Routines for Intensifying Instruction

INSTRUCTIONAL ROUTINES IN ELA

Considerations for Educators

Instructional Routines are consistent structures that provide expectations from teachers for students in order to actively engage in learning. Instructional Routines support student learning by giving structure and clear expectations to time and learning interactions, with the purpose of learning academic content. When teachers utilize instructional routines with new content, students can focus on learning new content because the structure and process are already familiar and consistent. When students know what to expect and what is expected of them, anxiety & off-task behavior, decrease while confidence and engagement increase. Routines make learning visible. The following routines increase instructional intensity in key academic skills: content knowledge, vocabulary, fluency, language development, and comprehension. These routines can be used as scaffolds to increase intensity for ALL students in order to provide robust core instruction. The routines also support students with low language or language acquisition and should used to contextualize the standardized plan. A CSD routines ring for Phonemic Awareness and Phonics can be found here.

Align routines to instructional target.

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Practice routines with familiar content first.

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Maintain a perky pace to ensure engagement.

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Plan and practice each step of the routine prior to instruction.

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Keep routines consistent.

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Seek coaching feedback with implementation of new routines.

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Provide positive and corrective feedback to students during routines.

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Routines

Think, Discuss, Write, Read, Share

Multisyllabic Word Decoding

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• • • •

Close Reading Decodable Text Spelling Dictation

Systematic Vocabulary

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Story Share

Scaffolding Difficult Text

Routines for Intensifying Instruction

Purpose:

The following routines increase instructional intensity in key academic skills: content knowledge, vocabulary, fluency, language development and comprehension. A CSD routines ring for PA and Phonics can be found here.

Think, Discuss, Write, Read, Share Routine

The following routine facilitates the development of:

• Concept Development • Building Background Knowledge • Negotiating Meaning • Understanding Content • Engagement and Motivation

• Academic Language • Precise Vocabulary • Oral Language • Critical Thinking

Routine

Scaffolding Opportunities

• Concept Maps • Graphic Organizers • Visuals • Multi-Media Resources • Guiding Questions • Realia

Present a big idea, essential question, visuals, or content.

Think

Students think, brainstorm, and/or complete a quick sketch of their ideas.

• Picture Books • Anchor Charts

• Precision Partnering • Partner Routines • Written Response Frames (e.g., sentence frames, paragraph frames) • Word Banks • Picture Banks • Classroom Discussion Routines • Discussion Frames • Anchor Charts • Four Square- (K, 1 st , 2 nd , 3 rd , 4 th , 5 th )

Students discuss their ideas with a partner using an intentional academic language structure.

Discuss

Students write a response using the practiced academic language structure. Students read written response to a partner or small group and revise as necessary. Intentionally selected students share responses using the academic language structure.

Write

Read

• Randomized Cold-Call Procedures • Whole Group Sharing Procedures • Listening Accountability

Share

Systematic Vocabulary Instruction Routine

Introduce the word

Teacher/Student Responsibilities T: The word is survive. What word? S: Survive. T: Let’s clap/tap “survive” into syllables. T & S: “sur” “vive”. T: How many syllables? S: 2 syllables T: Where’s the syllable break? S: In between sur · vive. T: When people or animals don’t die when things are really bad or dangerous, they survive. T & S : So when people or animals don’t die when things are really bad or dangerous, they survive .

1. Teacher writes/says the word. 2. Students repeat the word. 3. Multisyllabic breakdown

4. Teacher gives a student friendly

definition, incorporating synonyms as appropriate. 5. Students restate definition with teacher guidance. 6. Teacher identifies any prefixes, suffixes, base/root words, origin. Demonstrate use and context of the word (Scaffold for Demonstration) 7. Illustrate with examples/non-examples a) Concrete examples ( realia ) b) Visual representations — video, pictures, diagrams, etc. c) Physical gesture d) Verbal Examples 8. Sentence Frames with key words (other than target vocabulary) left blank, so students focus on comprehending examples and word meanings. (ex. If I had to survive cold weather, I would need ________.

Acquisition DOK 1

T: The prefix “sur” means over, above or more. The suffix “vive” means to live.

T: Look at people on this river. It is very dangerous. However, they don’t get hurt or die, they survive.

S: If I had to survive in cold weather, I would need to wear a warm coat, snow boots, gloves and a hat.

T: (Example) If whooping cranes had no food in the winter and all the food was buried in the snow, would they survive? Ones tell your partner why they wouldn’t survive. S1: The cranes wouldn’t survive because they n eed food. T: (Non-example) If there was an ample supply of food for the whooping crane would they survive. Twos tell your partner why they would survive. S2: The crane would survive because it has plenty of food and it needs food to survive.

Building Automaticity DOK 2

9. Check for students’ unde rstanding by discerning between examples and non- examples (repeat as necessary)

Apply the word in context

10. Deepen students’ understanding by applying the word in a new context a) Teacher asks a deep processing question

T: If a coyote was chasing a rabbit, what could the rabbit do to survive. S: (Student responses will vary, but should demonstrate their level of understanding via their answer)

b) Students responds via a quick write and/or orally with a partner or in a small group or whole group setting.

Application DOK 3

Story Share Routine

During story share students utilize strategic partnering to practice reading for the purpose of practice to become fluent. There is preparation needed to teach the routines of paired reading and story sharing with students. Those steps involve teaching students to interact with each other and management routines. Using the story share routine, students learn to summarize text. Summarization has a high effect size (es .79) . Teaching students to recall, recount, retell, paragraph shrink in order to summarize is useful in academic speaking and writing.

Story Share Routine

Task

Looks Like

Prepare for Story Share Routine

Students are sitting in precision partner pairs and have materials ready. Materials include: text to be read, point card (optional) anchor cards (see links above)

Partner Reading (10 minutes)

First readers read quickly and correctly.

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• Second readers listen and give points and fix mistakes.

Retell •

First reader asks what happened,

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2 minutes: Reader 1 2 minutes: reader 2

• Second Reader retells what happened (or main idea and details in expository text) Expository Narrative

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• What was the text about? • What is one thing I learned? • What else did I learn?

Who are the characters? Where did the story happen?

• • • • •

What happened first? What happened next? What happened last?

Paragraph Shrink 5 minutes

First reader begins reading where the second reader stopped during the partner read. Second reader asks the paragraph shrinking questions

Prediction Relay (optional 2-5 minutes)

• First readers make predictions, read, and check the predictions. • Second Readers ask the prediction relay questions and listen carefully.

Correction Procedures On-going during the story sharing routine

Coaching for getting and giving help. Tell, ask, start again.

Tell, Ask, Start Again Routine 1. Tell: “That words is ___________. 2. Ask: “What word?” 3. Start Again: “Start the sentence again.”

Clean- up 2 minutes

Put materials away

Scaffolding Difficult Text for Student Access The list below contains active reading strategies to support students accessing difficult text. The list of strategies is ordered from most to least scaffolded , allowing students to move through the activities to become independent. Download the poster for display in your classroom here. Specific routines explaining each phase in a sequence here. A Fluency Expression Rubric is downloadable for providing feedback to students using the pillars of fluency: expression (prosody ), phrasing, smoothness, and pace.

Active Reading Strategies Scaffolding Descriptions

Oral cloze reading involves the teacher reading aloud while students actively track the text and read words omitted by the teacher. The teacher leaves out a preselected number of words per paragraph for the students to chorally read, preferably nouns or key vocabulary. To implement, the teacher and students have a copy of the text. The teacher proceeds by reading the text aloud as the students follow along. When the teacher pauses the students say the next word to be read. The teacher continues reading and pauses throughout the text to engage students in the reading. Echo reading is when the teacher reads a phrase/sentence/paragraph/section of a text aloud and students repeat what the teacher read with the same prosody (expression, attention to punctuation, etc.). Depending on the age level of students and reading proficiency, longer segments of text may be read aloud before students repeat what the teacher has read.

Duet reading is when two students are reading the same passage aloud together. The two students share one text and the stronger reader does the pointing as the two students read simultaneously.

Choral reading is when the entire group (whole class or small group) reads a text aloud together at the same time. The goal is for all students to get an opportunity to read the text. It is recommended that if used in whole class settings that shorter paragraphs in a passage are used to ensure a demonstration of fluent reading as it is difficult for large groups of students to read at the same pace for sustained periods of time. Longer sections can be read in smaller group settings.

Partner reading is when two students are reading the same text, but take turns reading the passage. The stronger reader reads the sentence/paragraph/section first while the weaker reader follows along. The weaker reader then rereads what the stronger reader read. By having the stronger reader go first, the weaker reader will have greater access and improved fluency during their reading of the text.

Whisper reading is when all students in the class are reading a passage and each one is whisper reading the passage at their own pace. If students finish reading the assigned section of the text prior to the teacher calling time, then they are expected to go back to the beginning of the assigned section and reread again. This will allow all students to read the passage at least once.

Multisyllabic Word Routine

“ Decoding multisyllabic words is an essential skill that has a direct impact on reading accuracy, fluency, and the comprehension of text. The task of decoding or pronouncing longer words is often a challenge for many students in grades 3 and above. The Multisyllable Phonics Routines (MSRC) are designed to help students solve the mystery of multisyllabic words by recognizing patterns, identifying correct vowel sounds, and applying syllable division rules.” (95 percent group Inc, 2014)

START: Display the word Example Fantastic

Say…

“When we come to a word we do not know we read word parts. We have to use what we know about syllable types to help us say the word.”

Model…

1. “First, let’s underline the vowels.” f a n t a s t i c

Say…

2. “How many syllables does this word have? ”

choral respond “3” Direct student that there is a vowel for every syllable.

Model…

Point to each syllable as you model pronunciation.

Say…

3. “Let’s read the syllables together. ”

Say…

4. “Are the vowels long or short?” •

The vowel is short because it is a closed syllable (fantastic). • The vowel is long because . . . ▪ it is a vowel pair (steamboat) ▪ it is a VCE (milestone) ▪ it is an open syllable (silo) or • The vowel is r-controlled because it is followed by an r (barnyard). • The e is silent because it is final syllable after a consonant (stumble).

Possible Answers

Say… 5. “Let’s blend and read the whole word.” Choral Respond “Fantastic . ”

Decodable Reader Routine

Purpose: Decodable text is used for demonstrate application of a previously taught targeted phonics skill(s) using connected text. This is essential to practice decodable text regularly in order to build fluency and mastery of phonics skills. CSD decodable data base & Resources found here. Basic Guidelines: 1. In preparation for reading the decodable reader the teacher previews the text by summarizing the main events or information in the text for students. 2. The first reading of the decodable text should be guided by the teacher to ensure accurate reading of the text. 3. Students should finger-point and read aloud while reading decodable text 4. All errors are corrected using immediate error correction routine 5. Students are supported in developing fluent reading of the text

Error Correction Routine 1. Intervene when an effort is heard — Correct even the litt le words such as “a” and “the” to develop accurate reading skills 2. Provide Error Correction Support: Give the student the correct word, say:

My turn, “That words is ___________. “What word?” “Go back and read the sentence again.”

“Try that word again” If the student is accurate say: “Read the sentence” If the student is inaccurate say: “That word is ___. “What word?” “Go back and read the sentence again.”

In order to support student’s self -correcting, say:

1. Using the word bank, on the front cover of the decodable, and sound spelling card, review the targeted phonics skill. Select 5-7 words and write them while students blend/read the words. 2. Write the high frequency words on index cards. Hold up each card, tell them the word and have students repeat the word. Then, mix up the cards and have students chorally read the words. 3. Next, have students chorally read each line of the word bank. Repeat if needed to build automaticity. 1. Read the title aloud. 2. Preview and summarize the main events and information “Today we are going to read about. . . 3. Chorally read the text. (if students need more scaffolding begin with echo reading and move to choral reading) On-Level or Above Level: Have all students chorally reread the text with a partner. Reader 1 begins reading alternating sentences/pages with Reader 2. On the third read, have Reader 2 start the reading. Below Level: For the second read, have the students echo read the text. The teacher will read a sentence with good expression and intonation and students will echo what the teacher has read. Make sure students are tracking what they are reading with their finger.

Pre-reading

First

Read

For the third read, have each student (choral read together if necessary) individually whisper read 3-5 lines of the text at a time. When they finish reading the assigned lines, have them place their finger where they stopped.

Second/Third Read

1. Teacher models retelling the story or identifying a main idea and details. 2. Then, have students practice retelling. 3. Ask 1 or 2 basic comprehension questions

Sample Expository

Sample Narrative

• What was the text about? • What is one thing I learned? • What else did I learn?

Who are the characters? Where did the story happen?

• • • • •

What happened first? What happened next? What happened last?

Check

Comprehension

Check Have students work in partners to do a fluency check. Reader 1 will start at the beginning of the text and read for 60 seconds. While Reader 1 reads, Reader 2 keeps track of any errors Reader 1 makes and helps to keep track of how far Reader 1 got in 60 seconds. Record their rate and errors on a fluency graph. Switch roles.

Fluency

Close Reading Routine

Click for Implementation Tools and Resources

K-2: teacher reads aloud initially, annotates wholly or guides student annotation. Students may eventually read independently depending on text complexity/difficulty 3 - 12: students read independently and annotate with increased independence. Struggling readers may be read to or explored to text previously in small group.

Teacher Preparation Prior to Student’s First Read

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Select and pre-read a text worthy of multiple reads

Read and plan for the purpose of the close read

Prepare text dependent questions (TDQ)

Prepare sentence frames for discussion and questioning

First Read

Teacher Roles

Student Role

Text Dependent Questions

Key Ideas and Details - What does the text say? • What is the main idea? • What is the theme? • What did you learn? • Summarize the text

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Explain the purpose and structure for reading and annotating the text

Students read unfamiliar text for the first time (access to text) Annotate confusing words and find main idea

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Notice where students struggle

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Facilitate discussions with precision partners

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Discuss/share

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Provide questions/sentence frames

Write

Retell or Summarize

Second Read

Teacher Roles

Student Role

Text Dependent Questions

Craft & Structure - How does the text work?

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Shared read

Track

Think aloud

Active Listening

Structure •

Pause to model thinking

Choral/Echo/Cloze/Dyad Read to provide access to text

Compare/Contrast, Problem/Solution, Cause/Effect, Sequence, Descriptive

Demonstrate use of structural or context clues to gain meaning. Focus on craft and structure of text Facilitate discussions with precision partners

Craft

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Annotate

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Literary devices: e.g. allegory, allusion, cliffhanger, imagery, irony, satire, time lapse Unique structures: e.g. diary, journal, sayings, prologue & epilogue

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Discuss/Share

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Write

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Provide questions/sentence frames

Third Read

Teacher Roles

Student Role

Text Dependent Questions

Integration of Knowledge and Ideas - What does the text mean?

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Text dependent questions to prompt rereading and encourage the use of textual evidence in supporting answers Focus on integration of knowledge and ideas for students to describe and explain logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view. Facilitate discussions with precision partners

Re-read for logical connections, reason with evidence, mood, or themes, opinions, intertextual connections, inferences and point of view

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Glean deeper meanings, subjective, speculative, debate and disagreement, alternative points of view, author’s purpose and inferences

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Annotate text evidence

Discuss/share/write

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Provide questions/sentence frames

Performance Task or Written Application

Students write responses to teacher provided prompt using evidence from text and appropriate grammar

Integration of Knowledge and Ideas - What does the text inspire you to do? • Debate, conduct an experiment, research, socratic seminar, philosophical chairs

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Provides format for final response and facilitates students with scaffolds for success as students write about the text. Scaffolds may include summary in foursquare, short constructed response, paragraph frame

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Spelling Dictation Routine Five-Day Plan for Spelling Instruction

This five- day plan for spelling instruction represents best practices in developing students’ phonics and word study skills. The instructional routine below provides an overview of the daily activities that would support students’ abilities to generalize the patterns taught each week to new words and settings.

Materials needed: •

Elkonin box (sound boxes)

• Marker (e.g., color chips, tiles, or paper squares) • Writing materials (e.g., white boards, paper pencil, letter tiles) Day 1-3: Explicitly teach the spelling pattern, rule or generalization from Reading Street using 5-7 words (Day 1 option: pre-test to evaluate time needed to teach the spelling pattern throughout the week) • Spelling dictation routine • Say it: Say the word, use it in a sentence, repeat the word • Tap it: Segment and count the sounds • Map it: move one marker into each sound box, representing each sound •

Graph it: Students say each sound and write the corresponding letters for each sound/marker as they go

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Say the word (fish)

Read the spelling of the word (f-i-sh)

Day 4: Students perform a word sort using the pattern of the week. Whole group or practice station

Possible Sorts: o New spelling pattern(s) combined with previouslytaught spelling pattern(s) that represent the letter sound correspondence (eg., Sound /ā/ spelled ay, ai, a_e) o Prefixes or Suffixes o Syllable types (eg., open, closed, le, v_e, vowel team, controlled r)

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Day 5: Spelling Dictation Assessment: 10-20 Words •

Say the word, use it in a sentence, repeat the word • Students repeat the word and independently write the word

Multisyllabic Days 1-3 for Grades 4 and 5

Day 1-3: Explicitly teach the spelling pattern, rule or generalization from Reading Street using 5-7 words (Day 1 option: pre-test to evaluate time needed to teach the spelling pattern throughout the week) • Spelling dictation routine • Say it: Say the word, use it in a sentence, repeat the word • Tap it: Segment and count each syllable, • Tap each syllable spelling if needed •

Graph it: Students say each syllable and write the corresponding letters for each syllable as they go

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Blend and read the syllables (fantastic)

Basic Spelling Rules

FLoSSeZ RULE IF there are 3 √ ’s, double the final consonant. √ 1. One syllable. √ 2. Base word ends with f,l,s,or z. √ 3. Short vowel.

Examples: loss, fluff, fill, jazz

Exceptions: bus, gas, has, his, is, us, as, was, this, yes, plus, us, of, chef, pal, if /k/ Rules Short Vowel IF there are 3 √ ’s, spell the word with -- - ck. √ 1. One syllable √ 2. Ends with /k/sound √ 3. Short vowel LongVowel , Most common long vowel spellingpattern (80%) IF there are 3 √ ’s, spell the word with -- - ke. √ 1. One syllable √ 2. Ends with /k/sound √ 3. Long vowel Other vowels, spelled with -- - k Examples: bake, stroke, Pete, smile, rule -- - r controlled, vowel digraph, vowel diphthong Examples: fork, speak, oak, cook, hawk /ch/ Rule IF there are 3 √ ’s, spell the word tch. √ 1. One syllable. √ 2. /ch/ sound at end. √ 3. Short vowel. With l or n Examples: mulch winch lunch squelch branch Other vowels: Spell the /ch/ sound as ch. Examples: torch, teach, coach, pooch, pouch Exceptions: such, much, which, rich-- - Mnemonic: Such rich people have much which they can spend. /j/ Rule Short Vowel IF there are 3 √ ’s, spell the word –dge. √ 1. The word is one syllable. √ 2. There is a /j/ sound at the end of the word base word. √ 3. There is a short vowel in base word. Other vowel patterns/ syllable types: -- - r controlled, vowel digraph, vowel diphthong. Spell the /j/ sound -- - ge. Examples: barge, urge, gauge, siege, gouge Multi-- - syllablic IF each point can be checked off, spell the word with -- - age. /ij/, is most often spelled age. √ 1. The word is multi-- - syllable. √ 2. There is a /ij/ sound at the end of the word base word. Examples: marriage, cabbage, beverage, forage, pillage, plumage Exceptions: college, knowledge, privilege, sacrilege, cartridge, partridge, porridge Examples: brick, track, neck, truck

Basic Spelling Rules

Doubling Rule IF there are 3 √ ’s,double the final consonant. √ 1. One syllable.

√ 2. Short vowel in base word before a single consonant. √ 3. Vowel suffix, such as -- - ing, -- - er, or -- - ous. Examples: mat+ed = matted, clap+ing = clapping, sad+ness = sadness, bad+ly=badly, Rarely Double: C, H, Q, W, X, Y Advanced Doubling for Multisyllabic Words IF there are 4 √ ’s, double the final consonant. √ 1. Multisylabic. √ 2. Short vowel in base word before a single consonant. √ 3. Vowel suffix, such as -- - ing, -- - er, or -- - ous. √ 4. Last syllable accented. Example: forgotten, occurred, regretted, controller, beginning Non-- - examples: happened, orbiting, editor, benefited, conquering, gardener, forgetful, suffering Drop e Rule IF there are 2 √ ’s, drop the e and add the suffix. √ 1. Base word ends with an e. √ 2. Vowel suffix (such as -- - ing, -- - er, or -- - ous) Examples: care+ ed = cared, fame + ous = famous, care + ful= careful, base + ment = basement Words cannot have three e's in a row. Three e’s make you sneeze (and are not allowed) Examples: tree+ed=treed Exceptions: truly, duly, awful, hoeing, mileage, wholly, argument, fiery, ninth, judgment After a final c or g, retain the e when the suffixes start with o and a to keep the soft sounds. Examples: knowledgeable, courageous, noticeable y to iRule IF there are 2 √ ’s, change the y to i and add the suffix. √ 1. Base word ends with y. √ 2. Consonant before the y (pony, but not monkey) Examples: try+ es =tries rely + able= reliable happy+ness=happiness A y followed by an i suffix retains the y. *** Two i’s are unwise. Examples: reply+ing= replying, trying, spying, babyish, worrying Examples of exceptions: say, said; pay, paid; lay, laid; day, daily; gay, gaily; slay, slain, shyly, dryly, spryly,wryly.shyness, dryness, wryness, slyness, spryness

Dyad Reading with Challenging Text During Dyad Reading, students utilize strategic precision partnering to provide supported access to challenging text for struggling readers in a whole-class setting. Dyad Reading provides a time where struggling readers experience hearing, seeing, and saying the words of challenging text in great quantities, in order to improve sight recognition of words over time. There is preparation needed to teach the routines of Dyad Reading with students. Those steps involve teaching students to interact with each other and management routines. Paired Oral Reading is arguably one of the easiest and most cost- effective methods of developing student’s fluency (Flood, Lapp, & Fisher, 2005). For best results, Dyad Reading needs consistency of 3-5 sessions per week or 90 or more sessions a year. [ Parent video here to help explains Dyad Reading looks at home.]

Dyad Reading Rules

1. 2.

Students sit side-by side Students share ONE book

3. Designated reader tracks the words with one smooth finger movement 4. Read aloud together 5. Keep eyes on words 6. Do not read too fast or too slow 7. Students record any text generated vocabulary words Task Preparation

1 . Create precision partner pairs for the Dyad Reading using reading data from RI or DIBELS Composite. • Rank students high to low • Pair the highest student with the middle student, second highest with second middle etc. More detail for precision partnering can be found here. (Partners can be switched quarterly.) 2. Prepare Materials: • Challenging reading material 2-3 levels above the struggling reader level. Organized for choice (3-5 selections fiction & nonfiction) • Notebook for students to record text generated vocabulary words

Teacher Prepares for Dyad Reading

Teacher states the learning intention (practice of reading and reading to learn) of Dyad Reading and introduces the routines of Dyad Reading. Teacher models routine: 1. How partners agree on which text to read and complete first. 2. Model designated reader tracking 3. Model partner reader as choral reading 4. Model clean-up procedure for Dyad Reading 5. Monitor the room & give positive and corrective feedback. Teacher states the learning intention of Dyad Reading and introduces how to record vocabulary words and explanation/discussion if there is confusion. 1. Model needing explanation for a vocabulary word. 2. Model any discussion about the book. 3. Monitor the room and gives positive and corrective feedback. 4. Teach any needed vocabulary (teacher discretion). Same as Day 1

Students sit with their preassigned precision partner. 1. Select first book to read 2. Practice how to track and read text chorally. 3. Practice clean-up procedure for Dyad Reading. 4. Receive positive and corrective feedback from teacher.

Day 1

15 minutes

Day 2 15 minutes

Same as Day 1

Students sit with their preassigned precision partner. 1. Select first book to read 2. Practice how to track and read text chorally. 3. Record vocabulary words. 4. Discuss any items needed about the text. 5. Generate oral or written examples of vocabulary.

Day 3 15 minutes

Day 4-5 15 minutes Days 6-10 15 minutes

Same as Day 3

Same as Day 3

Repeat the sessions as necessary until students can use Dyad Reading in various settings with challenging text, e.g., main selection, science & social studies, practice stations.

©Canyons School District

adapted from the work of Barrett, T. Brown, L. Kathleen Mohr,K. Wilcox, (2017).

Digital Text Resources Digital Resources listed below allow teachers free access to additional text to support themes presented in Reading Street. These can be used as paired readings to support practice with close reading, building background knowledge and writing tasks (prompts) in ELA, science and social studies.

Grade Levels

OER

Website

Description

Sora overdrive is a service offered by Canyons District Libraries that lets students and teachers borrow digital content such as eBooks and audiobooks anytime, anywhere. OverDrive is currently being used in over 38,000 libraries and schools worldwide. Destiny is your school’s library catalog. The Smithsonian provides news articles for K-12 students. Lexile levels may be preventative for 2 nd grade students. Kids' eBook subscription service that offers thousands of high-quality books from well-known publishers like HarperCollins, National Geographic.

K-12

Overdrive

Canyons District sora

Overdrive

Destiny

1-5 Tween Tribune

http://tweentribune.com

K-12

Epic Books

https://www.getepic.com/educ ators

Free account is needed and you need to use your education email. http://go.galegroup.com/ps/sta rt.do?p=ITKE&u=pioneer Be sure to access through UEN for free account http://onlinelibrary.uen.org Need to login with password or inside a school

1-5

Infobits

Part of th e UEN Utah’s Online Library. Has key for content and level.

Data base sends the pdf and html of the files. Many commonly known periodicals are part of the data base. With multi-disciplinary content that purposefully aligns to Common Core State Standards (CCSS), and STEM. Teachers can use the daily Wonder to jumpstart student thinking. Many resources including the online science books. There are additional resources if you scroll to the bottom of the page. Newsela text is in multiple tiers. Students can study the same content with different Lexile levels. Accounts are free with district license. Library of nonfiction and literary articles, along with reading comprehension and vocabulary lessons, assessments, and teacher guidance. Contains a close reading library collection. Free resource with a free account.

K-12

EBSCO

K-12 Wonderopolis

http://wonderopolis.org

Free account need for access with educator email. http://www.uen.org/oer/

3-12

UEN Open Educational Resources

3-5

NEWSELA

https://newsela.com

K-12 Read Works

http://www.readworks.org

2-12

Learn Zillion

https://learnzillion.com

Current events. Some free, some need a subscription.

2-5 Time for Kids

http://www.timeforkids.com

April 2020

©Canyons School District

Math 3 Read Routine (Close Read) Purpose: To ensure that students know what they are being asked to do, create opportunities for students to reflect on ways mathematical questions are presented, and equip students with tools used to negotiate meaning. This routine supports reading comprehension, sense-making, and meta-awareness of mathematical language. It is also supports negotiating information in a text with a partner in mathematical discussion. Students are supported in reading a situation/problem three times, each time with a particular focus.

First Read

Goal

Student Role

• Students read problem with the goal of comprehending the text as they notice key ideas and details

• No pencil in hand • Read to make sense of the problem • describe the situation without using numbers • Retell: What is the problem asking you to solve?

Second Read

Goal

Student Role

• Students read the situation with the goal of analyzing the language used to present the mathematical craft and structure

• Pencil in hand • Identify key vocabulary that needs further explanation • Annotate by: Underlining, circling, and highlighting important information, strike through irrelevant information • Note any additional information that helps you understand the problem such as graphs or pictures

Third Read

Goal

Student Role

• Students read the problem in order to brainstorm possible mathematical solution methods as they apply knowledge and ideas

• With a pencil in hand begin work to solve the problem • “read a little, do a little” • Reason with the problem throughout the work and eventually ask “Does my answer make sense?”

Adapted from Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website: http://ell.stanford.edu/content/mathematics-resources-additional-resources

©Canyons School District

Close Reading in Math (3 Reads)  Student Sentence Frames to Scaffold Discussion

Read the Whole Problem ● Retell the problem without using numbers  ● The question is asking me to _______. 

1st   Read 

Read the Whole Problem Again ● A vocabulary word I don’t understand is  ______.  ● I underlined/circled ______ because _______.  ● I made a strike through ______ because ___.  ● The picture helped me _________.  Read the Whole Problem Again ● I know I need to _____ to solve this problem  because ____________.  ● The best strategy to solve this problem is  _____.  ● My answer is ___________.  ● My answer makes sense because _______. 

2nd  Read 

3rd  Read 

©Canyons School District

selected type without having to learn a different style each year. There are benefits to both types of manuscript and your Reading Street materials provide guidance for each. The table below offers considerations to inform your decision. Zaner-Bloser D’Nealian • Students often enter kindergarten already knowing how to form some letters • Smoother and faster transition to cursive • More closely matches the print students are reading • Reduces “b” and “d” letter confusion Note: Difficulty in forming letters in not related to cognitive skills, but to fine motor movement. Movements using a rigid fist grip come from the muscle of the upper arm, not smaller hand movements. Strengthening the muscle of the upper arm will help handwriting development (Moats, 2008). Tips for Teaching Letter Formation:

1. Use lined paper (with top, middle, and bottom lines in each row) that has well-marked margins. The top line is the “hat line,” the middle line the “belt line,” the bottom line the “foot line,” as cued by a figure sketched on the left margin. (M. Sprick, L. Moats et al.) 2. Name a letter, then demonstrate the letter’s formation by verbally describing each stroke as you model writing the letter.

3. Utilize the handwriting models in your Reading Street curriculum to support verbal cues with direction and strokes. 4. Ask students to imitate the motion with their whole arm, with index and middle fingers pointing, tracing in the air or on a rough surface. 5. Ask students to trace on top of a well-formed letter on paper before they cover-up the model and write the letter from memory. Always have students name the letter as they write it. 6. Ask struggling students to trace over the model letter on a large surface, such as a chalkboard or whiteboard before trying to write it between lines of paper.

Groupings for Lowercase Manuscript Letters for Handwriting Instruction The following suggestion for letter groupings in handwriting instruction represent one way to accomplish the goal of systematic instruction. Best practice for handwriting instruction integrates letter formation into letter-sound and/or letter name instruction. Group 1: Continuous movement h Hat line down, up to belt line, hump forward b hat line down, up to belt line, forward around m belt line down hump, hump n belt line down, hump r belt line down up and hook p belt line down, below foot line, up and around Group 2: Letters with continuous movement, beginning at 2 o’clock below belt line a curve up, back, around, then down c curve up, back, around, leave open d curve up, back, around, up, down g curve up, back, around, down below foot line, hook back o curve up, back, around, all the way q curve, back, around, down below foot line, hook forward s curve up, back, around, slat forward, curve back Group 3: Letters with straight down strokes i belt line down, dot l hat line down t hat line down, cross k hat line down, slant in, slant out f curve up to hat line, down, cross j belt line down below foot line, curve back, dot Group 4: Letters with slanted lines (diagonals) beginning at the belt line v slant down and forward, slant up and forward w slant down and up, down and up x slant down and forward; slant down and back y slant down and forward, slant back below the foot line Group 5: Letters with horizontal lines e straight across, back around leave open z straight across, slant down and back, straight across Group 6: Letter with a scoop u down, scoop up, down Adapted from: Louisa Moats, 2009; Teaching Beginning Spelling and Writing Numbers: Number Writing Cues 1 “Straight line down is fun. That’s the way we make a one.” 2 “Around and back and a straight line will do. That’s the way we make a two.” 3 “Hug a tree and hug a tree. That’s the way we make a three.” 4 “Down and over and down once more. That’s the way we make a four.” 5 “Straight back and down and a half-circle dive. That’s the way we make a five.” 6 “Circle down and around like you’re going to mix. That’s the way we make a six.” 7 “Across the sky, slant down from heaven, that’s the way we make a seven.” 8 “Make an s. Then slant back up and close the gate. That’s the way we make an eight.” 9 “Make a circle, then a line. That’s a way we make a nine.” 0 “Circle round like a hero. That’s the way we make a zero.”

Handwriting Samples

From Pearson Reading Street First Stop 2013

LDC Task Template Collection Version 3.0 December 2014

The following pages align with the text types for creating argumentative and informational/explanatory writing tasks. Narrative tasks are not included as narrative writing aligns with informational/explanatory task templates which support the narration of historical events, scientific procedures/experiments, or technical processes as described in the Common Core State Standards (W2). While fictional and personal narrative writing have a role to play in the curriculum, teachers who teach these forms of writing should teach fictional and personal narrative writing outside of the writing task templates. The task templates were used to design the CSD ELA DWSBA. Use them as guidance for the classroom when designing content writing tasks.

LDC Task Template Collection Version 3.0 • © Literacy Design Collaborative, December 2014

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LDC Task Templates for Kindergarten and Grade 1

Cognitive Demand

ARGUMENTATION (OPINION)

INFORMATIONAL/EXPLANATORY

Task IE1: [Insert optional question] After _____ (reading/researching/listening to) ____ (literary text/s and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you define _____ (concept or term) and explain _____ (content). Support your response with evidence from the text/s. Task IE2: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary text/s and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you describe _____ (content). Support your response with evidence from the text/s. Task IE3: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you explain _____ (content). Support your response with evidence from the text/s. Task IE4: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you discuss _____ (content). Support your response with evidence from the text/s. Task IE5: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you compare _____ (content). Support your response with evidence from the text/s. Task IE6: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you explain the cause/s of _____ (content) and the effect/s _____ (content). Support your response with evidence from the text/s.

1 Definition

2 Description

Task A3: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/dictate) _____ (product) in which you explain _____ (content). Support your opinion with evidence from the text/s.

3 Explanation

4 Analysis

Task A5: [Insert optional question] After _____ (reading/researching/listening to) _____ (literary and/or informational text/s on _____ content), _____ (write/draw/ dictate) _____ (product) in which you compare _____ (content). Support your opinion with evidence from the text/s.

5 Comparison

6 Cause-Effect

LDC Task Template Collection Version 3.0 • © Literacy Design Collaborative, December 2014

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LDC Elementary Task Templates for Grades 2 – 5

Cognitive Demand

ARGUMENTATION (OPINION)

INFORMATIONAL/EXPLANATORY

Task IE1: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you define _____ (concept or term) and explain _____ (content). Support your response with evidence from the text/s. Task IE2: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you describe _____ (content). Support your response with evidence from the text/s. Task IE3: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you explain _____ (content). Support your response with evidence from the text/s. Task IE4: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you analyze _____ (content). Support your response with evidence from the text/s. Task IE5: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you compare _____ (content). Support your response with evidence from the text/s. Task IE6: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you examine the cause/s of _____ (content) and explain the effect/s _____ (content). Support your response with evidence from the text/s. Task IE7: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you relate how _____ (content). Support your response with evidence from the text/s.

1 Definition

2 Description

Task A3: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you explain _____ (content). Support your opinion with evidence from the text/s.

3 Explanation

4 Analysis

Task A5: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____ content), write _____ (product) in which you compare _____ (content). Support your opinion with evidence from the text/s. Task A6: [Insert optional question] After (reading/researching) _____ (literary text/s and/or informational text/s on _____content), write _____ (product) in which you argue the cause/s of _____ (content) and explain the effect/s _____ (content). Support your opinion with evidence from the text/s.

5 Comparison

6 Cause-Effect

7 Procedural- Sequential

LDC Task Template Collection Version 3.0 • © Literacy Design Collaborative, December 2014

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Optional Demands for Adding Rigor to Teaching Tasks Demands may be added to a teaching task to increase its rigor. You might choose to add either a single demand or multiple demands depending on your students’ needs, grade level standards, or content. Additional demands can al so be used as a mechanism to provide additional differentiation for individuals or groups with similar instructional needs.

D1

Be sure to acknowledge competing views. (Use with Argumentation tasks.)

D2 Give ____ examples from past or current ____ (events; issues) to illustrate and clarify your position.

D3 What _____ (lesson/s, conclusion/s, implication/s) can you draw about _____ (content)?

D4

In your discussion, address the credibility and origin of sources.

D5

Identify any gaps or unanswered questions.

D6

Include _____ (bibliography, citations, references, endnotes).

D7 Include _____ (charts, tables, illustrations, and/or stylistic devices) to help convey your message to your readers.

D8 Explain how _____ (key detail/s, historical events, scientific ideas or concepts, or steps in a technical procedure) and _____ (key detail/s, historical events, scientific ideas or concepts, or steps in a technical procedure) are _____ (connected or related).

D9 Include a _____ (retelling, recounting, summary) in your response. (Use with K – 1 and 2 – 5 tasks.)

D10 Include _____ (specific or #) _____ (key detail/s or example/s) from the text/s in your response. (Use with K – 1 and 2 – 5 tasks.)

D11 Connect _____ (content) and _____ (content) in your response. (Use with K – 1 and 2 – 5 tasks)

LDC Task Template Collection Version 3.0 • © Literacy Design Collaborative, December 2014

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"Four Square" Writing Overview

You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple graphic organizer – "the four-square." With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs.

Step 1: Write your topic sentence based on your writing prompt or topic.

Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a topic sentence (2-3) or thesis statement (4-5), write your Main Idea or Topic Sentence in Box 1 .

The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four-square, and is the basis of developing good introductory and concluding paragraphs in the essay. Step 2: Write three supporting ideas (reasons, details or facts)- Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, details or facts) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions.

Step 3: 4 Square + 3E: Adding more Evidence- Now these "supporting ideas" (evidence, examples, or explanations) need further development by adding supporting evidence in boxes 2, 3, and 4. Adding examples and explanations can be difficult since you may not be accustomed to citing. You will be challenged to look for evidence and cite. At this time it is important to remember that there may not be a repetition anywhere on the four-square.