Curriculum Division
Essential Teacher Tools Framework
(School Use Only)
Grade: Fifth Grade Reading/Language Arts
Essential Tools / ResourcesTier I: Curriculum and Instructional Resources
Next Generation Sunshine State Standards
English/Language Arts Common Core State Standards: Text Complexity
Comprehensive Core Reading and Language Arts Program: Macmillan McGraw-Hill Treasures
Comprehensive Writing Program: Broward Units of Study on BEEP / Curriculum:
· Daily implementation of a dedicated, minimal 90-minute uninterrupted initial reading block, which includes an explicit whole group lesson from the Comprehensive Core Reading Program (CCRP), small group differentiated initial instruction (ii), and independent and peer collaborative application of skills/strategies in literacy centers. This initial instruction must be explicit, systematic, scaffolded, differentiated, guided by data analysis, and focused on the six essential components of reading (oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension). (State Board Rule 6A-6.053)
· Daily writing workshop (30-60 minutes) consisting of whole group instruction, independent writing/conferencing, and sharing focusing on the essential components of language arts, including spelling, handwriting, grammar.
· Daily Interactive Read Aloud to model reading and writing strategies and provide additional opportunities for scaffolded processing of complex text
· Full implementation of the Next Generation Sunshine State Standards: CPALMS
· Full implementation of the text complexity portion of the Common Core State Standards: Common Core State Standards (Appendix B)
Resources:
· Components of the Macmillan McGraw Hill Treasures Comprehensive Core Reading Program: Treasures Component List 3-5
· Variety of supplemental leveled texts to support student differentiated reading needs (i.e. school resource room).
· Print rich classroom with reference and resource materials, such as word walls with high frequency words, writing traits, picture dictionaries, thesauri, student generated strategy charts, and computers
· Writing mentor texts
· Materials to support implementation of writing workshop, such as writing folders, a variety of Paper Templates available to meet student needs, student exemplar papers
Instructional Focus Calendars (If’s) / The Fifth Grade Reading and Language Arts Instructional Focus Calendars (IFC) are available for download in the IFC folder on the Reading Resource Specialist (RRS) and Elementary Literacy Resources (ELR) CAB conferences and in the BEEP administrative documents tab on BEEP Learning Village.
Lesson Plans / Daily plans for both reading and writing are available on BEEP. Fifth Grade BEEP Reading Unit Plans include links to weekly theme-based online activities, aligned FCRR centers, skills anchor charts, and online paired resources. Reading/Language Arts lesson plans include United Streaming Video Clips, Riverdeep/Destination Reading links to support weekly skills and strategies, and ESE/ELL strategy links. Fifth Grade BEEP Writing Lesson Plans include United Streaming Video Clips, student exemplar texts, ESE and ELL strategy links, and attachments for additional lesson support.
Supplemental Resources/ Strategies / · Additional resources in Online Textbooks
· Macmillan Leveled Reader Database (access to all Treasures’ Leveled Readers Online)
· Weekly Reading Unit Plans (links to weekly theme-based online activities, aligned FCRR centers, skills anchor charts, online paired resources, etc.)
· FINDS (Focus, Investigate, Notes, Develop, Score) Lessons for media or classroom enrichment: Links in Learning Village Curriculum and Reading Unit Plans. Link to Fifth Grade FINDS lessons.
· Interactive White Board Activities aligned with Treasures’ Reading Program linked in BEEP Unit Plans
· Center activities and Empowering Teacher Lessons from the Florida Center for Reading Research (FCRR)
Curriculum
Tier II
Instructional Resources/
Interventions (RtI) / Elementary students identified as struggling readers must participate in additional daily immediate intensive intervention (iii) instruction that focuses on the specific differentiated needs of students and provides more intense reading instructional time that extends beyond the initial 90-minute reading block for which a double or triple dose of targeted intervention instruction is delivered. This intervention must continue until the reading deficiency is remedied. (State Board Rule 6A-6.054).
The District’s Response to Instruction and Intervention (RTI) model guides school Collaborative Problem Solving Teams (CPST) in implementing a tiered approach to instructional delivery. The model focuses on a continuum of support and instructional delivery. It includes a multi-tiered approach, focusing on fidelity of implementation and supplemental interventions of increasingly higher intensity. Interventions are selected based on students’ needs as evidenced through analysis of progress monitoring data.
The Elementary Struggling Reader Chart lists supplemental/comprehensive intervention reading programs recommended for use in delivering strategic instruction, when data indicates that the comprehensive core reading program resources are not adequate to meet the differentiated needs of students.
Struggling writers should be provided with additional small group instruction focused on their differentiated needs and increased conferencing time with goal setting and specific feedback. The six traits should be used to help revise their writing and also edit for language conventions.
Curriculum
Tier III – Instructional Resources/
Interventions (RtI) / The school Collaborative Problem Solving Team (CPST) works to identify more intensive, targeted interventions for Tier 3 students based on the continuum for intensity of instructional delivery (more explicit and systematic instructional delivery, more scaffolded teacher support, more times per session, more sessions per week small group sizes, etc.)
Enrichment/
Acceleration / All students must be taught at the highest level. In order to prepare students to be college and career ready, students should be exposed to grade level work that will enable them to read critically, analyze text, and write a response. Students should also have the opportunity to extend their learning through research and reporting/presenting their findings. FINDS (Focus, Investigate, Notes, Develop, Score) Lessons in Learning Village Curriculum and Reading Unit Plans are available for classroom enrichment: Fifth Grade FINDS lessons.
Extended Learning Opportunities (ELO) / Extended Learning Opportunities and supplemental lessons with additional strategies are provided for teachers in the BEEP Learning Village Administrative Documents’ Tab.
Professional Development/PLC – Lesson Study / · Ongoing professional development is provided to coaches, teachers, administrators, district and school support staff by the Elementary Reading and Language Arts department.
· A calendar of face-to-face workshops is published each semester and during the summer of workshops to support implementation of a comprehensive reading and writing curriculum at all levels. See calendar posted in the RRS and ELR CAB conference for specific course offerings.
· All coaches have the opportunity to participate in a yearlong reading coach support and mentor program (Project SUPPORT)
Technology Integration / · Supplemental digital materials and resources may include, but are not limited to, Breakthrough to Literacy, Destination Reading, Earobics, Istation, Ticket to Read, Quick Reads Technology Edition, Read Naturally, and other resources in the BEEP Teacher and Student Portal.
· Digital tools recommended for enhancing instruction in the classroom include an LCD projector, a document camera, and an interactive white board
· The Macmillan/McGraw-Hill Treasures website provides activities for students and teachers to support implementation of the Core Reading and Language Arts program.
Classroom Library Resources / · Text resources must be available to support a variety of interest levels, genres (including fiction, poetry, procedural, persuasive, informative, literary nonfiction, biography, etc.), content and topics, readability levels, and range of complexities.
· Beginning 2011-2012 school year, there will be a greater focus on supporting instruction for students to gain increasing independence with complex, literary and informational grade level texts: Common Core State Standards (Appendix B).
Teacher’s Use of Media Center / · The Media Specialist is a literacy partner to all teachers and support staff at elementary schools
· Teachers and students check out books and other materials on a regular basis for independent reading, research and/or other content specific inquiry.
Formative & Summative Assessments / · Screening Assessments are administered to provide a beginning indication of student preparation for grade level reading and writing instruction and to determine the need for differentiated support during both initial core instruction for all students and intervention instruction for struggling readers and writers (Tiers I, II, and III). Screening assessments include, but are not limited to teacher observations, writing samples with rubrics and checklists, FAIR, Oral Reading Fluency Probes (ORF), Running Record Assessments (i.e. DRA, Rigby, Fountas and Pinnell Benchmark Assessment), IRI, Cool Tools, etc.
· Progress Monitoring Assessments provide a quick sample of critical reading skills that indicate student progress toward grade level reading ability, and are used to evaluate the effectiveness of initial core and intervention instruction. Progress monitoring data also provides an indication whether greater instructional density is needed in order to meet adequate progress. Examples of progress monitoring assessments include, but are not limited to teacher observations, writing samples with rubrics and checklists, FAIR, Oral Reading Fluency Probes (ORF), Running Record Assessments (i.e. DRA, Rigby, Fountas and Pinnell Benchmark Assessment), IRI, Cool Tools, etc.
At the end of the each writing unit, students’ published piece of writing should be evaluated for both content and grammar. A writing portfolio should be kept for each student to document growth.
· Progress Monitoring Plans (required for all struggling readers) for requires grade-level progress for a struggling reader be monitored at least three times a year (beginning, middle, and end of the year) using Oral Reading Fluency (ORF) probes or the Florida Assessments for Instruction in Reading. Student assessment data for the ORF probes must be entered into Virtual Counselor (VC), while student assessment data for the Florida Assessments for Instruction in Reading must be entered into the Progress Monitoring and Reporting Network (PMRN).
· Students receiving strategic or intensive intervention instruction should receive more frequent ongoing progress monitoring at their instructional reading level (Tiers II and III).
· Diagnostic Assessments are used to evaluate a broad range of critical reading skills for the purpose of determining a more precise and detailed picture of a struggling reader and writer’s strengths and weaknesses, and to plan interventions that target the specific differentiated needs of the student. Diagnostic assessments are recommended for designing intensive intervention instruction that meets the unique needs of the
student (Tier III). Diagnostic assessments may also be helpful in designing strategic instruction for students not progressing adequately in the core reading and language arts program (Tier II). Examples of Diagnostic assessments include, but are not limited to, FAIR and the Diagnostic Assessment for Reading (DAR).
Data Analysis/Data Chats (Teachers and Students) / · The reading coach is an integral resource for understanding, analyzing, and aligning instruction to data within the school.
· One of the main roles of the school-based reading coach is to analyze student and teacher data and suggest reading interventions, strategies and scientifically based instructional practices to all faculty (not just the reading teachers) to address the specific literacy needs of learners as well as to address the needs of the school as a whole.
· The district provides ongoing professional development to reading coaches at monthly reading coaches meetings, during teacher workshops, and via support visits to schools.
· The district FAIR coordinator provides professional development and personalized support on understanding FAIR data to inform instruction that can improve student learning and achievement.
Core Curriculum, Elementary Reading and Language Arts 8/23/11