resources for informal observations

Resources for Informal

Observations

Reading/English Language Arts,

Elementary- Grades K-5

Updated July 2018

PGCPS Elementary Reading/English Language Arts Office 2

Table of Contents

PGCPS Definition of Literacy: ................................................................................................................................. 3

K-2 Curriculum At A Glance .................................................................................................................................... 4

3-5 Curriculum At A Glance ..................................................................................................................................... 4

Administrator’s Reflection ...................................................................................................................................... 5

The Learning Environment ..................................................................................................................................... 8

Whole Group Reading Instruction ..................................................................................................................... 10

Writing Workshop ................................................................................................................................................... 13

Small Group Reading Instruction ....................................................................................................................... 16

Speaking, Listening and Reasoning ................................................................................................................... 20

Instructional Behaviors in Literacy .................................................................................................................. 23

Glossary ....................................................................................................................................................................... 26

Resources ................................................................................................................................................................... 30


PGCPS Definition of Literacy:

Literacy is the ability to read, write, speak, listen, and use

numeracy. In Prince George's County Public Schools, our

focus on literacy emphasizes the ability to:

1. Report, Evaluate, Gather, Synthesize, and Comprehend information and ideas (REGS-C);

2. Conduct original research in order to answer questions or solve problems (Original Research);

3. Analyze and create print and non-print texts in media forms (Media Forms);

4. Use numbers to process information, solve problems, and interpret data (Numeracy).

Sources: Adapted from the Common Core State Standards for Mathematics, Common Core State

Standards for English Language Arts, and the National Council of Teachers of English

Prince George’s County Public Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its

programs and activities and provides equal access to the Boy Scouts and other designated youth groups.

LOOK FOR TOOLs for Elementary R/ELA are designed to address the Instructional Core of the Coherence Framework. There are separate Look Fors

for each component of the RELA block, including examining the learning environment.


K-2 Curriculum At A Glance The K-2 Curriculum Instructional Maps are written as a guide for teachers to provide instruction on the Maryland College and Career

Ready Standards using resources from McGraw Hill Wonders and Writing Fundamentals Units of Study. The CIMs are aligned to the

shifts of the MCCRS. Pacing is approximate and will vary due to student, teacher, and school factors. The Reading/English Language

Arts block is 135 minutes.

The guided reading toolkits for K-1 and 2nd grade provide teachers with additional support for small group reading instruction.

Guiding Questions to Pose to Teachers

How do you use formative assessment to determine whether the instructional outcomes were met?

How much time do you have to teach Reading/English Language Arts each day?

When are you able to plan with colleagues and discuss instructional methods? (i.e. How are you teaching as opposed to what

are you teaching?)

How do you adjust the pacing of the CIM based on your students’ needs and formative assessment?

How do you modify lessons to meet the diverse needs of your students?

How are you able to include Self Selected Independent Reading time in your daily schedule?

3-5 Curriculum At A Glance The 3-5 Curriculum Instructional Maps are written as a guide for teachers to provide instruction on the Maryland College and Career

Ready Standards using resources from Pearson Reading Street (Grades 3-5) and Writing Fundamentals Units of Study (Grades 3-4).

The CIMs are aligned to the shifts of the MCCRS. Pacing is approximate and will vary due to student, teacher, and school factors. The

Reading/English Language Arts block is 105 minutes.

The Guided Reading Toolkit for 3-5 provide teachers with additional support for small group reading instruction.


How do you use formative assessment to determine whether the instructional outcomes were met?

How do you adjust the pacing of the CIM based on your students’ needs and formative assessment?

How much time do you have to teach Reading/English Language Arts each day?

When are you able to plan with colleagues and discuss instructional methods? (i.e., how are you teaching as opposed to what

are you teaching)

How do you modify lessons to meet the diverse needs of your students?

How are you able to include Self Selected Independent Reading time in your daily schedule?


Administrator’s Reflection


Building a Culture of Literacy

Administrator’s Reflection Questions

How do you promote school-wide literacy efforts to embrace a culture of literacy? (Importance of Literacy, Promoting Literacy Efforts, Communication with Stakeholders, Implementation of RELA curriculum)

How do you leverage structures, systems, resources and stakeholders to support the work of building a culture of literacy?

How do you provide feedback on the implementation of the RELA curriculum based on learning walks, observations and student data in order to continuously improve students’ academic growth?

How do you stay current so you can provide effective feedback and help teachers reflect on their practice?

How do you determine, plan, and provide professional development in your school? (Including encouraging implementation of across content literacy strategies)


Building a Culture of Literacy

Suggested Literacy Team Activities

Your support and guidance will communicate the importance of literacy in the school culture. There are many ways an instructional leader can ensure that they are building a culture of literacy. The following are some suggested to build a culture of literacy:

Communicate clear expectations regarding literacy instruction in which teachers

use the CIM, Guided Reading Toolkits, the Reading Web Connection Google site,

and the Speaking, Listening and Reasoning Toolkit.

Visit classrooms regularly to observe instruction, using Informal Observation

Guide.

Have a special author’s or reader’s chair in your office so you can invite students

to read their own writing or books to you.

Promote publishing parties for students to share their writing. (Writing

Fundamentals, Write a Book, etc.)

Have a book club lunch bunch to discuss books with students.

Showcase your favorite children’s books and display quotes about the importance

of literacy.

Make occasional classroom visits to read aloud to students.

Display pictures of staff, parents, and students reading or writing throughout the

building.

Share articles on current literacy practices with staff members.

Provide time for reflection and collaboration around literacy practices.

Provide time for professional development.

Communicate with families about ways to embrace literacy in the home, including

providing resources.

Invite parents to share in students’ reading and writing celebrations.

Include families, staff, and community members in literacy celebrations throughout

the year.


The Learning Environment The Learning Environment is critical to building a literacy community. The classroom environment should support students to

become independent readers and writers. This includes arranging the physical space for all aspects of RELA instruction and having

resources readily accessible to students, which support and reflect their learning. The learning environment needs to be reflective of all

components of the Reading/English Language Arts block including: whole group gathering area for whole class reading lessons,

Writing Workshop, literacy centers, and small group instruction.


What routines and procedures do you have in place to encourage student independence and maximize efficiency of the

instructional time?

How do the charts in the room reflect student learning and/or how can students use the charts as a resource?

How do you use student work and rubrics to show expectations and highlight authentic reading and writing?

How have you organized the physical space to allow for the ease of transitions and student collaboration, as well as

independence?

What You Should Not See:

Lack of strategy anchor charts that display student thinking

Limited classroom libraries lacking diversity of text types and levels

Elementary Reading/English Language Arts “Look Fors” Classroom/Grade: Date


Focus: Learning Environment FFT Domain 2: The Classroom Environment

Components Creating an environment of respect and rapport

Establishing a culture of learning

Managing Classroom Procedures

Managing Student Behavior

Organizing Physical Space

Notes

(I See, I

Hear)

Evidence Rules or expectations are visible and clearly communicated to all students including the following: Center and small group rotation charts (K-2) Directions for early finishers Expectations for independent work

All displays reflect student learning and current curriculum from Curriculum Instructional Map (CIM) including the following:

Morning Message (K-2) Strategy and Standard anchor charts Speaking, Listening and Reasoning anchor charts (Accountable Talk, Turn and Talk, Think-Pair-

Share, Pair-Square, various graphic organizers) Writing Fundamentals (WF) anchor charts (craft charts, writing process) (K-4) Writing notebooks/folders Student work reflecting student responses to text and authentic writing (not worksheets) Other instructional charts that support student independence and teaching focus Bulletin boards display current student work with feedback, especially student responses to text and

authentic writing (not worksheets). Writing Fundamentals mentor texts (K-4)

Alphabet charts that reflect the PGCPS Handwriting Guidelines for manuscript (K-2) and cursive (2-5)

Resources are available for student use or visible to students from their seat, including the following:

Writing center with writing utensils and paper choice

Writing notebooks/folders

Book baskets and/or classroom library with independent reading books (varied levels and text types)

Word wall with high frequency words (K-2)

Posted vocabulary words that feature academic language (K-5) and Bringing Words to Life (BWTL)

(3-4)

Writing Fundamentals mentor texts (K-4) Computer centers (including listening center)

Established locations for: Morning meeting/ Interactive Read Alouds (K-2) Gathering as a whole group for modeling and student practice Teacher-led small group instruction Peer grouping

Lesson objective is posted and stated in student-friendly language and outcomes align with the MCCRS. Classroom arrangement and resources are organized to support a literacy community of readers and writers.

I Wonder



Whole Group Reading Instruction The purpose of whole group reading instruction is to use a common text to provide instruction on the grade level MCCRS.

Teachers use a gradual release of responsibility model following the structure of I Do, We Do, and You Do. Teachers conduct

interactive read alouds to model how to use reading strategies, respond to text, think about the text, and teach the skills and strategies

needed to meet grade level standards. Teachers use students’ oral responses, routine, and analytic (2-5) writing to adjust whole class

instruction to meet the needs of their students. Throughout the lesson students should be actively involved in reading, discussing and

thinking about the text. Whole class lessons should not extend beyond 60 minutes; whenever possible they can be abbreviated to

make time for guided reading instruction. In grades K-2, Opening Routines, including Morning Message, are an essential component

of whole group instruction. Teachers use the morning message to reinforce phonics skills, high frequency words, concepts of print,

language and conventions, and vocabulary. Opening Routines should not extend beyond 20 minutes.


How are you modifying whole group instruction to meet the specific needs of the learners in your classroom?

On average how long are your whole class lessons? Within the whole class lesson, how long is your morning message or content

knowledge discussion?

How are you adjusting your pacing or timing in order to have time for writing workshop and guided reading or book clubs/ literature

circles?

How are you gradually transferring responsibility to your students? (less modeling, more independence)

How do you scaffold routine and analytic writing to support students’ ability to respond to texts in writing?


Opening Routines (morning message, word work, BWTL) that extend more than the initial twenty-five minutes of the reading block

Lack of strategy anchor charts that display student thinking

Teacher using questioning patterns that do not promote accountable talk by students



Focus: Reading Whole Group FFT Domain 2: The Classroom Environment 3: Instruction

Components

Creating an environment of respect and rapport





Communicating with students

Using questioning and discussion techniques

Engaging students in learning

Using assessment in instruction

Demonstrating flexibility and responsiveness

Notes

(I See, I

Hear)

Evidence

Morning message is discussed and posted for review in the classroom. (K-2)

All students have an anthology or are able to see the big book.

Students are gathered together in meeting area with appropriate materials for I Do (anthology, journal, pencil, sticky notes, graphic organizers, anchor charts).

Students are familiar with the structure of interactive read alouds (how to come to meeting area with materials, where to sit, turn and talk partner, using sticky notes, etc.).

Students are familiar with the Speaking, Listening, and Reasoning protocols.

Teachers model collaborative conversations using a respectful tone and accountable talk moves.

Routine/analytic writing prompts are posted and visible to students from their seat.

Teachers use a variety of techniques to encourage all students to participate (e.g. Turn-and-Talk or Think-Pair-Share, Equity Sticks, exit tickets, Thumbs Up/Down). (SL.1)

There is an established behavior management system to address interruptions to learning. Interruptions are handled quickly in order to maximize learning time.

Lessons are reflective of the recommended time use and CIM.

Lessons integrate learning and outcomes across strands (RF, RL, RI, L, SL) and include components of UDL.

Students are actively reading, discussing, and writing about texts for the majority of the lesson.

Reading lessons follow a gradual release of responsibility model (I DO, WE DO, YOU DO).

I DO: Teachers provide explicit instruction of skills, strategies, or standards by modeling with the text as students follow along and listen.

WE DO: Teachers provide scaffolded practice with skills, standards or strategies while students work collaboratively to read, apply strategies and discuss responses to teachers’ questions.

YOU DO: Students continue to read the text independently or in pairs in order to apply the focus strategy, skill or standard. Students will “keep track of their thinking” with a written response to text (sticky notes, graphic organizers, reading journals).

Teachers use a variety of text-dependent questions to support student comprehension and to encourage thinking at critical and interpretive levels. Teachers encourage students to generate their own questions. (RL.1/RI.1, RL.10/RI.10, SL.1)



Focus: Reading Whole Group FFT Domain 2: The Classroom Environment 3: Instruction

Components











Evidence

cont.

During You Do, students respond to text-dependent routine writing found in the CIM. (W.9, W.10)

Teachers provide modifications or support for routine and analytic writing.

Students share and reflect on their own learning throughout the lesson and at its closure (SL.1)

Lessons include written and/or oral formative assessments that are aligned to the Standards and objectives (Routine Writing).

Teachers and students use Accountable Talk (e.g. respectful discourse, multiple exchanges on topic, conversations grounded in the text or content, probing of ideas). (SL.1)

Teachers and students use technology that is aligned to the instructional outcomes

In K-2: Teachers model and reinforce early reading

behaviors and phonics. (RF.1, RF.2, RF.3, RF.4) Opening routines are interactive, reinforce skills,

and should not extend beyond allotted time (see CIM).

In 3-5: Guiding question discussions about unit concepts

and BWTL vocabulary (2-4) open the lesson and are limited to 15 minutes (SL.1, RL.4/RI.4, L.4). Guided strategy and strategy instruction and guided close reading practice require students to engage with complex texts, annotate, draw inferences, and support ideas with details from the text (RL.1/RI.1, RL.10/RI.10)

I Wonder


Writing Workshop Writing Workshop is a method of instruction in which teachers coach students through the writing process to write authentic

pieces for a variety of audiences. Teachers in grades K-4 use the Writing Fundamentals Units of Study to plan and provide Writing

Workshop instruction on Days 5-7 of the seven-day cycle. Teachers in grades K-4 teach four units a year. Each unit focuses on a

specific genre. Grade 5 teaches writing workshop one cycle per quarter.

The phases of the writing process are: Immersion, Generating, Selecting, Collecting (2-5), Drafting, Revising, Editing, and

Publishing. During Immersion students are read aloud mentor texts to teach students about the genre. The mentor texts provide

authentic models for how to write within certain genres. Students and teachers read these texts through the lens of a writer, as

opposed to through the lens of the reader. The purpose of these texts is to focus on the author’s craft and style, not the

comprehension of the text. The texts are revisited in each mini-lesson throughout the writing process in order to teach specific writing

skills and strategies.

Structure of Writing Workshop lessons:

Immersion Interactive Read Aloud Mentor Text Read Aloud and Discussion (20-30 minutes) Independent Writing and Small Group Work (20-30 minutes) Whole Group Share (5-10 minutes)

Mini-lesson (Generating-Publishing) Mini-Lesson (10-15 minutes) Independent Writing and Teacher Conferring (30-40 minutes) Whole Group Share (5-10 minutes)


What are you learning about your students as writers during your writing conferences?

How do you facilitate writing partnerships for peer conferencing?

How are you limiting mini-lessons to 10-15 minutes?

How does student choice play a role in Writing Workshop?

When do students have the opportunity to celebrate their published pieces?

How can you connect the skills and strategies students acquire in Writing Workshop back to Routine/Analytic Writing?


Teacher using questioning patterns that do not promote accountable talk by students

Prompt writing (sentence starters) in lieu of Writing Workshop or Routine Writing



Focus: Writing Workshop FFT Domain 2: The Classroom Environment 3: Instruction

Components











Notes

(I See, I

Hear)

Evidence

Rules or expectations are visible and clearly communicated to all students including the following:

Writing Workshop expectations What to do when you think you are done

with a piece of writing Writing Process chart (WF)

All displays reflect student learning and current curriculum from CIM including the following:

Writing Fundamentals anchor charts (craft charts, writing strategies)

Writing notebooks/folders Student work reflecting student responses

to text and authentic writing (not worksheets)

Writing Fundamentals mentor texts Writing Fundamentals kid friendly rubrics

(www.schoolwide.com/resources) Resources are accessible to students, including:

Teacher uses mentor text and personal writing to model writing techniques that students will apply to their independent writing (W.1, W.2, W.3).

Teacher adheres to the structure of Writing Workshop:

Interactive Read Aloud (20-30 minutes) is used during the Immersion phase of the writing process.

Mini-Lessons (10-15 minutes) are used during all phases of the writing process except Immersion.

Students write independently for 30-40 minutes.

Lesson ends with teacher facilitated group share (5-10 minutes).

Teacher adapts the lesson from the binder and selects some appendices to use to support students’ writing. The majority of independent work time should be spent on students writing, not solely

http://www.schoolwide.com/resources



Focus: Writing Workshop FFT Domain 2: The Classroom Environment 3: Instruction

Components











Evidence

cont.

Writing center with writing utensils and paper choice

Writing notebooks/folders Mentor texts Computers to type writing pieces

Established locations for: Gathering as a whole group for modeling Student practice in Writing Workshop Peer grouping Independent writing time

Lesson objective is posted and stated in student-friendly language and outcomes align with the MCCRS.

Classroom arrangement and resources are organized to support writing workshop.

completing graphic organizers. Students have opportunities to turn and talk during

the middle and end of the mini-lesson Teacher may keep a small group at the meeting

area to help them clarify their plan for independent writing time.

Students sustain productive independent writing while the teacher confers with students about their writing.

Teacher confers to learn about the writer, compliment the writing (glow), and finally provide a teaching point (grow). Conferences focus on meaning/purpose, structure/organization, craft/style, or conventions/presentation.

Teacher may use a mid-workshop interruption to share a positive example from a student’s writing to reiterate mini-lesson skill or strategy

Students engage in collaboration with adults and peers to improve writing through writing conferences (W.5, W.6)

Students use digital tools to produce and publish writing (W.6)

I Wonder


Small Group Reading Instruction Small group reading instruction is the systematic and sustained meeting with identified groups of readers who share a similar

reading level or a comparable level of proficiency with a particular reading strategy, skill, or concept. In PGCPS there is a continuum of

small group instruction from shared reading to guided reading to book clubs.

Guided Reading instruction should be provided daily, especially for struggling readers. Guided Reading is a specific structure

used to improve students’ ability to apply strategic behaviors to read and comprehend increasingly challenging text. This structure is

outlined in the Emergent, Transitional, and Fluent lesson plan templates.

The teacher selects texts for the lesson based on students’ instructional reading level. Effective guided reading instruction

centers around a teaching point that is strategically chosen to help improve the readers’ abilities and move them towards greater

independence. The teaching point should be selected based upon student need from formative assessments and teacher observation.

The focus for the lesson, word work, writing, and teaching point should come from the Focus for Small Group Guided Reading

Instruction. The small group lesson skills and strategies do not need to match the whole class lesson. Teaching points provide

direct instruction on strategic behaviors in the areas of decoding, self-monitoring, vocabulary, fluency, and comprehension.

Demonstration, prompting and praise while students read is an essential aspect of guided reading. The purpose of providing

demonstrations, prompts and praise is to highlight effective reading behaviors and encourage students to apply these strategic

behaviors whenever they are reading (See next page for examples of appropriate prompts and praise). The guided reading toolkits

and Focus for Small Group Guided Reading Instruction were created to support teachers in providing effective lessons with leveled text

with the purpose of moving students through the levels of text to become independent readers who use strategies to comprehend text.

During small group rotation, students who are not currently meeting with the teacher should participate in independent literacy

activities and literacy centers. These activities are designed as practice to allow children to apply reading and writing skills in an

authentic meaningful way. The teacher will explain, model, or demonstrate the activity prior to students beginning their work.

Assignments should be differentiated to meet each child’s needs. Centers provide multilevel, multiple intelligence activities to reinforce

literacy, develop responsibility, encourage sharing, and foster social skills. Centers should be aligned with grade level standards and

reflect current instruction. Effective classroom management will be essential in order for teachers to provide consistent effective small

group instruction and for children to be engaged in meaningful independent literacy activities or centers.


How many guided reading groups do you have? What text level is each group currently reading?

How are you selecting leveled text and moving students through text levels?

Tell me about the process you use to take and analyze running records.

How are you able to differentiate independent literacy activities and centers for students at varying reading levels?

How do you select meaningful independent literacy activities, which provide opportunities for students to engage in meaningful

reading and writing tasks (not worksheets)?

How are you continuing to support students in independent and guided close reading? Which strategies do you use?


Round Robin reading during guided/small group instruction in lieu of students engaged in independent reading and/or paired reading.

Students engaged in activities or worksheets instead of reading leveled text during small group.

Practice Books or worksheets replacing discussion and guided reading/small group instruction.


Prompts and Praise Statements for Guided Reading

The purpose of prompts and praise statements is to focus on strategic reading behaviors that the child did or did not exhibit

while reading. Prompts give students direct instruction on how to apply strategic processing while reading. Praise reinforces the

strategic behaviors the child exhibited. Both prompts and praise encourage this child to continue to use these strategies while reading

to increase independence.

Praise statements and prompts should be varied and responsive to the child’s reading during the guided reading lesson.

Teachers should use a variety of prompts throughout their guided reading lessons. Changes to prompts also occur as students move

through the emergent, transitional and fluent phases. The prompts and praise can focus on decoding, self-correcting, self-monitoring,

vocabulary, comprehension, and fluency.

Sample Prompts Sample Praise Statements

Does that sound right? Does that look right? Does that make sense?

Check the picture. Are you right?

Do you see a part in that word that you know?

Do you know a word that looks like that?

Go back and reread that sentence. Something tricked you.

Put the words together so it sounds smooth.

What is happening on this page?

Are there clues in the sentence or picture to help you figure out the meaning of that word?

What is the most important thing you read on that page?

I like the way you went back and fixed ___ when it didn’t make sense.

I like the way you check that word.

I liked the way you stopped and reread.

Wow! You made that page sound so interesting when you read smoothly.

I like the way you thought about what would make sense to help you figure out the word.

I like the way you reread that sentence to confirm what you were thinking.

You just self-corrected that mistake. That’s what good readers do!

What You Should Not See or Hear:

A teacher repeatedly saying “Sound it out.”

A teacher only saying “You know this word. We just went over it.”

A teacher saying “good job” as the only form of praise

A teacher always telling the students a word when they come to a point of difficulty

A teacher only prompting and praising one child during a lesson

A teacher not listening or conferring and therefore not providing any prompts and praise



Focus: Guided Reading FFT Domain 2: The Classroom Environment 3: Instruction

Components











Notes

(I See, I

Hear)

Evidence

Rules, procedures, and expectations are visible and clearly communicated to all students including the following:

Center and small group rotation charts (K-2)

Directions for early finishers Expectations for independent work (K-5)

Classroom arrangement and resources are organized to support small group instruction.

Displays reflect student learning and current curriculum from CIM including the following:

Strategy & Standard anchor charts Speaking, Listening and Reasoning

Anchor Charts (Accountable Talk, Turn and Talk, Think-Pair-Share, Pair-Square, various graphic organizers)

Bulletin boards display current student work with feedback, especially student responses to text and authentic writing (not worksheets).

Other instructional charts that support student independence and teaching focus

Resources are accessible (or visible to students from their seats). These include, but are not limited to the following:

Word Wall with high frequency words (K-2) Word Walls feature academic language

and BWTL (2-4) Texts being used in the lesson Pencils, highlighters, sticky notes, erasers,

whiteboards, magnetic letters, writing paper or journals

White board or easel for teacher to model

Daily guided reading instruction using Focus for Small Group Guided Reading Instruction guidelines and either Emergent, Transitional, or Fluent reader lesson plan template OR Book Club lessons.

All students within the small group are reading the text independently, responding to teacher prompting, and engaging in word study, writing, and discussions about the text.

Teacher uses centers (K-2) and independent literacy activities to provide meaningful independent work, student choice, differentiation, vocabulary lessons, self-selected independent reading (SIR) and practice activities referenced in the CIM and Guided Reading Toolkits.

Before Reading: Teacher uses a brief story introduction to introduce

the book. For emergent readers, the teacher has students

predict and locate known and unknown words in the text (pre-selected by teacher).

For transitional and fluent readers, the teacher provides students with 1-2 new vocabulary words using the 4-step procedure (See Guided Reading Toolkit).

Teachers provide a purpose for reading. During Reading: While students are reading the text independently,

the teacher listens in, takes anecdotal notes, and provides appropriate prompts and praise to support strategic reading behaviors in the areas of decoding, vocabulary, self-monitoring, comprehension, or fluency.

After Reading:



Focus: Guided Reading FFT Domain 2: The Classroom Environment 3: Instruction

Components











Evidence

cont.

word study and writing activities and post vocabulary from the lesson

Established locations for Teacher-led small group instruction Book Clubs (when applicable 2-5) Peer grouping Independent Literacy Activities Literacy Centers, including computer center

Teachers either: provide a teaching point based on their

observations. The teaching point supports students strategic reading behaviors and/or thinking in the areas of decoding, vocabulary, self-monitoring, comprehension, or fluency.

facilitate a discussion about the text and revisit the text to clarify misconceptions and improve comprehension.

lead word study activities with students manipulating words to examine word parts and phonetic principles.

After completing a text, the teacher facilitates writing activities appropriate for the group’s instructional level. The teacher provides support while students write (Day B or Day 3).

In K-2: Early Literacy Assessments, DRA, fluency checks,

oral and written responses, teacher observation, anecdotal notes and informal running records are used to monitor student progress, plan lessons including teaching point(s), inform grouping, and determine materials

In 3-5:

MAP Growth, DRA (for students reading BGL on MAP Growth), fluency checks, informal running records for emergent and transitional readers, oral and written responses, anecdotal notes and teacher observation are used to monitor student progress, plan lessons including teaching point(s), inform grouping, and determine materials

I Wonder


Speaking, Listening and Reasoning In support of the PGCPS Rigorous Literacy Plan and Speaking and Listening Anchor Standard 1, teachers across all content

areas should utilize the Speaking, Listening and Reasoning Toolkit to enhance instruction. The Protocols introduced in the Toolkit will

improve students’ oral language and reasoning skills. These skills are the basis for students being able to proficiently read and analyze

complex text as well as respond to text in writing as required by PARCC and the Maryland College and Career Ready Standards.

The toolkit may be found at https://sites.google.com/a/pgcps.org/speaking-listening-reasoning/ .


How do you use the protocols from the Speaking, Listening, and Reasoning Toolkit in your lessons?

How do you plan for questions that challenge students cognitively and require higher level thinking?

How do you release the responsibility of posing questions to the students?

How do you model and encourage students to use Accountable Talk to engage in rigorous rich conversation?

https://sites.google.com/a/pgcps.org/speaking-listening-reasoning/


Administrator Speaking, Listening, and Reasoning Reflection Checklist

Practices

Evi

den

t

No

t Y

et E

vid

ent

Notes/Plans for Improvement

Students engage in collaborative

conversations using protocols such as turn

and talk, think-pair-share, and/or

pair/square.

Students engage in small group

discussions.

Teachers model the use of Accountable

Talk®.

Students use Accountable Talk®.

Anchor charts posted in all content areas

support students with speaking and

listening.

Teachers use visual models and/or graphic

organizers to support students with

learning and reasoning as needed.


Speaking, Listening, and Reasoning Monitoring Tool

Domain 3: Component b – Using Questioning and Discussion Techniques Name: Date:

Grade: School:

Strategies used (check all that apply):

Active Listening Prompting Turn and Talk Think-Pair-Share Pair/Square

Accountable Talk® Graphic Organizer/Visual Model _________________________ _________________________

Talk Moves used (check all that apply):

Revoicing (Paraphrasing)

Repeating

Wait time

Reasoning

Adding on

_____________

Choose the level of frequency for the following: Not Observed Sometimes Always

Students actively participate in classroom talk. 1 2 3 4 5

Students elaborate and build on each other’s ideas. 1 2 3 4 5

Students work to clarify or expand a proposition. 1 2 3 4 5

Students synthesize several sources of information (i.e. texts, video,

discussion, notes)

1 2 3 4 5

Students listen attentively. 1 2 3 4 5

Students formulate conjectures and hypotheses. 1 2 3 4 5

Students construct explanations and test understandings of concepts. 1 2 3 4 5

Students base reasoning on visuals, text, structures of Mathematics,

and/or models.

1 2 3 4 5

Students challenge the quality of evidence and reasoning. 1 2 3 4 5

Supporting Evidence (check all that apply)

Lesson Plan Anchor Chart Task Questions

Video/ Multimedia

Photo/Realia Written

response

Exit ticket T-chart

Venn Diagram

Web

KWL

Sequence Chain

_____________

____________

Notes


Instructional Behaviors in Literacy Teacher: __________________________ Date of Visit:____________________ Learning Objective: _______________________________

Balance of Informational and Literary Texts Teacher Behaviors Student Behaviors

Cultivate student interest and engagement in reading, writing, and speaking about literary and informational texts. (2b)

Read a true balance of informational and literary texts. (2b, 3c)

Provide all students with multiple opportunities to

engage with a balance of informational and literary text of appropriate complexity for the grade level; include appropriate scaffolding so that students directly experience the complexity of the text. (Rigor) (2b)

Comprehend content and text knowledge as a result of teacher scaffolding of literary and informational texts. (2b, 3c)

Gradually remove supports, requiring students to demonstrate their independent capacities. (3d, 3e)

Practice and apply informational and literary text strategies. (2b, 3c)

Provide authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation, and/or reflection. (3b, 3c)

Synthesize content learned in literary and informational texts (discussion, writing, presentation) (2b, 3c)

Integrate appropriate supports in reading, writing, listening, and speaking for students who are ELL, have disabilities, or read well below the grade level text band. (2b, 3c)

Provide extensions and/or more advanced text for students who read well above the grade level text band. (2b, 3c)

Provide opportunities for analysis of media and non-print texts such as illustrations, photographs, art work, film, etc. (3c)

Disciplinary Literacy: Building Disciplinary Knowledge

Teacher Behaviors Student Behaviors

Include independent reading and research based on student choice and interest to build stamina, confidence, and motivation; indicate how students are accountable for the reading/ research. (2b, 2c, 3a, 3c, 3d)

Build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities. (2b, 3c)

Provide authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation, and/or reflection. (3c)

Practice and apply reading and writing strategies for building content knowledge: annotating texts, note-taking, using self-generated graphic representations. (2b, 3b, 3c)

Give students tasks that require them to read content area texts- fiction and nonfiction. (2b, 3c)

Discuss in pairs or collaborative groups to clarify or confirm content knowledge (2b, 3b, 3c)

Do less frontloading and providing of content and requiring students gain more informational from texts read. (2b, 3c)

Facilitate students’ use of text as a key part of instruction: e.g., Seminal texts; literary nonfiction, essays, speeches, science articles, content textbooks, supplemental articles/ online research (2b, 3c)

Give students tasks that require them to cite textual evidence in both discussion and written products (3b, 3c)


Increasing Text Complexity


Provide opportunities for students to read complex grade level texts with scaffolding and support as needed. (2b, 3c, 3e)

Read the complex, grade appropriate text around which instruction is centered. (3c)

Include a progression of learning where concepts and skills advance and deepen over time. (Rigor) (2b)

Build fluency and stamina by reading an appropriate range text (3c)

Provide opportunities for students to discuss and process complex texts (2b, 3c)

Engaging in cooperative discussions, thinking about and responding to complex ideas and questions (3b, 3c)

Give students tasks that require close and deep reading of text and provide independent reading time to improve fluency (2b, 3c)

Closely read complex sections of text to determine meaning and deepen understanding through discussion and analysis (3b, 3c)

Help students access complex text using strategy instruction and engaging them in activities that require them to think deeply about what they have read or heard (2b, 3c)

Assign students a range of texts to read that are matched to text complexity demand in standards (2b)

Schedule increased amounts of time to allow for students’ to build reading stamina while engaging with complex text and activities (2b, 3c)

Text-Based Questions/Answers Teacher Behaviors Student Behaviors

Ask students questions that require them to refer to the text in order to respond both orally and in writing (2b, 3b, 3c, 3d)

Gather and cite text evidence to engage in rich and rigorous conversations and written responses about text. (3b, 3c)

Teach students strategies for citing evidence from text (3c)

Respond to questions requiring inferential thinking and analysis of ideas (3b, 3c)

Ask students questions that require them to cite textual evidence, infer, and respond to questions that are at higher levels of thinking (2b, 3b, 3c, 3d)

Evaluate and discuss analysis of texts with peers, using evidence as part of discussions (3b, 3c, 3d)

Build in increased processing time for students to respond to text-dependent questions (2b, 3b, 3c, 3d)

Self-generate questions about the text that reflect depth of knowledge and understanding (3b, 3c)

Provide time for class discussions, accountable talk, literature circles, Socratic Seminars, and other appropriate student-led listening and speaking opportunities focused on text-dependent questions. (2b, 3b, 3c, 3d)

Use technology and media to deepen learning and draw attention to evidence and texts as appropriate (3c)

Writing from Sources


Provide opportunities for writing as a tool for research and expression with a focus on responding to texts and synthesizing ideas across texts. (2b, 3b, 3c)

Draw evidence from texts to inform, explain, or make an argument including print and non-print media (3b, 3c, 3d)

Provide students direct instruction on how to write various types of writing, using rubrics as an instructional tool. (2b, 3a, 3c, 3d)

Demonstrate all aspects of the writing process as well as produce writing on-demand (3c)

Have students engage in the writing process for a variety of purposes including all aspects of the process- pre-writing, drafting, revising and publishing. (2b, 3b, 3c, 3d)

Create text-based narratives (3c, 3d)


Provide students instruction in how to write informational/explanatory essays of analysis using online resources –online tools to create class online written responses. (2b, 3b, 3c, 3d)

Conduct original research to answer questions and solve problems (3b, 3c, 3d)

Teach students text features and structures; use of rhetoric and how to apply to writing (3a, 3c, 3d

Provide modeling and instruction to students on how to use multiple sources to build logical arguments, compose papers of literary analysis, and construct text-based narratives. (2b, 3b, 3c, 3d)

Assign students short, timed in-class essays, and short-term research papers

Academic Vocabulary


Provide opportunities for collaborative discussion as a means for processing thinking and writing; integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules, and all aspects of foundational academic vocabulary skills as grade appropriate. (2b, 3b, 3c)

Build the transferable vocabulary they need to access grade level complex texts. (3b, 3c)

Provide direct and explicit instruction of academic vocabulary; provide opportunities for students to self-select academic vocabulary words of interest in addition to explicit teaching of content terms. (2b, 3b, 3c)

Use language effectively in speaking and writing. This can be done effectively by spiraling like content in increasingly complex texts. (3b, 3c)

Use research-based instructional strategies that teach both vocabulary acquisition and word meaning strategies. (2b, 3b, 3c)

Develop students’ ability to use and access words found in text that may slightly out of reach (3a, 3c, 3d)

Select an appropriate number and type of academic and domain-specific vocabulary concepts from readings to teach vs. an extensive isolated vocabulary list. (2b, 3b, 3c)


Glossary Word Wall - a collection of words, which are displayed in large visible letters on a wall, bulletin board, or other display surface in a

classroom; The word wall is designed to be an interactive tool for students and contains an array of words that can

be used during writing and reading.

Active Listener- someone who effectively receives verbal and non-verbal cues and constructs meaning from them (i.e., looking at the speaker, monitoring for understanding, making connections, taking turns)

Analytic Writing- responding to text in writing through an analysis of literary and informational sources; Analytic writing prompts within the units provide opportunities for students to process their reading, synthesize information across parts of a text or across different texts, distinguish points of view, and deepen their understanding of the essential questions and big ideas of the unit. In grades 2-5, analytic writing takes place on Day 4 of the seven-day cycle.

Anchor Charts – large charts that make thinking visible as you record strategies, processes, cues, guidelines and other content during

the learning process, anchor charts reflect student thinking and application of strategies and skills with a text

Bringing Words to Life- an instructional strategy in grades 2-5 for introducing Tier 2 vocabulary words adapted from Bringing Words

to Life (Beck, McKeown, Kucan, 2002); BWTL takes place over Days 1-4 of the seven-day cycle. It

includes introducing 3 new words, which support the guiding question, follow up activities, and assessment.

Centers - a physical area (or station) designated for specific learning purposes. It is designed to provide appropriate materials

to help students work independently or collaboratively (with partners or in small groups) to meet literacy goals. A

literacy center can be portable, temporary or permanent.

Close Reading - a process of reading and re-reading complex text deliberately to query, contemplate and carefully analyze and

evaluate the meaning of the text in order to gain multi-layered comprehension; In grades 3-5, close reading is

scaffolded through interactive read alouds with teachers gradually reducing the amount of supports provided and

increasing student independence. In grades K-2, the process is modeled through interactive read alouds as the

teacher reads the entire text to the class.

Comprehension – the ability to read text, process it and understand its meaning

Concepts about Print - general knowledge of the purpose and function of print; Students need to have an understanding of how

print works in order to read text. These are assessed through the Emergent Behavior checklist

administered to students reading below a level 6 in grades K-2.

Conferring – a teacher meeting with a student to discuss their reading and writing behaviors; The focus of the conference is to

give feedback to help the students grow as a reader or writer. Conferring takes place during guided reading and

writing workshop.

Constructed Response- a type of open-ended essay question that demonstrates cognitive knowledge and reasoning


Cueing Strategies- ways for a reader to use meaning, structure, and visual cues to gain meaning from a text

Differentiated Instruction – a way to adjust instruction to meet the students needs, interests, and learning styles. Educators

can differentiate by content, process, or product.

Developmental Reading Assessment (DRA)- an individually administered formal assessment of a child's reading capabilities; It

is a tool to be used by instructors to identify a students reading level, accuracy,

fluency, and comprehension. Teachers take a student’s oral running record and

use a comprehension rubric to assess comprehension. The DRA is analyzed for

instructional implications.

Early Literacy Assessments – a series of assessments given to students in grades K-2 three times a year to assess students

literacy skills; These assessments include letter identification, emergent behavior checklist, word

recognition, dictation, and DRA

Fluency - the ability to read with speed, phrasing, accuracy, and proper expression

Formative Assessment – a wide range of methods teachers use to evaluate students’ learning in order to make instructional

decisions for future teaching, assessment for learning

Gathering or Meeting Area – a central location within the classroom where the entire class can gather together for whole group

instruction, usually on a rug or carpet

Graphic Organizers- a visual display that demonstrates the relationship between concepts and ideas; can be used to

help students make sense or new concepts

Guided Reading- explicit instruction for the purpose of providing the skills, structure and purpose of reading and responding to instructional level text

Guided Writing- a type of writing used in guided reading in which the group negotiates a sentence and each child writes the same sentence with the teacher’s guidance; The teacher provides support by encouraging children to stretch out the words to write the sounds they hear and link known words to new words.

High –Frequency Words - words that occur often in the spoken and written language; may are spelled irregularly, can’t be decoded or should be automatically recognized as a whole; also referred to as sight words

Independent Literacy Activities – tasks designed for students to complete independently to apply reading and writing skills in

authentic, meaningful ways. Independent reading is the most valuable independent literacy

activity.

Independent Reading Levels – the level at which a child reads a text with 95% or higher accuracy rate with excellent or

satisfactory comprehension

Instructional Reading Level - the level at which a child reads a text with 90-94% accuracy and excellent or satisfactory

comprehension


Interactive Read Aloud - planned period of instruction when a wide variety of literary and informational complex texts are read aloud and used as a vehicle to teach reading strategies and skills. The reader uses prosody, think alouds and text dependent questions in order to model close reading and fluency while maintaining the feel of a “storytime” versus a scripted lesson.

Interactive Writing – a teaching context in which children cooperatively plan, compose, and write a group text; both the teacher

and children “share the pen”

Inquiry Unit – a unit of study centered around an essential question and designed to take students through the inquiry process to

generate new learning about a topic; Immerse, Investigate, Coalesce, Go Public; Grades 2-5 engage in the Inquiry

unit during the fourth quarter.

Mentor Text – literature or informational text that you can return and reread for different purposes; these texts are used in Writing

Fundamentals to study author’s craft and writing strategies that students can apply to their own writing.

Mini-Lesson – a 10-15 minute lesson with a definite and clear focus; The teacher provides explicit instruction about a skill or

concept that students then relate to their own independent practice. Mini-lessons are used in every phase of the

writing process, except Immersion.

Morning Message – prewritten messages used to teach concepts about print, high frequency words, vocabulary words,

grammar, and to model fluency during Opening Routines in K-2. The handwritten message should be

displayed, preferably on chart paper, so it can be revisited during center time.

Novel Study – an in-depth study of an author’s work; Grades 3-5 engage in an novel study during Unit 3 where the whole class

reads a novel through interactive read alouds and independent reading.

Phonemic Awareness - ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words

Phonics - literacy instruction that focuses on sound-symbol relationships

Phonological Awareness - understanding and usage of the sound-system of language applied to reading and spelling

Print Rich Environment- a classroom with displays of written language and published material throughout and accessible to the

students; supports students in understanding concepts of print as well as supporting the literacy community

Revoicing- clarifying a response by restating or paraphrasing what was said in your own words Routine Writing – This term comes from Common Core K-5 Writing Standard 10: “Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.” Routine writing prompts are provided that require students to think about texts, strategies, skills, or guiding questions. Routine writing responses should be grounded in the text and use text-references to support ideas. Routine writing occurs on Days 1-3 of the seven-day cycle in grades 3-5. Grades K-2 also have routine writing as part of their cycle planner.

Running Record - coded recording of oral text reading- A running record is used to analyze the strategies a student used or

neglected. The analysis will also assist teachers in selecting instructional level text and determining

teaching points for guided reading instruction.


Shared Reading - an interactive period of instruction where the teacher explicitly teaches and models the skills and behaviors of good readers using instructional level text of the class as a whole

Shared Writing - an interactive period of instruction where the teacher explicitly teaches and models the skills and behaviors of good writers

Summative Assessment – assignments that result in a final grade, which is used at the end of a unit to assess whether

students learned what was taught or met the instructional outcome or standards, assessment of

learning

Teaching Point – a specific strategy or skill that teachers plan for, explain, and model during whole group, small group, or

individual instruction; The teaching point is based on students’ needs, reading level and grade level

standards. The goal of the teaching point is to provide students with strategies to increase their

independence in reading or writing.

Text Type – the Common Core defines text types as being: literature or informational text in grades K-5. Literature includes

narratives, stories, dramas, and poetry. Literature covers a variety of genres, such as mythology, poetry, drama,

folktales, and realistic fiction to name a few. Informational text can include literary nonfiction, historical, scientific, and

technical texts. The CIM provides opportunities to read a variety of text types, as well as write within the text types of

narrative, informative/explanatory, and opinion pieces.

Vocabulary - acquiring a large and sophisticated vocabulary is essential to being a strong reader and meeting the goals of the

CCSS; Students need ample opportunities to engage with words in order to increase their oral language

development and comprehension. Research shows that for vocabulary instruction to be effective, instructional

activities should require students to think about and use words, not look up or memorize definitions. Because it is

impossible to directly teach enough words to adequately build children’s vocabularies, it is also important that

vocabulary instruction create enthusiasm for learning new words.

Word Work/Study - Word work is an integrated way to study words. Instruction may include word study that focuses on letters, letter-

sound relationships (phonics), word patterns, word structure, high-frequency words, vocabulary, or spelling. (Bear, et

al., 2007) Word work is typically short, yet a powerful way to increase a child’s knowledge of words. Word study also

teaches students how to use this word knowledge strategically to support a child’s spelling attempts during writing

activities and to help them decode unfamiliar words while reading. (Bear & Templeton, 1998)

Writer’s Notebook or Folder – a place for students to keep their writing from Writing Workshop; The Writer’s Notebook or Folder

is a place to keep writing the students have done applying the strategies from the mini-lessons.

These pieces should be organized so students have opportunities to reread their writing and select

pieces to take through the writing process.

Writing Process - The process of proficient writers: they are reflective and skilled at adapting and internalizing the stages of writing: prewriting, drafting, revising, editing, publishing for extended as well as shorter time frames

Writing Workshop- a method of instruction in which teachers coach students through the writing process to write authentic

pieces for a variety of audiences.


Resources

Bear, Donald R. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper

Saddle River, NJ: Merrill, 2000.

Fletcher, Ralph J., and JoAnn Portalupi. Craft Lessons: Teaching Writing K-8. York, Me.: Stenhouse,

1998.

Fletcher, Ralph J., and JoAnn Portalupi. Writing Workshop: The Essential Guide. Portsmouth: Heinemann,

2001.

Fountas, Irene C., and Gay Su. Pinnell. Guided Reading: Good First Teaching for All Children.

Portsmouth, NH: Heinemann, 1996.

Harvey, Stephanie and Daniels, Harvey. Comprehension and Collaboration. Portsmouth: Heinemann,

2009

Pinnell, Gay Su, and Irene C. Fountas. The Continuum of Literacy Learning, Grades PreK-8: A Guide to

Teaching. Second ed. Portsmouth: Heinemann, 2011.

Richardson, Jan. The Next Step in Guided Reading. New York: Scholastic, 2009.

resources for informal observations

Documents