6

Group Group Group 20 min.+ teacher-directed lesson centers or independent literacy activity independent literacy activity

20 min.+ independent literacy activity teacher-directed lesson centers or independent literacy activity

20 min.+ centers or independent literacy activity independent literacy activity teacher-directed lesson

Word Work (20 min. Days 1 and 5, 30 min. Day 6)++ phonics/decoding vocabulary spelling

Writing (20 min. Days 1 and 5, 25-35 min. Days 3 and 4)+++ writing grammar

+Groups average 20 minutes; one group may be longer and another shorter to accommodate needs of students within time allotments.++Word Work: On Day 6 in the 120-minute block, time is allotted for both word work lessons. With 105-minute minimum time allotments, teachers will need to choose between the two lessons referenced in the CFPG.+++Writing/Grammar: In the 120 minute block, writing is allocated 40 minutes on DAYS 2, 3, and 4. With 105 minute minimum time allotments, some weeks it may be necessary to complete writing lessons using OPTION 3 or DAY 5 or choosing writing reinforcement on DAY 6. See CFPG for options.

READING/ENGLISH LANGUAGE ARTS SMALL GROUP READING LESSON PLANNER FOR EMERGENT READERS (DRA 1-16)

Lesson extends over 2 days (Some struggling readers in upper grades may need this lesson or portions of it above level 16.)S. = student; T. = teacher THEME: DATE:

Components Group _______________ Group _______________ Group ________________DAY 1FAMILIAR REREADING: 5 min.□ S. reads familiar text□ T. observes, records, prompts for

strategic reading, may take running record

GUIDED READING 15 min.BEFORE: Teacher introduces book□ Briefly summarizes text□ Connects to background

knowledge□ Previews text □ Has S. locate known/unknown

words□ Sets purpose (strategy focus)DURING:□ S. read as independently as

possible□ T. prompts/praises for strategic

processingAFTER:□ Discuss the text for meaning□ Revisit focus strategy/skill

DAY 2FAMILIAR REREADING: 5 min.□ S. reads familiar text□ T. observes, records, prompts for

strategic reading, may take running record

WORD WORK: 5 min.□ Making and breaking□ Making words□ ChunkingWRITING: 10 min.□ Interactive□ Guided□ Other (model responses to

questions, summaries, paragraphs, etc.)

MATERIALS/ PREPARATION/ FOLLOW-UP

READING/ENGLISH LANGUAGE ARTS SMALL GROUP READING LESSON PLANNER FOR EXTENDING READERS (DRA 16+)

THEME: DATE Be sure to choose a text AT STUDENTS’ INSTRUCTIONAL LEVEL, so that with teacher support, each student will be able to use strategies to construct meaning for him/herself. Include familiarrereading, word work, and/or writing from the emergent readers’ lesson plan as needed for struggling readers. Components Group _________________ Group _________________ Group _______________

Before Reading5-10 min.

□ Objective□ Text

preview/prior knowledge

□ Vocabulary□ Set purpose□ Model strategies

During Reading

10-15 min.□ Students use

strategies to read independently for purpose set

□ Apply focus skillAfter Reading

5-15 min.□ Revisit text to

examine and extend meaning connected to purpose set (oral and/or written)

□ Discuss use of strategies

□ Clarify□ Read for fluency

Independent Literacy

Activity/Centers

READING FOCUS DAY

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS PLANNING AND OBSERVATION GUIDES

The Observation Guide is divided into a Reading Focus Day and a Language Arts Focus Day. When observing a middle grades’ reading/English language arts class, one will observe teachers delivering small group instruction to three groups based on their instructional level on all Reading Focus Days.

The optimal class size for successful implementation of the 72-minute block for the middle grades is 32 students or less. A small group size of 8 – 10 students per group is suggested.

Warm-Up/Introductory Activity: This could include a daily language practice, either oral or written, application of a previously taught skill, a short journal writing that is either open-ended or teacher-directed, or a teacher Read -Aloud of an ongoing novel or short story. The Read-Aloud may be related to the daily indicator and be the segue for the whole group instruction.

Direct Instruction-Whole Group Mini-Lesson-Guided Practice: The skill or strategy lessons will be based on the Maryland Voluntary State Curriculum as it is stated in the Prince George's County Public Schools Curriculum Framework Progress Guides to provide the whole class with access to meaning-making, word-solving, and to the engagement in reading and writing. Reading instruction will focus on both the reading of literary text and informational text.

Follow-Up/Independent Response and Reading: While the teacher is conducting small group instruction, students may be engaged in one of the following activities:

•assessment linked to the lesson•meaningful independent activities correlated with objective•centers•continued reading of selection for small group•brief constructed response or extended constructed response writing•publishing writing by sharing in class, in a project, in small groups, etc.

Small Group Guided Reading Instruction:□ 3-5 minutes of familiar rereading of a paragraph for fluency after the teacher has modeled reading the paragraph (for At-risk and Basic 1 readers only)

Before Reading: Teacher: states objective

leads students to preview text and make predictions using text features (title, illustrations, etc.)

accesses students’ prior knowledge about topic, genre, and/or text organizational patterns develops crucial vocabulary concepts and previews new vocabulary

sets purpose for reading models/reviews reading strategies that will be needed to ensure success with text

READING FOCUS DAY


During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following:

• making connections (text to self, text to text, text to world)• summarizing• self-questioning• monitoring and clarifying (words and meaning)• making and revising predictions• making inferences

• visualizing• evaluating

• reading silently and independently

After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning

• participate in group discussions and/or written responses related to the objective and purpose for reading• observe teacher modeling or write with the teacher modeling a BCR (Brief-Constructed Response)

discuss use of reading strategies during reading (e.g. What did you try? What worked?) clarify confusing words, meaning, and/or vocabulary

For At-risk and Basic 1 readers only:

Word Study: Teacher selects an activity based upon what students need to learn about how words work—making words, word sorts, word families, multi-syllabic words, etc.

Writing: Students engage in interactive or guided writing of one or more sentences relating to the book read or topic of interest, possibly including: Brief-Constructed Response (BCR), summary writing, journal writing, graphic organizer, etc.

All Students:Sustained Silent Reading: Students self select books from classroom libraries to read within this block orNovel Study

Closure: Closure is evidenced by sharing student responses, journal writing, teacher read-aloud, or summarizing the objectives for the lesson.

LANGUAGE ARTS FOCUS DAY


The Observation Guide is divided into a Reading Focus Day and a Language Arts Focus Day. When observing a Reading/English Language Arts class in the middle grades, one will continue to observe small group reading instruction on Language Arts Focus Days. Small group instruction time with the low-proficient to advanced readers may be adjusted on Language Arts Focus Days to allow for increased instructional time for the writing process.

The optimal class size for successful implementation of the 72 minute block for the middle grades is 32 students or less. A small group size of 8–10 students is suggested.

Warm-Up/Introductory Activity: This could include a daily language practice, either oral or written, application of a previously taught skill, a short journal writing that is either open-ended or teacher directed, or a teacher read aloud of an on-going novel or short story.

Direct Instruction-Whole Group Mini-Lesson/Guided Practice: The skill or strategy lessons will be based on the Maryland Voluntary State Curriculum as it is stated in the Prince George's County Public Schools Curriculum Framework Progress Guides to provide the whole class with access to the writing process, text organizational patterns, writing strategies, and author’s craft for the three purposes for writing: writing to persuade, writing to inform, and writing to express personal ideas. Direct instruction will occur for appropriate grammar, usage, and punctuation indicators.


•assessment linked to the lesson•meaningful independent activities correlated with objective•centers•continued reading of selection for small group•brief constructed response or extended constructed response writing•publishing writing by sharing in class, in a project, in small groups, etc.

NOTE: On the Language Arts Focus Day, the teacher may use some of the small group instructional block time in addition to the Whole Group segment for writing instruction or for flexible small group instruction for writing. This will result in two small group instructional segments.

Small Group Guided Reading Instruction □ 3-5 minutes of familiar rereading of a paragraph for fluency after the teacher has modeled reading the paragraph. (At-risk, Basic 1 readers and all students in Bridges, McDougal Littell, for small group instruction)

LANGUAGE ARTS FOCUS DAY


Before Reading: Teacher: states objective

leads students to preview text and make predictions using text features (title, illustrations, etc.) accesses students’ prior knowledge about topic, genre, and/or text organizational patterns

develops crucial vocabulary concepts and previews new vocabulary sets purpose for reading models/reviews reading strategies that will be needed to insure success with text

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following:• making connections (text to self, text to text, text to world)• summarizing• self-questioning• monitoring and clarifying (words and meaning)• making and revising predictions• making inferences


• reading silently and independently

After Reading: With appropriate teacher support, students:

revisit text to examine and extend meaning• participate in group discussions and/or written responses related to the objective and purpose for reading• observe teacher modeling or write with the teacher modeling a BCR (Brief-Constructed Response)

discuss use of reading strategies during reading (e.g. What did you try? What worked?) clarify confusing words, meaning, and/or vocabulary

Word Study: Teacher selects activity based upon what students need to learn about how words work—making words, word sorts, word families, multi-syllabic words, etc.

Writing: Students engage in interactive or guided writing of one or more sentences relating to the book read or topic of interest, possibly including: Brief-constructed response (BCR), summary writing, journal writing, graphic organizer, etc.

Closure: Closure is evidenced by sharing student responses, journal writing, teacher Read-Aloud, or summarizing the objectives for the lesson.

FLEXIBLE GROUPING(See Curriculum Framework Progress Guide for Model for Teaching Reading Skills to Struggling Students and Students with Disabilities)

Consistent Patterns for Small Group InstructionREADING FOCUS DAY

Small Group Lesson Plans for Daily Teacher Lessons- Instruction for groups may occur in any order

Group 1: Basic 2/Low Proficient/ Proficient Group 2: At Risk/Basic 1 Group 3: High Proficient/ Advanced

Activate prior knowledge or Connect to Your Life (IR, BR) (Introduction to reading selection only)

Build Background (IR, BR) Vocabulary Focus (IR, BR) Introduce or review reading strategy or skill Preview text & make predictions/set purpose for reading

Familiar Reread for fluency Activate prior knowledge with (Introduction to reading

selection only) Connect to Your Life (IR, BR) Build Background (IR, BR) Vocabulary Focus (IR, BR) Introduce or review reading strategy or skill. Preview text and make predictions/set purpose for reading

Addressed in whole group mini lesson

Students read silently and independently and record strategy use in Interactive Reader or the students’ Reader’s Notebooks

Students read silently and independently and record strategy use in Interactive reader or the students’ Reader’s Notebook

Students read silently at their seats

Check predictions Examine and extend meaning Reciprocal Teaching Suggestion (IR) Discuss whole group indicator Differentiating Instruction: Less Proficient Students or English

Learners (LOL) if needed

Check predictions Examine & extend meaning Reciprocal Teaching Suggestion (IR) Differentiating Instruction: Less Proficient Students or English

Learners (LOL) if needed. Discuss whole group indicator if possible

Examine and extend meaning Connect to whole group indicator Additional Challenge (IR) and/or Differentiating Instruction:

Advanced Students (LOL)

Continue activity from mini lesson and/or select appropriate activities (LOL, IR, BR)



Closure Sharing student responses, journal writing, teacher Read Aloud or summarizing the objectives for the lesson.

* Always use this model when beginning a new reading selection.Whole Group Instruction: All students will read the selection on Day One.

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDEREADING FOCUS DAY ONE: INTRODUCTION OF READING SELECTION MODEL*

Minutes Focus Planning Notes/Observation Comments Objective

Scaffold the indicator

What students will know and be able to do at the end of the lesson

List prerequisite skills needed to achieve the lesson objective.5 Min Warm Up

Prior knowledge for the skill to be taught or engagement of students

Select one or more of the following activities:• Daily language practice• Journal/focused writing• Vocabulary practice• Teacher Read-Aloud (Read-Alouds related to the objective

may use an additional three to five minutes from Whole Class Lesson)

20 Min Whole Group Instruction Introduce students to the reading selection from Language of Literature (LOL).Teacher models before reading strategies utilizing Language of Literature selection or Interactive Reader (LOL / IR).

BEFORE READING STRATEGIES• Set a purpose for reading:

Explain and determine why you are reading the text. • Preview the text: Look at title, images, captions, length, content and vocabulary in order to make predictions about the text. • Identify the genre (poetry, drama, narrative, fiction

,etc.) and the organizational structure of the text (i.e. chronological, spatial, cause and effect, order of importance, transitional words, etc.).

• Make connections ( connect personally to what you are reading)

• Activate students’ prior knowledge:Ask students what they already know about the topic.

• Pre-teach vocabulary related to the selection. • (Refer to the Resource Guide on strategies for

teaching vocabulary).

* Always use this model when beginning a new reading selection.Whole Group Instruction: All students will read the selection on Day One.

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDE (CONT.)READING FOCUS DAY ONE: INTRODUCTION OF READING SELECTION MODEL*

Minutes Focus Planning Notes/Observation Comments20 -30 Min

Whole Group InstructionTeacher models during reading strategies utilizing Language of Literature selection or Interactive Reader (LOL/ IR)

DURING READING STRATEGIES

Chunk the textAssign portions of the text for students to read independently or with a partner. Teacher guides students through discussion by utilizing the Reciprocal Teaching Model and the pause and reflect questions in the Interactive Reader.

• Use the Reciprocal Teaching Model o Predicto Clarifyo Questiono Summarize

( Refer to the Resource Guide for more detailed information on the strategies for Reciprocal Teaching and how to chunk text )

10-20 Min Whole Group InstructionTeacher models after reading strategies utilizing Language of Literature selection. (LOL/IR )

AFTER READING STRATEGIES• Check predictions• Pause, reflect and reread to see if information was

discovered that fits the reading purpose• Identify the main idea• Reread for further comprehension and anything

misunderstood.• Draw conclusions• Summarize• Paraphrase• Review vocabulary • Connect to personal experience

7 Min Closure Teacher and students review objective and recheck for comprehension.

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDE

READING FOCUS DAY: MODEL FOR TEACHING READING SKILLS Explicitly teach the skill/VSC+ objective assigned for the selection from the Curriculum Framework Progress Guide.Minutes Focus Planning Notes/Observation Comments Objective


What students will know and be able to do at the end of the lesson

List prerequisite skills needed to achieve the lesson objective.5 Min Warm Up

Prior knowledge assessed for the skill to be taught or engagement of students

Select one or more of the following activities:• Daily language practice

• Journal/focused writing• Vocabulary practice

Teacher Read-Aloud (Read-Aloud related to the objective may use an additional three to five minutes from Whole Class Lesson)

20 Min Whole Group Instruction

“I Do” (Teacher explicitly modeling the skill)

“We Do “ (Teacher guides the students as they practice a skill modeled during the whole group lesson.)

+Explicitly teach the skill/VSC objective assigned for the selection from the Curriculum Framework Progress Guide.

Checking for Comprehension• Review vocabulary words from previous day’s

selection.• Students may reread portions of previous day

reading selection.

Teacher practices with students encouraging students to work within groups or work with a partner.

• MSA Finish Line may also be utilized during this block to help students practice the skill related to the lesson.

*If more time is needed during small group instruction, teachers may utilize the time from Sustained Silent Reading block.+Voluntary State Curriculum

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDE (CONT.)READING FOCUS DAY: MODEL FOR TEACHING READING SKILLS Explicitly teach the skill/VSC+ objective assigned for the selection from the Curriculum Framework Progress Guide.Minutes Focus Planning Notes/Observation Comments30 Min Independent Work

“You Do” Students work independently on activities/assessments based on the skill taught in whole group instruction.

Flexible Grouping/Bridges 1

(See Grade Level CFPG to view Model for Teaching Reading Skills to Struggling Students and Students with Disabilities)

One group of students works independently or in pairs practicing the skill previously taught in the whole group lesson.

Teacher selects one group of students to work with based on one or more of the following criteria:

• students’ reading level (Scholastic Reading Inventory (SRI) scores).

• skill level • background knowledge • interests• Individualized Education Program (IEP)

Teachers, at this time, work with students utilizing leveled texts (e.g. Bridges or Interactive Reader) if needed.

Students with disabilities may require reading programs (based on their IEP) such as:

• Corrective Reading• Voyager• Soar to Success

Note: When grouping by ability and /or students’ reading level, the teacher should meet with those groups of students at least two to three times per week. **Students with disabilities and struggling readers should meet four times per week.

12 Min SSR - Sustained Silent ReadingNovel Study (Option)

Students self select books from classroom libraries to read within this block,

orTeacher provides direct instruction on a novel by discussing and analyzing the author’s life, any relevant historical context, literary devices and common themes that occur within the novel. Note: Refer to the resource guide for more detailed information on how to teach a novel.

5 Min Closure Teacher and students review objective and recheck for comprehension.

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDE

LANGUAGE ARTS FOCUS DAY: MODEL FOR TEACHING LANGUAGE ARTS

The language arts day allows for 50 minutes of writing instruction and practice in order to emphasize the writing indicators. This block can be used flexibly between writing practice and instruction, BCR modeling and practice, and vocabulary grammar practice as needed.

On Language Arts days, teachers have the option of an abbreviated session of independent reading or a guided Read-Aloud.Minutes Focus Planning Notes/Observation Comments Objective


What students will know and be able to do at the end of the lessonList prerequisite skills needed to achieve the lesson objective.

5 Min Warm UpPrior knowledge for the skill to be taught or engagement of students

Select one or more of the following activities:• Daily language practice

• Journal/focused writing• Vocabulary practice • Student discussion of BCR

30 Min Whole Group Instruction

“I Do” (Teacher explicitly modeling the skill)“We Do “ ( Teacher guides the students as they practice a skill modeled during the whole group lesson.)

Select one or more of the following activities:

• Teacher modeling of written BCR• Explicit instruction of writing and/or grammar

objectives• Explicit teaching of vocabulary and integration of

vocabulary in writing and speech• Completion of Grammar in Context (LOL)

20 Min Independent WorkStudents work independently on activities/assessments based on whole group instruction. Flexible Grouping/Bridges 1

(See Model for Teaching Reading Skills to Struggling Students and Students with Disabilities in CFPG)

Flexible small groups for:• Discussions and writing of BCR• Writing process and/ or practice grammar skill and

vocabulary• MSA Finish Line (match the skill related to the

lesson)or

Teachers, at this time, work with students utilizing leveled texts (e.g. Bridges) Students with disabilities utilize reading programs (based on their IEP) such as:

• Corrective Reading• Voyager• Soar to Success

GRADES 6-8 READING/ENGLISH LANGUAGE ARTS 72-MINUTE BLOCK OBSERVATION GUIDE (CONT.)LANGUAGE ARTS FOCUS DAY: MODEL FOR TEACHING LANGUAGE ARTS

The language arts day allows for 50 minutes of writing instruction and practice in order to emphasize the writing indicators. This block can be used flexibly between writing practice and instruction, BCR modeling and practice, and vocabulary grammar practice as needed.

On Language Arts days, teachers have the option of an abbreviated session of independent reading or a guided Read-Aloud.

Minutes Focus Planning Notes/Observation Comments10 Min Read Aloud-Modeled Reading in which

the teacher reads a selection out loud to the children. The teacher demonstrates (models) the act of fluent reading and the process of comprehension.or[SSR] Silent Sustained Reading

• Students shares ideas about how he/she understood the text. (Think Aloud)

• Stop reading often so that students can discuss the inferences they are making.

• After completion of the Read-Aloud, have students respond in writing for five minutes reflecting on the meaning of the text.

• Teachers should check for fluency and comprehension.

• Teacher should identify grammar usage in context.7 Min Closure Teacher reviews objective and rechecks for comprehension

READING FOCUS DAY

HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS PLANNING AND OBSERVATION GUIDES

The Planning and Observation Guides are divided into a Reading Focus day and a Language/Writing Focus day. Flexibility is encouraged to integrate reading and writing every day. When observing a High School Reading/English Language Arts class, one should observe At-risk and Basic 1 readers receiving reading instruction in small groups.

Warm-Up/Introductory Activity: This could include a daily language practice, either oral or written, the application of a previously taught skill, a short journal writing that is either open-ended or teacher directed, or a teacher Read-Aloud of an ongoing novel or short story.

Direct Instruction-Whole Group Mini-Lesson-Guided Practice: The skill or strategy lessons will be based on the Maryland English Core Learning Goals, as stated in the Prince George's County Public Schools Curriculum Framework, to provide whole class instruction of the expectations and indicators as students are engaged in reading and writing activities. Reading instruction will focus on the reading of both literary text and informational text.


•Assessment linked to the lesson•Meaningful independent activities correlated with the objective•Centers•Continued reading of the selection for small group•Brief Constructed Response or Extended Constructed Response writing•Independent reading or writing•Publishing writing by sharing in class, in a project, in small groups, etc.

Guided Reading Instruction: Before Reading: Teacher:

accesses students’ prior knowledge about topic, genre, and/or text organizational patterns leads students to preview text and make predictions using text features (title, illustrations, etc.)

develops crucial vocabulary concepts and previews new vocabulary sets purpose for reading

models/reviews reading strategies that will be needed to insure success with text During Reading: Teacher encourages students to:

use strategic behaviors as needed as they construct meaning for themselves through one or more of the following:

• making connections (text to self, text to text, text to world)• summarizing• self-questioning• monitoring and clarifying (words and meaning)• making and revising predictions• making inferences

HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS PLANNING AND OBSERVATION GUIDES (CONT.)


read silently and independently After Reading: With appropriate teacher support, students:

revisit text to examine and extend meaning• participate in group discussions and/or written responses related to the objective and purpose for reading• observe teacher modeling or write with the teacher modeling a BCR (Brief-constructed response)

discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary

Flexible Small Group Reading Instruction: Small group instruction in high school will vary depending on student abilities and the complexity of the text. Some or all of the following grouping choices should be evident during a Reading/English Language Arts lesson on a Reading Focus Day:

Independent Reading : Independent reading should be used when students have sufficient ability to read without any support from the teacher or peers. Cooperative Reading : Pairs (or triads) of students take turns reading portions of literature aloud to each other or silently and then stop to discuss what they have read, make predictions about what they think will happen next, and then continue reading the next portion of the text. They repeat this pattern until the selection is finished. This is sometimes referred to as buddy reading, partner reading, or paired reading. It should be used when students need some support. Teacher Directed Reading : The teacher leads a small group of students through the text in a guided reading lesson. This should be used when students need strong support in order to read and comprehend the text. Literature Circles : Literature circles are small groups in which students engage in a thoughtful discussion of literature. Ability grouping is heterogeneous and allows and encourages active, meaningful participation of all students in the class.


LANGUAGE/WRITING FOCUS DAY

HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS PLANNING AND OBSERVATION GUIDES

The Planning and Observation Guides are divided into a Reading Focus Day and a Language/Writing Focus Day. Flexibility is encouraged to integrate reading and writing every day. When observing a high school Reading/English Language Arts class, one should observe At-risk and Basic 1 readers receiving reading instruction in small groups for a part of the class period, even on Language/Writing Focus Days.

Warm-Up/Introductory Activity: This could include a daily language practice, either oral or written, the application of a previously taught skill, a short journal writing that is either open-ended or teacher directed, or a teacher Read Aloud of an on-going novel or short story.

Direct Instruction/Whole Group Mini-Lesson/Guided Practice: The skill or strategy lessons will be based on the Maryland English Core Learning Goals, as stated in the Prince George's County Public Schools Curriculum Framework, to provide the whole class with access to the writing process, text organizational patterns, writing strategies, and author’s craft, for assessed purposes for writing: writing to describe, writing to express personal ideas, and writing to inform. Direct instruction will occur for appropriate grammar, usage, and punctuation indicators.


•Assessment linked to the lesson•Meaningful independent activities correlated with the objective•Centers•Continued reading of the selection for small group•Brief Constructed Response or Extended Constructed Response writing•Independent reading or writing•Publishing writing by sharing in class, in a project, in small groups, etc.

Flexible Small Group Writing Instruction: Small group instruction in high school will vary depending on student abilities and the complexity of the task. The following grouping choices should be evident during a lesson on a Reading/English Language Arts Language/Writing Focus Day:

Independent Writing : Independent writing should be used when students are capable of developing their ideas and producing a written product with little or no support from the teacher or peers. Collaborative Writing : Students work with one or more partners to develop their ideas. Depending on their ability, they may then work collaboratively to produce either a single written product, or they may work independently to produce their individual written products. Collaborative writing, also known as partner writing, should be used when students need some support.

Teacher Directed Writing : The teacher leads a small group of students through a guided writing lesson, helping them generate, organize, and develop their ideas and then produce their written product. Students may need the teacher support throughout the entire process or may work with a partner or even independently after they have been guided through the pre-writing stage of writing.

Guided Reading and/or Independent, Self-selected Reading: Note that even on a Language/Writing Focus Day, time should be provided for reading instruction, especially for At-Risk and Basic 1 students. Research indicates that all students benefit from additional time reading, as evidenced by improved vocabulary, fluency, and reading comprehension. At-Risk and Basic 1 students should receive reading instruction every day.


HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS* OBSERVATION GUIDE

READING FOCUS DAY (2-3 DAYS/WEEK)Minutes Focus Observation Comments

STATEMENT OF OBJECTIVE: Students will __________________________________________________________ in order to _________________________________.

Language from Curriculum Framework product/task/activity5 WARM-UP/INTRODUCTORY ACTIVITIES:

Daily language practice; Journal/focused writing Teacher Read-Aloud

10-20 WHOLE CLASS INSTRUCTION/MINI-LESSON/GUIDED PRACTICE: (one or more of the following) Whole Class Mini-lesson:• Reading strategies

• Vocabulary/word study• Literary elements or genre• Text structure• Comprehension skills-Teacher modeling• Decoding and responding to writing prompts: BCR

Before Reading Activities:1. Access prior knowledge; build background2. Preview text; make predictions using text features (title, illustrations, etc.)3. Develop crucial vocabulary concepts4. Model/review reading strategies needed5. Set purpose for reading

40-60 FLEXIBLE SMALL GROUP READING INSTRUCTION, GUIDED/INDEPENDENT PRACTICE: GROUP 1: Strong Support (20 minutes of Teacher-Directed Instruction)

GROUP 2: Some Support (10-20 minutes of Teacher-Directed Instruction)

GROUP 3 : Independent (10-20 minutes of Teacher-Directed Instruction)

Teacher-led guided reading group Cooperative Reading/Partner reading of text

Independent reading of text

Cooperative Reading/Partner reading of text

Teacher-led guided discussion of text Follow-up/independent activities/centers

Follow-up/independent activities/centers

Follow-up/independent activities/centers

Teacher-led guided discussion of text

10-20 WHOLE CLASS INSTRUCTION: Whole Class Discussion; Whole-class Mini-lesson Literature Circles

5 CLOSURE ACTIVITIES:

READING/ENGLISH LANGUAGE ARTS PLANNER ENGLISH : READING FOCUS DAYTEACHER DATE AL: READING FOCUS DAY

Lesson Components Lesson PlansReading Objective(s) Based on indicator from Curriculum Framework

Warm-up 5 minutes

Reading Whole Class Instruction10-20 minutes Whole Class Mini-lesson:

• Reading strategies; Comprehension skills• Vocabulary/word study• Literary elements or genre; Text structure• Decoding and responding to writing prompts: BCR

Before Reading Activities: • Access prior knowledge; build background• Preview text; make predictions using text features (title, illustrations, etc.)• Develop crucial vocabulary concepts• Model/review reading strategies needed• Set purpose for reading

Whole-Class Mini-Lesson:

Before Reading:

Small Group Instruction 40-60 minutesDuring Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves

through one or more of the following:• making connections (text to self, text to text, text to world)• summarizing

• self-questioning• monitoring and clarifying (words and meaning)• making and revising predictions• making inferences


read silently and independently

After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning:

• participate in group discussions • engage in reciprocal teaching dialogue• construct written responses related to the objective and

reading purpose discuss use of reading strategies during reading (What did you try? What

worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer

Group 1: (Strong Support)Time (20 min):Instructional Materials:

Group 2: (Some Support)Time (10-20 min.): Instructional Materials:

Group 3: (Independent)Time (10-20 min.): Instructional Materials:

BEFORE: Teacher-led quick review of “Before Reading” whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge

BEFORE: (See whole class “Before Reading” activities/mini-lesson.)

BEFORE: (See whole class “Before Reading” activities/mini-lesson.)

DURING: Teacher-led (See “During Reading” activities.)

DURING: Use reading strategies on their own during partner reading

DURING: Use reading strategies on their own during independent reading

AFTER: Teacher-led (See “After Reading” activities.)In addition, teacher may also have students:

write with the teacher modeling: BCR, summary

engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.)

Follow-up activity:

AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See “After Reading” activities.)

Follow-up activity:

AFTER: Students use after reading strategies on their own during independent reading.ALSO:Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See “After Reading” activities.)

Follow-up activity:

Whole Class Instruction: 10-20 minutes Whole Class Teacher-led Discussion; Mini-lesson Literature Circles

READING/ENGLISH LANGUAGE ARTS PLANNER ENGLISH : READING FOCUS DAYTEACHER DATE AL: READING FOCUS DAY

Lesson Components Lesson Plans

*Same Observation Guide should be used for Accelerated Learning sessions

HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS* OBSERVATION GUIDE

LANGUAGE/WRITING FOCUS DAY (2-3 DAYS/WEEK)Minutes Focus Observation Comments

STATEMENT OF OBJECTIVE: Students will __________________________________________ in order to___________________________.

Language from Curriculum Framework product/task/activity

5 WARM-UP/INTRODUCTORY ACTIVITIES: Daily language practice; Journal/Focused writing Teacher Read-Aloud

10-20 GRAMMAR/LANGUAGE USAGE WHOLE CLASS MINI-LESSON: Grammar/Mechanics/Usage (applied to writing)

10-20

WRITING WHOLE CLASS MINI-LESSON: Writing process Text structure Writing strategies Author’s craft/voice/tone/style Decoding and responding to writing prompts (e.g., ECR)

30 (10 minutes for each group)

SMALL GROUP LANGUAGE/WRITING INSTRUCTION, GUIDED/INDEPENDENT PRACTICE:

GROUP 1 Strong Support Language/Writing Group

GROUP 2 Some Support Language/Writing Group

GROUP 3 IndependentLanguage/Writing Group

Teacher-led modeling, guiding Collaborative/Partner writing Independent

Collaborative/Partner writing Teacher-led monitoring

Independent Independent Teacher-led monitoring

20 GUIDED READING/INDEPENDENT/SELF-SELECTED READING: GROUP 1Strong Support Reading Group

GROUP 2Independent/Self-selected Reading Group

Teacher-led guided reading group (10 minutes) Independent/Self-selected readingIndependent/Self-selected reading (10 minutes)

5 CLOSURE ACTIVITIES: Through this teacher-guided activity, students reflect upon what they learned today and prepare for tomorrow’s lesson. Homework is assigned to help students practice, prepare, or elaborate on a concept or skill taught.

HIGH SCHOOL READING/ENGLISH LANGUAGE ARTS PLANNER ENGLISH : LANGUAGE/WRITING FOCUS DAY AL: LANGUAGE/WRITING FOCUS DAY

Lesson Components Lesson PlansLanguage Arts Objective(s)(Based on indicator from Curriculum Framework)Warm-up 5 minutesWhole Class Mini-Lesson: Grammar/Language Usage 10-20 minutes

Grammar/ Mechanics/Usage (applied to writing)

Whole Class Mini-Lesson: Writing 10-20 minutes

Writing process Text structure Writing strategies Author’s craft/voice/tone/style Responding to writing prompts (e.g.,

ECR)

Small Group Lesson: Language/Writing30 minutes (10 minutes per group)

Group 1: (Strong Support)Time (10 minutes): Instructional Materials:

Group 2: (Some Support)Time (10 minutes):Instructional Materials:

Group 3: (Independent)Time (10 minutes):Instructional Materials:

Small Group Lesson: Reading20 minutes

BEFORE READING2-3 minutes

Teacher models/students rehearse fluent oral reading, using familiar text at student’s independent reading level.

DURING READING5 minutes

Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at student’s independent reading level.

AFTER READING2-3 minutes

Discuss reading strategies used during reading/rerecord in Reading Log.

Independent/Self-selected Reading10 minutes

Students read self-selected text at independent reading level.

Closure (Whole Group) 5 minutes

MATHEMATICS PLANNING AND OBSERVATION GUIDES

USING THE MATHEMATICS PLANNING AND OBSERVATION GUIDES:

Planning for Mathematics requires a modification of the Daily Lesson Planner to include all components of the 90-minute time block. Therefore, teachers should use the Planning and Observation Guides to plan for daily instruction in mathematics and principals should use these guides to observe instruction.

Overview

The following practices should be evident in each classroom (K-12) if the academic instruction in Mathematics is to transfer into student practices:

• Instruction based on the Maryland Voluntary State Curriculum and the Maryland Core Learning Goals/Content Standards• Lessons taught in whole group with flexible cooperative grouping when appropriate to deliver differentiated instruction• Activities and assessment items to reflect state and standardized formats• Bulletin boards that display student work, including the Problem of the Week (POW)• Folders that contain student work• Journals to encourage writing• Manipulatives for students and teacher use to develop concepts• Use of mathematics tools (calculator, compass, protractor, ruler) as appropriate for each grade level throughout the year• Calculator use throughout the year• Content vocabulary instruction with an interactive word wall• Centers to support enrichment and development of concepts (K-5)• Appropriate higher-order thinking skill and questioning strategies• Metacognition: modeling thinking, making thinking public• Infusion of note-taking and study skills into classroom instruction• Instruction in the use of problem solving strategies• Ongoing assessments to monitor student progress• Spiraled homework to assist in content learning• Infusion of reading skills as appropriate into mathematics content• Appropriate use of the 90-minute block for mathematics• Technology as a tool for lesson delivery and extending learning• A motivating overview of lesson objectives and indicators• A lesson summary to focus back on the lesson objectives and indicators

MATHEMATICS PLANNING AND OBSERVATION GUIDES

SPECIFIC MATHEMATICS PRACTICES:

Whole Class Instruction:• Content lesson based on the Maryland Voluntary State Curriculum provides whole class access to concept development.

Cooperative Group Instruction:• Informal collaborative groups are based on random assignment and include a minimum of two students but no more than five students per group. These groups may be used all year to support instruction during the DTA (9-12) whole class, small group or lab activity session or the Exploration section (K-8) of the 5E’s lesson plan format. • Flexible groups are used during the Elaboration section (K-8) of the 5E ‘s lesson plan. These groups are based on diagnostic data and change from skill to skill. Work in these groups is identified in the teacher’s edition as leveled practice. • While the teacher meets with groups, students are engaged in a variety of appropriate, open-ended, multi-level activities, through center, routines, independent problem-solving, or other follow-up work.• Management procedures are in place so that students work independently.

Guidelines for Grouping:• Informal Cooperative Groupingo Occurs after whole class instructiono Group students randomly in class with groups no smaller than two and no larger than five students per group for regular instructiono Form a question to be answered by each groupo Set a specific goal for each group of studentso Establish an accountability for the group• Flexible Ability Groupingo Uses a variety of sources of data (Diagnosis in TE of each chapter, inventory test, class assessments, MSA Quarterly data)o Use variety of materials to support instruction (grade level practice, Intervention Kit, centers)o Changes from chapter to chaptero Designate time on task needed for each group

Using the Calculator for Mathematics InstructionThoughts from the National Council of Teachers of Mathematics (NCTM)

NCTM Principles and Standards advocates computational fluency as an expectation for all students. It encourages thoughtful use of calculators in all mathematics classrooms. Calculators are important tools for learning and doing mathematics.

Teachers must examine the instructional goals for a given unit or lesson to decide whether various tools, including calculators, can help students learn. In general teachers should model and encourage calculator use when—

• The focus of instruction is problem solving.• The availability of an efficient and accurate computational tool is important.• The lesson involves a search for, and an exploration of, patterns.• Anxiety about computation might hinder problem-solving.• Student motivation and confidence can be enhanced through calculator use.

GRADES K-2 MATH PLANNING AND OBSERVATION GUIDES

The 5 Es model of teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day. There are 90 minutes for the 3-5 instructional block. A minimum of 60 minutes is uninterrupted. There are 75 minutes for the K-2 instructional block. A minimum of 60 minutes, is uninterrupted.

60 MINUTE MODEL

Suggested time allotments may vary

5 Es Questions for Planning Planning/Observation/Notes

5 minutes Engagement (Warm-Up) *Objective stated written/orally Focuses students on key skills Defining a problem Literature experience Problem of the day

What should students know and do as a result of the lesson? Students will (use indicator) in order to (use objective/assessment limit).

15 minutes Exploration (Teach) Cooperative grouping Learn Activity (lab) Review homework Whole class exploration Use of manipulatives Use of technology (calculators, software, internet, etc.) Demonstration/modeling of concepts Questioning strategies

What will students do together (whole group and/or small group) to use the new concepts or skills? What is your motivating task? What prior knowledge will they need use in the exploration of the task?

20 minutes Explanation (Teach) Vocabulary development and review Flexible or cooperative grouping Guided practice Independent practice Clarification of misconceptions

How will you aid students in constructing meaning of new concepts? How will you introduce new skills or procedures? What vocabulary is important for understanding the concepts?

15 minutes Elaboration (Practice) Flexible or cooperative grouping Independent activities (e.g., centers, intervention activities, grade level activities) Constructed response problems Problem of the week Games

What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?

5 minutes *Evaluation (Assess) Journal Student centered evaluation Focus for next lesson *Closure/review of daily activity

How will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?

*Indicates part of daily instruction

GRADES 3-5 MATH PLANNING AND OBSERVATION GUIDES

The 5 Es model of teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process. There are 90 minutes for the 6-8 instructional block. This time is uninterrupted. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day. A minimum of 60 minutes is uninterrupted.

90 MINUTE MODEL

Suggested time allotments may vary

5 Es Questions for Planning Planning/Observation/Notes

5 minutes Engagement (Warm-Up) *Objective stated written/orally Focuses students on key skills Defining a problem Literature experience Problem of the day

What should students know and do as a result of the lesson? Students will (use indicator) in order to (use objective/assessment limit).

30 minutes Exploration (Teach) Cooperative grouping Learn Activity (lab) Review homework Whole class exploration Use of manipulatives Use of technology (calculators, software, internet, etc.) Demonstration/modeling of concepts Questioning strategies

What will students do together (whole group and/or small group) to use the new concepts or skills? What is your motivating task? What prior knowledge will they need use in the exploration of the task?

25 minutes Explanation (Teach) Vocabulary development and review Flexible or cooperative grouping Guided practice Independent practice Clarification of misconceptions


25 minutes Elaboration (Practice) Flexible or cooperative grouping Independent activities (e.g., centers, intervention activities, grade level activities) Constructed response problems Problem of the week Games


5 minutes *Evaluation (Assess) Journal Student centered evaluation Focus for next lesson *Closure/review of daily activity

How will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?



GRADES 6-8 MATH PLANNING AND OBSERVATION GUIDESThe 5 E’s Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day.

72 MINUTE MODELSuggested time

allotments may vary5 E’s Questions for Planning Planning/Observation/Notes

6 minutes Engagement (Focus) *Objective stated written/orally

Focuses students on key skills Defining a problem Literature experience Problem of the Day

What should students know and do as a result of the lesson?

Students will (use indicator) in order to (use objective/assessment limit).

15 minutes Exploration (Teach) Cooperative grouping Review homework Whole class Use of manipulatives Use of technology (calculators, software,

internet, etc.) Demonstration/modeling of concepts Questioning strategies

What will students do together (whole group and/or small group) to use the new concepts or skills? What is your motivating task? What prior knowledge will they need to use in the exploration of the task?

20 minutes Explanation (Teach) Vocabulary development and review

Guided practice Independent practice Clarification of misconceptions


25 minutes Elaboration (Practice/Apply) Flexible or cooperative grouping

Independent activities (e.g., centers, intervention activities)

Word problems Problem of the Week Games


6 minutes *Evaluation (Assess) Journal

Student centered evaluation Focus for next lesson *Closure/review of daily activity

How will you assist students in reflecting upon what they learned today? How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?

*Indicates part of every lesson

GRADES 9-12 MATH PLANNING AND OBSERVATION GUIDES

The lesson plan model for the teaching of high school mathematics is designed to engage students in constructing understanding of mathematics concepts. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day. There are 90 minutes of uninterrupted time for the instructional block.

90 MINUTE MODELSuggested time

allotments may varyDTA - Modified Questions for Planning Planning/Observation/Notes

10 minutes *Warm-up *Objective stated written/orally Use activity/problem to focus students on key skills/concepts Write journal entries using BCR/ECR format

What should students know and do as a result of the lesson? Students will in order to ____________.language from Curriculum Framework Progress Guides product/task/activity

15 minutes Homework review Student selected problems

Teacher explanations Student explanations

What prior knowledge from the review will contribute to the new lesson for the day?

20 minutes Direct instruction Vocabulary development

Whole class instruction Clarification of misconceptions Use of manipulatives Use of technology (calculators, software, internet, etc.) Demonstration Modeling Questioning strategies


20 minutes Whole Class, Lab or Small Group Activity Flexible grouping

Cooperative learning activities Project activity Games

What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation?

20 minutes Student response Partner share

Portfolio entries Reflection or oral summaries Student centered evaluation

How will you assist students in reflecting upon what they learned today? How will you ensure that all students have mastered the identified learning indicators? How will you assess their learning?

5 minutes *Closure Focus for next lesson Review writing responses for BCR/ECR

Closure/review of daily activity Homework

How will you assist students in preparing for tomorrow’s lesson? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?


SCIENCE PLANNING AND OBSERVATION GUIDE

Overview

The following practices should be evident in each classroom (K-12) if the academic instruction in science is to transfer into student practices:

• Instruction based on the Maryland Voluntary State Curriculum and the Maryland Core Learning Goals• Lessons taught in whole group with flexible cooperative grouping for laboratory activities• Activities and assessment items to reflect state and standardized formats• Bulletin boards that display student work related to concepts in science• Journals/notebooks containing student work• Manipulatives for student and teacher use to develop concepts• Use of scientific tools (hand lens, triple beam balance, microscope) as appropriate for each grade level and science content throughout the year• Calculator use throughout the year• Content vocabulary instruction with an interactive word wall• Appropriate higher-order thinking skills and questioning strategies• Metacognition: modeling thinking, making thinking public• Infusion of note-taking and study skills into classroom instruction• Instruction in the use of problem solving strategies• Ongoing assessments to monitor student progress• Spiraled homework to assist in content learning• Infusion of reading skills as appropriate into science content• Appropriate use of the recommended time allotment in elementary school and the 45-90 minute block in middle and high school• Technology as a tool for lesson delivery and extending learning• A motivating overview of lesson objectives and indicators• A lesson summary to focus students back to lesson objectives and indicators• Use of technology to collect data

USING THE SCIENCE PLANNING AND OBSERVATION GUIDES:

Planning for Science requires a modification of the Daily Lesson Planner to include all components of the 90-minute time blocks in Grades 9 to 12, 72 minute time blocks in grades 6 to 8, 45 minute daily time blocks in grades K – 2 , and Grades 3 – 5 in 60 minute daily time blocks. However, grades K -5 will teach science for 30 minutes once a week and teach health for the rest of the time. Teachers should use the Planning and Observation Guides to plan for daily instruction in science and principals should use these guides to observe instruction.

SCIENCE PLANNING AND OBSERVATION GUIDE

SPECIFIC SCIENCE PRACTICES:

Whole Class Instruction:• Content lesson based on the Maryland Voluntary State Curriculum provide whole class access to concept development.

Small Group Instruction:• Informal collaborative laboratory groups are based on random assignment and include a minimum of two students but no more than six students. These groups may be used all year to support instruction during the whole class, small group, or lab activity session in the 5E’s lesson plan (K-12). • Flexible groups are used during the laboratory activities sessions (K-12) of the 5E’s lesson plan. These groups may occur during the Engagement, Exploration, Explanation, Elaboration and/or Evaluation of the lesson plan. These groups may be changed with transition from indicator to indicator. • While students are engaged in a variety of appropriate, open-ended, multi-level laboratory activities, the teacher will act as the facilitator by circulating and monitoring for understanding. Management procedures are in place so that students work cooperatively in these laboratory experiences.• Teachers provide a safe and functional laboratory area for science activities. Teachers are responsible for exercising good judgment in planning and conducting safe laboratory investigations; providing students instruction in safe laboratory procedures; providing supervision for all science activities

(K-12); and maintaining a written record of student safety instruction for Grades 6 – 12.

SCIENCE (K-12) PLANNING AND OBSERVATION GUIDE

The 5 E’s Model for the teaching, learning, and assessing of sciences Pre-K-12 is based upon a student-centered, constructivist philosophy. Learning new skills and concepts in depth is not a linear process, but a recursive one. Therefore, suggested timeframes for each of the phases within the 5 E’s Model may not be observed in one setting.

45-90 MINUTE MODELSuggested time

allotments may vary

5 E’s

*Indicates part of every lesson.Questions for Planning Planning/Observation/Notes

Varies depending upon the design of the unit

4-8 minutes

Daily Engagement *Objective is stated both in written form and

orally, and is explained/interpreted Relates exploration/explanation activities from

previous day(s) to culminating unit performance task

Reviews work of previous day(s)

What should students know and do as a result of the lesson?Students will ________in order to ________.Unit Engagement -This phase develops the foundation for the various exploration/explanation activities within the unit by creating a meaningful, authentic scenario. It serves to stimulate student involvement in the unit, and identifies the culminating performance task. Also, connections are made between prior knowledge and present learning experiences.


Exploration Cooperative/whole class/independent

groupings Use of equipment and materials for

conducting investigations Data collection and organization Use of technology for data acquisition

Teacher demonstrations/modeled behaviors

Students are provided with a common, hands-on, concrete base of experience in which concepts, processes, and/or skills are developed.

What will students do together to use the new concepts or skills? What is the motivating task? What prior knowledge will they need to use in the exploration of the task?


Explanation Concepts and vocabulary are developed

through class and group discussions Teacher provides assistance in developing

concepts and skills where students need help Clarification of misconceptions Use of textbooks and other print materials

The learner begins to explain and interpret data gathered during the exploration phase and to develop concepts and vocabulary. This phase of the model provides students with opportunities to demonstrate their understanding of concepts, processes or skills. How will the teacher aid students in constructing meaning of new concepts? How will the teacher introduce new skills or procedures? What vocabulary is important for understanding the concepts?


Elaboration Application of data and concepts from

explorations/explanations to new or modified situations

Independent or group activities Constructed responses

What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?Unit Elaboration-This phase allows students to expand upon and apply the concepts and skills they have learned through the exploration/explanation activities to the culminating unit task. Other Elaborations - Also, elaborations placed strategically throughout the unit help students to refine their understanding and apply their understanding to the world around them.

Ongoing *Evaluation Journal

Science PLUS Data and Answer Booklet

Use of performance lists and rubrics Student interviews *Closure/review of daily activity

This is an ongoing process (formative) that allows the teacher to determine if the learner has attained understanding of concepts and skills. Assessment occurs at all points along the continuum of the instructional process.How will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? How will the teacher ensure that all students have mastered the identified learning indicators? How will the teacher assess their learning? What homework will be assigned to help students practice, prepare, or elaborate on a concept or skill taught?


SOCIAL STUDIES (K-12) PLANNING AND OBSERVATION GUIDE

In Social Studies instruction, the following questions should be considered throughout the planning process:

Introductory and Developmental Activities:

Are program objectives posted? Do visuals posted in the classroom reflect the objectives and content standards for the grade level or course? Are the necessary instructional supplies available and organized for use? What specific techniques were used to transition from the warm-up into the introductory and developmental activities? Is the teacher using the course curriculum and pacing schedule for lesson planning? Does the planned instruction enable students to build connections and arrive at new conclusions and interpretations?

Guided Practice Activities: Is the instruction organized to facilitate student proficiency attainment? Is there an identifiable instructional connection between the warm-up and the guided practice? Has the teacher prepared an instructional delivery plan? Does the teacher use effective questioning techniques? Is the teacher knowledgeable of the content necessary to deliver the lesson? Does the teacher aid the students in constructing meaning of new vocabulary and concepts? Does the teacher select and model critical thinking skills? Does the lesson reflect both the content and skills in the curriculum guide?

Independent Practice Activities: Is the teacher using the course curriculum and pacing schedule for lesson planning? Does the planned instruction enable students to build connections and arrive at new conclusions and interpretations? Is there evidence of good classroom management? Has sufficient time been allotted to promote independent mastery of key concepts and skills? Is there an identifiable instructional connection between the warm-up, the guided practice, and the independent activity?

Assessment and Closure Activities: What questions does the teacher ask to guide and inform student learning? Is homework assigned and is it an extension of the lesson? Is there evidence of assessment?

SOCIAL STUDIES (K-12) PLANNING AND OBSERVATION GUIDESocial Studies instruction should reflect teacher planning, knowledge, organization, classroom management and climate, instructional delivery and assessment. Timeframes for instruction vary and are dependent upon the particulars of the instructional activity.

45-72--90 Minute Models Observable Teaching Practices Questions for Planning Planning/Observation Notes

5-6 Minutes *Statement of Objective/Warm-Up Measurable objective based on Curriculum

Framework Progress Guides Lesson-specific warm-up

Has the teacher prepared an instructional delivery plan?What will the students learn as a result of this lesson?How does the lesson reflect both the content and skills in the curriculum guide for the grade level/subject observed?

Varies depending on the design of the lesson.

Introductory and Developmental Activities Connections made between new and prior

learning Vocabulary development Reading and analysis of primary source

documents Reading and analysis of text Discussion/seminar on events, actions, people Accurate and appropriate presentation of content Information gathering and analysis

Is the teacher knowledgeable of the content necessary to deliver the lesson?Does the teacher select and model critical thinking skills?How will you aid students in constructing meaning of new vocabulary and concepts? Does the teacher use effective questioning techniques?Is the material reflective of the content presented?Is the material presented in a meaningful way?


Guided Practice Reading and analysis of text (both fiction and

non-fiction) Scaffold reading experiences Use of pre- and post-reading strategies to

prepare students for text-based assignments Open-ended questions based upon expository

text Questioning fits the purpose of the lesson Debate

How is knowledge of content delivered accurately and appropriately? How is lesson delivery differentiated?What will students do together to use new concepts and skills?How will the teacher assist students in this process?


Independent Practice/Meaningful Use Tasks Questioning to fit the purpose of the lesson Writing prompts Reading and interpretation of fiction and/or non-

fiction material related to historical change or political systems

Decision-making based on social and political issues impacting American and world cultures

Analysis of case studies from world cultures and American history

Generation of new ideas, theories, and hypotheses

What opportunities will students have to use new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes?

Ongoing-should be a part of every lesson.


*Assessment/Closure Assessment of the effectiveness of the lesson

and student accomplishment of the objective *Closure/review of daily activity

Does the teacher provide feedback to the students? How will the teacher monitor progress throughout the lesson? How will the teacher ensure that all students have mastered the identified learning indicators?


ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PLANNING AND OBSERVATION GUIDES

ESOL Placement: All ESOL students should be assessed prior to receiving instruction. The LAS Links placement test determines whether a student qualifies for ESOL 1A- low beginner, ESOL 1B- high beginner, ESOL 2A- low intermediate, ESOL 2B- high intermediate, ESOL 3- advanced, Transitional English (high school only), or independent. When teachers identify students who have not registered at the International School Counseling Office, 8908 Riggs Road, Adelphi, Maryland, and may require ESOL services, contact ISCO at 301-445-8460 or the ESOL Office at 301-445-8450.

Program Model:ESOL Instruction is based on the ESOL Curriculum Frameworks designed for each class and level, as well as the MSDE English Language Proficiency Standards. All ESOL instructional units include the four domains of language (reading, writing, speaking, and listening), assessment, and critical thinking.

Program Model - ElementaryThe ESOL Teacher meets with identified English language learners (ELLs) on a regular basis in the ESOL classroom to provide instruction in the acquisition of the four English language skills of listening, speaking, reading and writing. The primary objective of ESOL instruction is to assist students in learning the vocabulary and grammatical structures of English they need in order to interact in their school environment, understand their teachers’ instruction and perform successfully in grade-level academic content areas. Materials for these classes are designed for English language learners, and include Hampton Brown Avenues for kindergarten and first grade, Harcourt Moving Into English for grades two through six, and other supplemental materials. Students are grouped by grade level and by English language proficiency levels (speaking, listening, reading and writing) as determined by scores on the English language proficiency test used for initial placement and given annually to assess progress. The class length is determined by the ESOL instructional level: 60 minutes daily for ESOL 1 students, 45 minutes daily for ESOL 2, and 30 minutes at least three times per week for ESOL 3. Kindergarten students should receive at least 30 minutes of instruction at least three times per week. The optimal group size for elementary ESOL instruction is 8-10 students. There are many options for ESOL instruction: pull-out, pull-out/plug-in combination, focused kindergarten, sheltered instruction. For the pull-out model, the ESOL teachers pull out ESOL students from the mainstream classroom for a specific number of minutes based on the ESOL proficiency level; ESOL students may only be pulled out during the Reading/English Language Arts block or during the Social Studies block. For the pull-out/plug-in combination, in addition to pull-out instruction, the ESOL teacher joins the mainstream classroom to provide subject-area language support to ESOL students at any time during the instructional day. With the focused kindergarten instructional model, kindergarten ESOL students remain in the classroom to receive language instruction by the mainstream teacher. ESOL students in need of additional support are pulled out of the mainstream classroom for explicit language instruction by the ESOL teacher. The kindergarten mainstream teacher incorporates ESOL methodology into daily instruction. The sheltered instruction model is specifically for advanced English language learners in grades 3-6; direct language support is provided within the mainstream classroom by modifying and adapting grade-level academic material as needed. Instructional models vary depending on the master schedule, the number of ESOL teachers, and the number of ESOL students in a particular building.

Program Model – SecondaryAt the secondary level, English Language Learners (ELLS) are grouped according to their English proficiency level. The ESOL teacher provides instruction focusing on language acquisition in lieu of students attending Reading/English Language Arts. Students receive an English Credit for each ESOL course they successfully complete. The ideal maximum class size in ESOL 1 and ESOL 2 is 15; ESOL 3 and transitional is a maximum of 20. ESOL instruction in middle school uses the series Shining Star and Keys to Learning. High school courses use texts such as Visions, American Literature and McDougall Littel Language of Literature. The textbooks and curriculum used in ESOL courses differ from other high school classes with reading and language levels that are appropriate for ELLS.

Each middle and high school ESOL center also has content area teachers who are trained to differentiate instruction for ESOL students. Students may receive sheltered instruction with other English Language Learners or attend content area classes with mainstream students.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PLANNING AND OBSERVATION GUIDES (CONT.)

Students at the beginning levels of English language acquisition may be enrolled in courses such as Language of Math, Cognitive Academic Basic Language Experience (CABLE), Alternate Instruction Model (AIM), Pre-Conceptual World History and Pre-Conceptual Physics in order to learn the academic language of the content area prior to enrolling in the sheltered or mainstream course.

In ESOL class teachers use techniques for developmental language learning based on current research in second language acquisition. Cooperative learning, thematic units and use of technology all provide a wide variety of learning opportunities. Teachers consider individual learning styles, prior educational experiences, interests, needs, strengths and weaknesses and adapt the program as needed for student success. ESOL teachers also use the lesson plan format as presented in Prince George’s County Public Schools Standards of Excellence document. Each ESOL course has a curriculum framework and pacing guide, which outlines each course and incorporates strategies for delivering its content. ESOL students follow the course sequence established by county guidelines. Once a student completes ESOL 3 or Transitional English (at the high school level), they exit the ESOL program and attend their grade level English and content area courses.

The following should be evident in ALL ESOL classrooms:

• Instruction based on the MSDE English Language Proficiency Standards and the PGCPS ESOL Curriculum Frameworks;• A combination of whole group, small group, and individual instruction;• Consideration of the needs of all learners, such as the learning style, developmental age, and previous educational background of

each student, including a respect for and appreciation of the student’s native language and culture;• Adequate wait time since it may take English language learners more time to process questions and respond to them; average wait

time for an ESOL student is 5 – 10 seconds;• Encouragement of students to participate in class activities, including those students who may still be in a silent period (a natural

stage of second language acquisition);• Student-centered lessons; • Vocabulary development and explicit instruction on grammar and/or language function;• A classroom environment rich with language and print that includes such items as English language posters, labels, word walls,

dictionaries, and displays of student work;• Grade books and plan books that include classwork, homework, and assessments.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)K-12 PLANNING GUIDE

Planning for an ESOL lesson requires a modification of the Daily Lesson Planner to include all four domains of language acquisition and accommodate various levels of English proficiency. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day.

ESOL Lesson Plan Format Planning/Observation/Notes90 MINUTE MODEL Suggested time

allotments

72 MINUTE MODEL

Grades 7-8

60 MINUTE MODEL

Grades 1-6

45 MINUTE MODEL

Grades 1-6

30 MINUTE MODEL ESOL 3,Grade K

Statement of Objective Focuses students on key skills Literature experience Writing experience

2-3 minutes 2-3 minutes 2-3 minutes 2-3 minutes

Introduction (Pre-reading/Pre-writing/Oral language development of academic language) Whole group instruction

Vocabulary Key concepts Scaffolding the text Preview grammatical structures in the text Activating and/or building on prior knowledge Pre-writing

Level 1 – 25-30 minutesLevel 2 – 20-25 minutesLevel 3 – 20 minutes

Level 1 – 20 minutesLevel 2 – 15 minutesLevel 3 – 10 minutes

15 minutes 10 minutes 5-7 minutes

Guided practice (Teacher directed reading/writing/academic discourse in whole group or small group instruction)

Using reading strategies (predicting, summarizing, clarifying, visualizing, self-questioning, using prior knowledge)

Guided reading and/or writing Cooperative groups or pairs Infusing appropriate grammar and

language usage lessons Identifying story elements, text features Using writing strategies (drafting,

revising, proofreading) Utilizing academic discourse

(summarizing, articulating point of view, justifying responses, analysis and synthesis of information)

Level 1 – 40 minutesLevel 2 – 25-35 minutesLevel 3 – 20-30 minutes



ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)K-12 PLANNING GUIDE

Independent Practice (Post teacher-directed reading/writing/academic discourse with individual support as needed)

Independent reading and/or writing in pairs or individually

Using writing strategies (revising, editing, publishing)

Using reading strategies independently (predicting, summarizing, clarifying, visualizing, self-questioning, using prior knowledge)

Self-monitoring of strategies Utilizing academic discourse:

summarizing, articulating point of view, justifying responses, analysis and synthesis of information)

Level 1 – 20 minutesLevel 2 – 25-40 minutesLevel 3 – 35-45 minutes



Closure Learning Logs Completed KWL Chart Share student’s response or student’s work

5 minutes 5 minutes 5-7 minutes 5-7 minutes 5-7 minutes

Assessment Lesson progression should be

based ongoing assessment Assessment should be used formatively

or summatively. Formative: Questions such as higher level thinking skills, summarizing, clarifying. Student demonstrates ability to utilize lesson focus strategy or skill. Summative: Mastery criteria is set and linked to lesson objective. Student demonstrates mastery of lesson objective using formal and/or informal measures.

GLOSSARY

ASSESSMENT:FORMATIVE- Formative assessment is present in every lesson and unit and includes ways in which the teacher monitors students’ progress toward mastery of the learning objectives. Formative assessment may include a variety of strategies.SUMMATIVE- Summative assessments are final assessments for a unit or lesson and may include benchmarks, projects, tests, or quizzes, among other evaluations of student mastery of the identified learning objectives.

CONTENT STANDARDS: The standards articulate what students should know and be able to do in each of the content areas. The standards provide the general criteria for curriculum development and provide overall expectations for student performance. The Maryland Content Standards for each content area are divided into different domains, or standards. These standards indicate overall goals within the content area.

TOPIC/EXPECTANCY – In some content areas each of the standard areas are broken down into a set of standard topic areas. In mathematics the term is expectancy.INDICATOR- The indicators define specific learnings for each topic/expectancy and standard. OBJECTIVES – Objectives are used for planning daily instruction and serve as guide posts for teachers to measure student achievement relative to each standard on a daily basis.ASSESSMENT LIMITS: Assessment limits can be thought of in two ways: for instruction, they represent the minimum content that must be taught (the course must include at least the content outlined by the assessment limits); for assessment, they represent the maximum domain from which test questions will be developed (assessment limits identified the content which are all considered skills for the development of test items). All assessment items developed for the High School Assessments or Maryland School Assessments will be drawn from the assessment limits. However, not every assessment limit will be tested on every form of the test.

CORE LEARNING GOALS: The Core Learning Goals contain the essential skills and knowledge that should be acquired and/or mastered by Maryland high school students in each of the tested content areas.

CURRICULUM FRAMEWORK PROGRESS GUIDES: These documents are developed using the Voluntary State Curriculum and Core Learning Goals and articulate the skills and competencies that should be attained by each student at each grade level. They are designed to provide a long-range planning guide from which daily plans are written.

DAILY LESSON PLANNERS: All disciplines use a content and/or grade specific template for daily lesson planning. These planners are included in this document and are to be used to design daily lessons.

DIRECTED TEACHING ACTIVITY: The Directed Teaching Activity (DTA) provides a structure for lesson planning. This planning framework is integrated into the Daily Lesson Planner used in Reading/English Language Arts.

FIVE E’S LESSON PLANNER: In the areas of mathematics and science, the 5 E’s lesson planner is utilized as the prevailing approach to daily lesson planning. This planning framework is integrated into the Daily Lesson Planner.

GUIDED READING PLAN: In small group instruction, teachers follow a guided reading plan that allows the teacher to individualize instruction based on the specific reading level(s) of his/her students. During this time, the teacher works on strategies for before, during, and after reading.

LONG RANGE PLANNER: This planner provides a framework for thinking about and planning for instruction. There are several models included in this document that will help to guide the process of planning units of instruction. Long-Range planners are to be used in conjunction with the DTA planners.

Look Fors: Observation checklist with specific criteria which identifies and delineates the teaching practices and information in any given content/program area. Look Fors are used as part of the Walk-Through process, consisting of “best instructional practices” for any given content/program area. They can also be used for peer observation and self analysis.

OBJECTIVE: Lesson objectives indicate both what is taught through the lesson (Students will …) and specific outcomes for the lesson (…in order to…). Objectives also set the stage for the learning activities as well as the assessment. Assessment of the objective must be included in every lesson. Objectives are written based on the learning indicators described in the Voluntary State Curriculum, and Core Learning Goals, which are articulated through the Curriculum Framework Progress Guides for each content area.

TEACHING STANDARD: This document specifies specific benchmarks for teacher success as delineated by seven (7) standard areas (Planning and Preparation; Knowledge of Subject Matters and Pedagogy; Classroom Organization and Management; Classroom Climate; Process of Instruction; Technology-Enhanced Instruction; and Outcomes of Instruction). These benchmarks indicate global expectations for teacher success and are then broken down into specific, observable performance indicators.

VOLUNTARY STATE CURRICULUM (VSC): The Voluntary State Curriculum is the document that aligns the Maryland Content Standards and the Maryland Assessment Program. The curriculum documents are formatted so that each begins with Content Standards or broad, measurable statements about what students should know and be able to do. Indicator statements provide the next level of specificity and begin to narrow the focus for teachers. Finally, the objectives provide teachers with very clear information about what specific learning should occur.

WALK-THROUGH: Walkthroughs are brief, focused classroom visits that are non-evaluative and non-threatening in nature and designed to gather data and then engage teachers or administrators in reflective dialogue about teaching practices and school-wide goals. This process is intended to improve teaching as well as to promote student achievement.

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