Language Arts/ Dual Language Framework - Lesson Cycle Terms
Grade 2 & Grade 3
Word Study Lesson = an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. Word Study is designed to build word knowledge which can also be applied to reading. It involves both the decoding (reading), encoding (phonics and spelling), and morphemic analysis (using parts to denote meaning) so students can make meaning of text in order to understand an author’s message. (Henderson, 1992, Zutell, 1998 as cited by Diane Henry Leipzig in
SE Focus Lesson (English and Spanish) = Comprehension focus as outlined in the CRM. This may include one or more of the following during the two-week cycle: read aloud, shared reading, partner reading, mini-lesson, academic vocabulary, etc. Oral language development is embedded throughout the entire language arts block as well as throughout the day (e.g., “Think-Pair-Share”, sentence stems, etc.)
Vocabulary = consists of 1) oral vocabulary; 2) academic vocabulary necessary to teach the SE; and 3) the vocabulary found within the context of the reading selection.
Activity 1 = Students engaged in guided practice while working in pairs and/or extended pairs, or working independently with peer support. Meanwhile, teachers move throughout the room providing guided supportsuch as side by side instruction.
(On grade level – Lower Blooms; Depth of Knowledge (DOK) Level 1 or 2 task; Acquiring Knowledge & Skills by McTighe)
Note: There is time for one Activity 1 or one Activity 2 daily due to the 65 minutes allocated for either English Language Arts or Spanish Language Arts.
Activity 2 = Students engaged in guided practice while working in pairs and/or extended pairs, or working independently with peer support. Meanwhile, teachers move throughout the room providing guided supportsuch as side by side instruction. (Above grade level – Higher Blooms; DOK Level 3 or 4 task; Making Meaning by McTighe).
Closure for the lesson cycle occurs at the end of Activity 2. The end-of-unit goal is to “transfer” learning to real-life situations and to new applications (Wiggins & McTighe, 2013).
Note: There is time for one Activity 1 or one Activity 2 daily due to the 65 minutes allocated for either English Language Arts or Spanish Language Arts.
Writing to Learn Journal = Students take notes, respond to reading with text evidence, reflect on the lesson (metacognition), or make connections to learning.
Writing Process = Students move through the stages of brainstorming and pre-writing studying mentor texts; drafting, conferring, revising, editing, and publishing to produce a formal written product; includes writing conventions.
Writer’s Notebook = A place for students to generate ideas, record observations, explore thoughts and noticings, and practice what they know about spelling and grammar. The contents are student directed and personal. Writers take ownership as they discover topics that are important to them and topics which may serve as the basis for more formal writings.
Small Group Instruction (i.e., guided reading or guided writing)
Guided Reading = could be comprehension lessons or skills-based (decoding, phonics, fluency, etc.),
Guided Writing = could be writing for meaning (organization of thoughts, revisions strategies, etc.) or skills based lessons (grammar or sentence structure).
Other students may continue writing in their Writer’s Notebook, read independently, or work in Literacy Centers or on word study skills.
Small Group Instruction should not be more than 15-20 minutes.
(CR) = Conceptual Refinement; Re-teaching the concept taught in a new way
Side-by-side Instruction = Teachers actively confer with individuals or groups to tailor instruction to student needs.
Review/Preview = Review last week’s skills, concepts, or vocabulary; opportunity for bridging; or preview this week’s skills, concepts, or vocabulary
Bridging = Research-based method of analyzing and transferring oral language and academic vocabulary from one language to another without translating. “Bridging involves the use of cross-linguistic strategies and leads to the development of metalinguistic awareness” (C. Urow, 2012).
Debrief = Debrief the week’s learning. Students share their learning. Teachers use as a formative assessment.
Language Arts Department & The Department of English Language Learners Last Updated: August 18, 2014
Office of Academics