Using Systems and Routines to Support the CLIP Instructional

Design

District Learning DayElementary SchoolsSeptember 18, 2015

DO NOW Reading Block Diaries

• Think about how a typical reading/instructional block looks in your classroom this week.

• With partners, discuss your list and talk about how things have/have not changed since the beginning of the year.

• Be ready to share out.

Reflection

• As each pair shares, what are some common components and materials/resources? What are some components and materials/resources that spark your interest?

• What instructional practices have changed since August, and why have they changed?

• What are some differences between/among content areas?

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

Objectives• Know-Effective systems and routines support the

implementation of the CLIP instructional design; effective use of data informs student groupings

• Understand-How to manage small group instruction; how data should drive decisions about small group instruction

• Do-Implement effective routines to support small group instruction

RulesHow do you get someone

to say curriculum?

Think fast, talk fast,

and don’t say the TABOO word!

Explore the power of

your language!

Curriculum

RulesDuring each game, Player 1 has their

back to the screen, while Player 2

guesses the TABOO word.

After 10 seconds, Players 1 and 2

switch roles.

12

Curriculum Timer

It’s time to

Play…

Game 1- Player 1

Rules

Game 1- Player 1

Rigor

Game 1- Player 1

Objective

Game 1- Player 1

Transitions

It’s time to

Play…

Game 2- Player 1

Data

Game 2- Player 1

Workstations

Game 2- Player 1

Standards

Game 2- Player 2

Comprehensive Literacy

Improvement Plan/CLIP

Today’s Focus

XX

Context for presentation

• Whole Group Management Strategies by Anita Archer

• Guided Reading Management by Pat Pavelka

• Literacy Work Stations by Debbie DillerProvides explicit information for developing, managing, and maintaining effective small group instruction

HOW DO STANDARDS RELATE TO SYSTEMS AND ROUTINES?

Standards, Objectives, and Learning Expectations

Essential Systems and Routines

• Lessons designed around clear, standards-aligned learning objectives

• Dedicated instructional times for ELA instruction

• Gradual release of responsibility model• Teacher modeling with student practice and

feedback

ELA/Literacy CCR Shifts

1. Regular practice with complex text and its academic language

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3. Building knowledge through content rich non-fiction.

Standards with Aligned Objectives

TN DOE ELA STANDARDS• RL 4.1-Refer to details and

examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

• RI 1.2-Identify the main topic and retell key details of a text.

• RF 3.4-Read with sufficient accuracy and fluency to support comprehension.

Standards-Aligned Objectives

• I can circle repeated words and phrases when I am reading a text.

• I can draw a picture to show what a passage is mostly about.

• I can use appropriate phrasing when reading aloud.

WIDA and ESL… the CAN DO Philosophy

WIDA Connections

TEACH 3: Footnote #5In order for strategies to lead to a deeper understanding of the content, a teacher must understand student’s current level of performance and then purposefully design instructional strategies that will scaffold student learning to a deeper level so they may meet or exceed grade level expectations.

MPI: Model Performance IndicatorRI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

(1) Entering (2) Emerging (3) Developing (4) Expanding (5) Bridging

(1) Entering (2) Emerging (3) Developing (4) Expanding (5) Bridging

Mars is hotter than the Earth because______________________.

Yes! This works for any informational text, including Science & Social Studies

Turn and Talk

• How are standards different from objectives?• How are these objectives aligned to the

standards?• What is the relationship of skills to objectives?• What does this have to do with systems and

routines?• How do the WIDA MPIs help with both ELL

students and struggling readers?

WHAT ARE SOME OTHER ESSENTIAL SYSTEMS AND ROUTINES?

• Required time frame– 90 minutes Reading K-5– 30 minutes Writing K-5

• Grouping structures aligned to purpose

• Gradual release of responsibility: “I do, we do, they do, you do”

• Students actively • involved

Reading ELA/Writing

Core (Grade-Level Instruction for All Students)

Whole Group20-25 minutes

Explicit instruction on reading skills and strategies; collaborative

reading of text

Modeled and shared writing;

modeling writing skills

Small Group45-60 minutes

Homogeneous and

heterogeneous groupings;

practice and apply skills

Independent and group writing;

practice and apply skills

Whole Group5-10 minutes

Closure and assessment

Closure, assessment,

sharing of student work

CLIP Instructional Design, K-5

Small group

instruction should be…

45-60 minutes daily

2-3 rotations

Teacher-led small

group reading

literacy stations

peer to peer small

groups

The Gradual Release of Responsibility

Teacher Responsibility

Student Responsibility

I do it.

We do it.

They do it (together).

You do it (independent of the teacher).

Guided

Collaborative

Independent

Modeled

Isn’t whole group instruction sufficient?

NO! Focusing on whole group instruction does not provide an opportunity for:

• Teachers to differentiate instruction based upon the instructional needs of the students

• Students to complete tasks and use materials that are at their levels

• Targeting skills and utilizing strategies necessary for ensuring that students master information

• Teachers to work with small groups of students

Why Small Groups?

• Research shows that beginning and struggling readers benefit most from being taught explicit skills during intensive small group instruction.

• Instruction = Need of learners• Plan stations for small groups that offer ample

practice opportunities.• Provide access to high-quality interaction with

a teacher.

Using Data to Group Students

• Curriculum Assessments• Beginning of the Year Assessments• Teacher Observation• Teacher Assessments

HOW DO I MANAGE SMALL GROUP INSTRUCTION?

Small Group Instruction

SET UP TEACHER-

LED SMALL GROUP AREA

What are Teacher-Led Lessons?

The Teacher-Led Small Group

• Purpose: Teach/re-teach skills to those who need it; informal assessment; provide corrective feedback, as necessary

• Grouping configuration: usually homogeneous but includes all students

• Time allocated: 15-20 minutes per group; concurrent with literacy stations/peer-to-peer groups

• Required: Must occur every day

Teacher-Led Small Group Instruction

Plan to meet with ALL students.Meet with groups of same instructional

level or need.

Use instructional materials that meet the needs of

the students.

Vary instructional materials and

strategies.

Video of Guided Reading-3rd Grade

• https://www.youtube.com/watch?v=NBy6Bgo7lvg

Focus questions before, during, and after the the lesson:1. What is the teacher doing?2. What are the students doing?*Refer to your core actions sheet as you watch.

Reflection

• What did you notice in this video?• Which CLIP “look-fors” were evident?• Was there anything missing?• How might this instructional routine be

modified to fit a content area classroom?

WHAT DO I DO WITH THE REST OF THE CLASS?

Small Group Instruction

Literacy Stations

Required Stations-ELA

• Teacher-led small group• Phonics/word study (K-2) • Decoding/word study (3-5)• Comprehension• Vocabulary

WHAT DOES A LITERACY WORK STATION LOOK LIKE?

Small Group Instruction

Video Demonstration—First Grade Classroom

• Use your CLIP Observation Look-fors as you watch this video.

Ms. Driskell’s 1st grade class

ReflectionTable discussion: • Ms. Driskell reads a nonfiction text about the rainforest

as she frames this lesson. Do you think that her choice of nonfiction text is aligned to the standard and her lesson objective? Explain why or why not.

• What do you notice the teacher doing as she demonstrates her thinking alongside her students as she frames the lesson? How is this instruction aligned with the Gradual Release of Responsibility Model?

*Each group prepare to share

Reflection

Table discussion: • As teachers, we know that students do not necessarily know how to collaborate and that this skill must be taught. What systems did the teacher have in place to allow for accountable talk to take place?

•Did the teacher ask questions that required the students to use evidence from the text to understand and support their ideas and the task of inferring? Support your answer with details from the clip.

*Each group prepare to share

ReflectionTable discussion: • What evidence of support for explicit literacy foundations was or was not observed?

• What were some of the differences you noticed between the two guided reading groups? Why do you think they occurred?

*Each group prepare to share

ReflectionTable discussion: •While Ms. Driskell is teaching the reading group, the other students are at literacy stations. What systems and routines had to be established for this to run smoothly?

•What are some ways that she handles children that may be off task?

*Each group prepare to share

CLIP Aligns to TEM

TEACH 1

TEACH 2 TEACH 3 TEACH 4 TEACH 5 TEACH 6 TEACH 7

Objective ‐

Driven Lessons

Explain Content

Appropriately

Challenging Work

Content Engageme

nt

Higher ‐Level

Thinking Skills

Check for Understand

ing

Instructional

Time

Engage students

in objective

driven ‐lessons

based on content standard

s

Explain content clearly

accurately

Engage students at all learning

levels inappropriatel

y challenging

work

Provide students multiple ways to engage

with content

Use strategies

that develop higher ‐

level thinking

skills

Check for understandi

ng and respond

appropriately during

the lesson

Maximize instructional time

Teacher Effectiveness Measure (TEM) Rubric Domains

Reflection: Where in the CLIP instructional design and/or video demonstration lesson

do you find evidence of TEM-aligned instructional practice?

HOW CAN I MANAGE THIS EFFECTIVELY?

Small Group Instruction

Managing Transitions

• Ring a bell/chime• Use a timer• Use hand gestures• Call students by table/row• Use a clap or counting pattern• Play music• Others?

Teaching Transitions

• Teacher models (I do)• Students and teacher practice together

(we do)• Collaborative practice among students

(they do)• Students practice independent of the teacher

(you do - put it in action!)

Literacy Station Management

Literacy Station Management

Components of a Management System

• Station names/signs• Objectives and directions for each station• Transitional cues• Rotation schedule with student names• Visual (such as a management board)• Others?

Practice

In your group,• Create a management system for small group

instruction/workstations.• Explain how your management system works.• How would you introduce this system to your

students?

*Prepare to share

Feedback

• What resonated with you during this activity?

• How comfortable are you now with designing a management system?

• What else do you need to know?

QUESTIONS

Revisit Objectives• Know-Effective systems and routines support the

implementation of the CLIP instructional design; effective use of data informs student groupings

• Understand-How to manage small group instruction; how data should drive decisions about small group instruction

• Do-Implement effective routines to support small group instruction

Next Steps

By the end of the first nine weeks:• Develop a system for data analysis and

grouping of students.• Create and implement (or refine) a

management system for small group instruction.

• Implement all stations as directed in your classroom.

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.– What is still unclear?– What professional development or additional

resources do you need?

If you need help…

Managers of Instructional Coaches

• Zones 2, 3, 4 & 9—Monica Jordan, JORDANMW@scsk12.org

• Zones 5, 8, 11, & 12—Tamiko Busby-Hill, BUSBYHILLTY@scsk12.org

Literacy StaffDr. Susan Dold, Advisor DOLDSB@scsk12.org

Elementary Instructional AdvisorsDr. Tanya Kelly, KELLYTL@scsk12.org

Jolie Madihalli, MADIHALLIJA@scsk12.org Visit us on our weebly:

www.scsliteracy.weebly.comPassword: readandwrite