1-tpsd literacy model introduction & expectations draft-3!25!12

7/31/2019 1-TPSD Literacy Model Introduction & Expectations DRAFT-3!25!12

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Tupelo Public School District

PreK-12 Comprehensive Literacy Model

2012-2013

IntroductionThe Mission statement of the Tupelo Public School District reads as follows:The Tupelo Public School District serves the community by engaging each student in an excellent

education that develops skills and citizenship needed for success in a global society.

Perhaps the most essential standard by which we will judge our success in accomplishing this

mission will be whether we produce citizens who can read, listen for knowledge, speak and write

coherently, and think critically about the written word. In other words, we must produce literate

learners who can communicate effectively. But what exactly is comprehensive literacy, and what

constitutes effective communication? What instructional practices will we adopt to ensure that we

can accomplish this goal? And finally, whose responsibility is it to teach literacy; what are the

expectations for TPSD educators for literacy instruction? The TPSD Comprehensive PreK-12

Literacy Instructional Model and this guide are designed to answer these questions, and by so doing,serve as a model for literacy instruction in the Tupelo Public Schools. This literacy model reflects

current research and best practices for teaching literacy. It is essential that all teachers, at all levels,

in all content areas utilize this model as a foundation for instruction.


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Overview

Fig 1. TPSD Comprehensive PreK-12 Literacy Instructional Mode

The Core of the Model

The center of the model illustrates the intended outcome for literacy instruction in Tupelo Public

School District; the production of learners who can communicate effectively. All of the elements in the

model are directed toward this end. The dark core acound the center is designed to show an

integrated conception of literacy. This same concept is at the foundation of the Common Core State

Standards for English Language arts & Literacy in History/Social Studies, Science, and Technical

Subjects. Literacy is best defined as the integration of language with reading, writing, speaking andlistening. it is also important to consider the changing demands of the information and digital age

which require learners to develop media and technology skills, as well as research and inquiry skills.

This is reflected in the integration of these skills throughout the TPSD Literacy Instructional Model

and Common Core State Standards.

Strands of Comprehensive Literacy include:

Reading

Writing

Tupelo Public School District

PreK-12 Comprehensive Literacy Model

2012-2013


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Speaking & Listening

Language

Media and Technology skills

Research and Inquiry skills

Literacy: A Shared Responsibility

The outer ring of the Model emphasizes the shared responsibility for literacy instruction for all TPSD

educators. The Model and Common Core State Standards insist that instruction in reading, writing,

speaking, listening, and language are a shared responsibility within the school. All educators are

expected to contribute to the development of literacy skills by all learners. The Model is designed to

be implemented effectively in all subjects in grades PreK-12. The Model is designed to underscore

the assertion that content-area literacy is essential. The skills, vocabulary, and knowledge used for

reading, writing, speaking, and listening in content-area subjects must receive equal emphasis in any

comprehensive literacy model. The Common Core State Standards are also founded on this

assertion and content-area literacy is addressed throughout the Standards. Additional detailed

guidance and resources are provided throughout this guide and in the Common Core State

Standards to support educators to understand district expectations and implement good literacy

instruction across the curriculum.

Literacy Instructional Practices

Between the core of the model and the outer ring emphasizing an interdisciplinary approach to

literacy are two layers that outline a differentiated instructional process and identify key research-

based instructional practices for effective literacy instruction. These practices help to interpret the

core and connect it to the classroom and the practices of teachers and learners. These keypractices are designed to provide multiple levels of support leading from direct instruction and teacher

modeling and guided to increasing independence for learners at all levels. The differentiated

instructional process and key practices of the model are briefly defined below. More detailed

definitions of these elements along with resources and suggestions for implementing these in

classrooms in grades PreK-12 are included in sections (X and X) of this guide.

Differentiated Instructional Process

Differentiated instruction requires instructors to adopt a flexible and reflective teaching process that

uses data to inform teaching practice. This process can be thought of as a dynamic cycle of

planning, instruction, intervention, assessment, and evaluation. This kind of teaching practice

enables educators to better address the diverse needs of students in the classroom to ensure growth

and success for all children. The steps in this process may be defined briefly:

Planning is carefully determining the educational purpose, the approaches, and the resources to

be used in focused instruction, interventions, and assessments.


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Instruction is providing a variety of approaches and strategies in order for learning and

understanding to occur.

Intervention is a systematic, focused, and differentiated approach for providing additional and

graduated instruction for students who demonstrate academic performance greatly above or

below the expected level of achievement.

Assessment is both formally and informally collecting evidence of learning to be used in

evaluation.

Evaluation is thoughtfully judging the evidence gathered from assessments for the purpose of

making decisions regarding planning and instruction.

Key Instructional Practices

Authentic Reading is reading a variety of text for real purposes. Authentic reading is most like

that which occurs in everyday life.

Authentic Reading includes:

reading that is meaningful, relevant, and useful to the reader;

supporting readers with a print-rich environment;

providing choice within a variety of forms and genres;

having the opportunity to interact with others in response to the text;

focusing on communicating ideas or shared understandings;

providing authentic meaning-making experiences: for pleasure, to be informed, or to

perform a task.

Authentic Writing is writing for real purposes and real audiences. Authentic writing is writing that

is most like that which occurs in everyday life.

Authentic Writing includes:

writing that is meaningful, relevant and useful to the writer;

supporting writers with a print-rich environment;

providing choice within a variety of forms and genres;

understanding that the writing process is recursive;

having the opportunity to interact with others in response to text.

Critical Thinking is making judgments that are thoughtful and well-founded. It is more than

opinion; critical thinking is evaluating text and constructing meaning from it.

Critical Thinking includes:

being a strategic reader;

using higher level thinking strategies such as predicting, making connections, inferring,

and synthesizing;

using metacognitive strategies to develop reflective thinking;

distinguishing between fact and theory.


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Purposeful Instruction is a practice in which the teacher deliberately explains and demonstrates

the invisible processes, knowledge and skills used in effective reading and writing.

Purposeful Instruction includes:

explaining, modeling and thinking aloud by the teacher;

providing instruction while students listen and observe;

making the invisible thought processes visible for students.

Guided Reading and Writing are instructional practices in which teachers can re-teach or

reinforce a specific skill or strategy with a group of students who have similar needs.

Guided Reading includes:

allowing students to practice reading silently before discussing or reading aloud to the

group;

providing an environment where students can work towards independence with support

and feedback;

choosing texts that specifically meet the needs of the learner; creating flexible groups, as needed.

Guided Writing includes:

providing an environment where students can work towards independence with support

and feedback;

choosing objectives that specifically meets the needs of the learner;

using other texts as models (e.g., professionally authored, teacher created or student

created text);

creating flexible groups, as needed.

Intentional Independent Reading is providing regular opportunities for students to apply

strategies that the teacher has taught during previous instruction.

Intentional Independent Reading includes:

teaching students to choose appropriate texts based on student interest, level, and

purpose;

monitoring student's ability to demonstrate understanding of texts;

providing feedback based on observation.

Intentional Independent Writing is providing regular opportunities for students to apply

strategies that the teacher has taught during previous instruction.

Intentional Independent Writing includes:

teaching students to choose topics appropriately related to current instructional focus;

monitoring students ability to demonstrate application of strategies previously taught;

using other texts as models (e.g., professionally authored, teacher-created or student-

created text);

providing feedback based on observation.


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Modeled Reading is an instructional practice in which the teacher models, verbally, to the

students a reading process or strategy.

Modeled Reading includes:

reading text aloud to students while they listen and observe;

demonstrating, through thinking aloud, the use of reading strategies, as well as pausing to

discuss these strategies;

introducing students to strategies that proficient readers use;

engaging students as listeners while developing background knowledge, increasing

comprehension skills, and fostering critical thinking.

Modeled Writing is an instructional practice in which the teacher models, both visually and

verbally, to the students a writing process or strategy.

Modeled Writing includes:

introducing students to strategies that proficient writers use;

using other texts as models (e.g., professionally authored, teacher created or studentcreated text);

demonstrating a writing process while students listen and observe;

verbalizing, by thinking aloud, the process that happens during the writing, related both to

content, process, and craft.

Purposeful Speaking and Listening is the foundation of reading and writing development in

which students, formally and informally, comprehend, express, and exchange ideas for a variety of

authentic purposes.

Purposeful Speaking and Listening includes: making relevant statements and asking questions;

listening actively and responding;

sharing personal connections related to the topic;

elaborating and explaining.

Shared Reading is an instructional practice in which the teacher both reads the text aloud and

interacts with students.

Shared Reading includes:

providing a text that is available visually to both teacher and students;

reading a text with the teacher taking the lead, and the students following along either

silently or orally;

sharing the responsibility of reading and thinking among the teacher and students;

engaging in discussions about the strategy or process being taught.

Shared Writing is an instructional practice in which the teacher demonstrates composing a

piece of writing while interacting with students discussing and adding to the strategies or

processes being modeled.


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Shared Writing includes:

composing a text collaboratively, with ideas from both teacher and students;

using other texts as models (e.g., professionally authored, teacher created or student

created text);

engaging in discussions about the strategy or process being taught, while modeling.

Word Study is the active teaching of words and their meanings within authentic reading andwriting experiences.

Word Study includes:

building a word-rich environment which allows for incidental and intentional learning of

words;

developing students vocabulary through intentional instruction using a variety of strategies

and tools;

studying spelling patterns in words such as rhyming, root words, suffixes, prefixes;

providing opportunities for beginning readers to develop phonics and phonemic awareness.


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Tupelo Public School District Literacy Expectations

Principals and teachers are expected to complete district level literacy training.

Principals and teachers are expected to implement research-based best practices, as reflectedin the Comprehensive Pre K-12 Literacy Model.

Principals and teachers are expected to participate in the following: collaboration withcolleagues and coaches in grade level planning, individual reflection, and share knowledgeand resources in a common location.

Teachers are expected to consistently provide guided reading for all students in grades PreK-5, at instructional reading levels.

Teachers are expected at Pre K -5 to listen to students read regularly during guided readingand assess and submit reading levels to principals (a minimum of three times per year). (If astudent in grades 3-5 is reading 3 levels ABOVE the Fountas and Pinnell grade levelexpectation, the teacher may omit the mid-year benchmark for the advanced student. ??

Teachers are expected to utilize TPSD adopted guided reading assessments to planappropriate instructions and interventions.

Principal and teachers are expected to embed technology to maximize instruction.

Teachers Pre K-12 are expected to integrate core content areas (science, social studies, math,

arts, technology, etc.) into literacy.

Teachers are expected to use the DNealian method for teaching handwriting.

Teachers are expected to teach the writing process, assign writing products assessed usingthe MS Writing Rubric. The number of products assigned varies by grade level, with a varietyof individual and group products assigned in kindergarten through 12 grade. (The PARCC ELAFrameworks will serve as guides in assigning grade level products). wordy

Teachers are expected to document, analyze, and collect student data and work samples thatassist the Teacher Support Teams/ RTI in writing interventions for Tier 2 and Tier 3 students.

Teachers are expected to use the primary resources adopted by the district. SEE Attached

Principals are expected to use the instructional budget to support the Literacy Model.

Principals will utilize the literacy rubric for observing literacy instruction and provide meaningfulfeedback.

Principals will plan and participate in meaningful professional development to support theliteracy model. (C.P., A.H., K.C. K.F, C.J.)


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Rubric to Guide the implementation of the Literacy Block: Things thata TPSD Elementary Classroom (Pre K-5) Teacher Does:DesiredOutcome#1:Teache sALLLite acycomponents*o faBalancedLitera yModeli 2.5to3hoursofliteracyi st rucon.

4 3 2 1

Postsschedulethat

re.lectsadaily25-3

hoursofliteracyinstruction

Providesdailyliteracy

blockofwholeclass,

grade/levelinstruction

thatincludesallofthe

following:

o Phonemic

Awareness**

o Conceptsabout

Print**

o Phonics

o Comprehension

o Vocabulary

o Fluency

o WordWork

o Explicitwhole

classinstruction

o GuidedReading

thatsupports

whole-classgrade-

levelinstruction

o Integrated

instruction

o Writing

Post

re.le

hou inst

Teac

bloc

grad

that

thef

o

o

o

o

o

o

o

o

o

o

o

sschedulethat

ctsadaily152

sofliteracyuction

hesadailyliteracy

kofwholeclass,

e-levelinstruction

includesSOMEof

ollowing:

Phonemic

Awareness**

Conceptsabout

Print**

Phonics

Comprehension

Vocabulary

Fluency

WordWork

Explicitwhole

classinstruction

GuidedReading

thatsupports

whole-classgrade-

levelinstruction

Integrated

instruction

Writing

Postsschedul

re.lectsadail

literacyinstr Teachesadail

blockofwhol

grade-levelin

thatincludes

thefollowing:

o Phonemi

Awarene

o Concepts

Print**

o Phonics

o Compreh

o Vocabula

o Fluency

o WordWo

o Explicit

classinst

o GuidedR

thatsupp

whole-cl

levelinst

o Integrate

instructi

o Writing

ethat

1hour

ction yliteracy

class,

struction

EWof

c

ss**

about

ension

ry

rk

hole

ruction

eading

orts

ssgrade-

ruction

d

n

Noevidenceofconsistent

literacyinstruction

Concepts about Print**

o Word Studyo Phonemic

Awareness**o Phonicso Fluencyo Vocabularyo Comprehensio

o Critical Thinkingo Purposeful Speakin

and Listening

o Integratedinstruction

o PurposefulInstruction(Explicitwhole classinstruction)

o Authentic Readingo modeledo sharedo Guided: readin

that supportswhole-classgrade-levelinstruction

o Intent. /independent

o Authentic Writingo modeledo sharedo guidedo intent./

independent

n

g

g

*Componentsmayvary

fromdaytoday,butall

componentsshouldbeevidenteveryweek

(exceptGR,whichoccurs

dailyMonday-Friday)

**PhonemicAwareness

andConceptsaboutPrint

arenotexplicitlytaught

after2ndgrade(exceptin

casesofindividual

intervention)


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DesiredOutcome#2:Provide students withtheopportuni tytoparcipatein allofthet wentybalancedliteracyco onents

5 4 3 2 1

GradePK-2:20of20

components

Grade3-5:16of16

components

Grad

15of

Grad

11-1

PK-2:Between

19components

3-6:Between

of19components

GradePK-2:B

9-14of20co

Grade3-5Bet

of16compone

tween

ponents

een7-10

nts

GradePK-2:Between

4-8of20components

Grade3-5:Between3-

of16components

GradePK-2:Fewer

than4components

Grade3-5:Fewerthan

3components

Componentsmayvary,n otalleve rydaybutevident everyweek

Components:

Concepts of print (K-Word Study (Word Work)

Phonemic Awaren

Phonics/Spelling

Fluency

Vocabulary

Comprehension

Purposeful InstructionGW)

Purposeful Speaking

Critical Thinking

Authentic Reading

Modeled Reading

Shared Reading

Guided Reading

Intentional/ Inde

Authentic Writing

Modeled Writing

Shared Writing (K

Guided Writing (D

Intentional / Inde Writers Worksh 6 Traits Writing

Centers/Independent

)

ess (K-

(Explici

nd List

(Read A

endent

-2) (Inteirectedpendentprocess IStudy

)

t instruction/mo

ning (Oral Langu

loud)

Reading (Monito

ractive Writing) riting)

Writing

nstruction

deling for grade

age/speaking/li

ed Independent

-level wh

stening)

Reading

ole-class instruction a

(MIR)

d small group:GR and

DesiredOutcome#3:Assess

differenaonanddetermini

students

ngstude

regularlytodiagnos

tmastery

educaonalneed

s,monitor

progress,planforre-teach

in

,enrichment,


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4 3 2 1

Keepsup-to-date

runningrecordsand

guidedreadinglevels

forallstudents

Submitsguidedreading

levelstoprincipals

(fourtimesperyear)

Designatedguided

readinglevelforall

studentsonreport

cards

Maintainsdetailed

assessmentrecordsfor

allstudents

Maintainsalistofbelow

levelstudents

Plansforinterventionswithinregular

classrooms

Keep

runni

guide

forall

Subm

levels

times requ

Desig

readi

stude

cards

Main

asses

allst

Main

level

Plans

withi

class

up-to-date

ngrecordsand

dreadinglevels

l students

itsguidedreading

toprincipalsfour

peryear(orassted)

natedguided

nglevelforall

ntsonreport

ainssome

smentrecordsfor

dents

ainsalistofbelow

students

forinterventions

nregular

ooms

Designatesgui

readinglevelf

studentsonre

cards

ded

rall

ort

Isnotconsistentin

keepinguptodate

assessmentsfor

readinglevels

DesiredOutcome#4:Makes datainfo meddecisionsforp lanninginstrucon .

4 3 2 1


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Collaborativelyanalyzes

assessmentdata,(ie,for

weeklyassessments,ter

teachercreatedcommon

assessments,screening,

monitoring,diagnostic

assessments,)

Collaborativelyusesstu

to:o Determinestudentnee

o Identifymasteryofcon

o Improveinstruction

Collaborativelyprovides

with:

o Re-Teaching

o Enrichment

o Differentiation

student

ative

rogress

entdata

s

epts

students

Independently

assessmentdat

screeners(ie,E

progressmonit

Gillingham,Orc

assessments(i

Pinnell),teach

commonassess Usesstudentd

to:o Determinestu

o Identifymaste

o Improveinstr

Independentlypro

with:

o Re-Teaching

o Enrichment

o Differentiation

nalyzesstudent

a,(ie ,MCT2and

PSF,DIBELS,

oring(ieOrton

hard),diagnostic

Fountas&

rcreated

ments)

taindependently

dentneeds

ryofconcepts

ction

idesstudents

o Revie

data,

prog

diagn

teach

asses

wsstudentassessment

(ie,MCT2,andscreening,

essmonitoring,

osticassessments,

er-createdcommon

sments)

o

Hasstudentdataina

.ile(MCT2,scoresform

screeners,butdatais

notused

DesiredOutcome#5:Engagesstude tinGuidedReading:

5 4 3 2 1


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Meetswithbelowgradelevel

studentinguidedreading

groupsdaily Meetswithstudentsator

abovegradelevelingguided

readinggroupsthree/four

timesperweek Providesallstudentswith

appropriatenarrativetextsand

informationaltextsintegratedwithgradelevelcontentof(ie

socialstudies,science,math,

art,music) Providesexplicitinstructionat

thestudentsinstructional

level,usingbefore,duringand

afteractivitiessuchas: Vocabulary/WordWork Comprehension Fluency Orallanguage/written

language Phonics/Decoding

Differentiatesinstructiontomeetstudentneeds

Listenstoindividualstudents

readregularlyusing:

o Staggeredreading

o Whisperreading

o Pairedreading

o Echoreading

o Choralreading

SHOULDNOTUSEROUNDROBIN

READING

Maintainup-to-date,accurate

recordsshowingguided

readinglevelso Assessedmonthlyfor

studentsatorabove

gradelevel

o Keepsrunningrecords

onallstudents

o Keepsanecdotalrecords

onstudents

o Assessedweeklyfor

studentsbelowgrade

level

o Recordedonthereport

card





readinggroupstwothree












readregularlyusing:

o Staggeredreading

o Whisperreading

o Pairedreading

o Echoreading

o Choralreading

SHOULDNOTUSEROUNDROBIN

READING

Maintainup-to-date,accurate

recordsshowingguided

readinglevelso Assessedfourtimesper

year

o Recordedonthereport

card





readinggroupstwothree












readoccasionallySHOULD

NOTUSEROUNDROBIN

READING

Recordedonthereportcard

Meets

regularlyin

guided

reading

groupswith

most

students2to

3times/

week

Doesnot

provideor

occasionally

provides

guided

reading

groups


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DesiredOutcome#6:Providesqualit yskillsbasedliteracycentersand/o rindependentworkforstudentsto ngageinduringguidedreading.

4 3 2 1

Establishesaworkable

managementsystemfor

studentstomanagecenter/

independentworktime Helpsstudentbecome

responsiblefortheirown

learningduringcentertimethroughadequatepracticeand

training Provideswork/activitiesthat

engagestudentinpracticeof

previouslytaughtconceptsand

skills Ensuresthatstudentsare

engagedinauthenticreading

andwritingduringthewhole

center/independentwork

time;includingactivitiesthat

integrateliteracyintoother

contentareas

Hasanaccountabilitysysteminplaceforstudent

performanceduringcenter/

independentworktime Differentiatesworktomatch

studentneeds


managementsystemfor

studentstomanagecenter/

independentworktime Helpsstudentbecome

responsiblefortheirown

learningduringcentertimethroughadequatepracticeand

training Ensuresthatstudentsare

engagedinreadingandwriting

duringthewholecenter/

independentworktime;little

integration


managementsystemfor

studentstomanagecenters/

independentworktime Providescenters/independent

activitiesfromvariousareasof

thecurriculum,notnecessarilyconnectedtoliteracy

Providesgames,worksheets,

and/orpacketsforstudentsto

workonindependently

DesiredOutcome#7:Engage studentsinsystemac,expl icitwordworkandlanguage tudy.


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4 3 2 1

Focusesstudyon: PhonemicAwareness

(K-2) Phonics Vocabulary Spelling

Grade-levelLanguage

Artscomponents

(Appropriatetogradelevelandinstructional

needsofstudents)

Providesa

differentiatedword

workandspelling

programforallstudents

(wordsorts,etc) AppropriateWord

Wallsposted(including

gradelevelcontent

words) UsesWordWallsaspart

ofwordworksystematicinstruction

Usuallyfocusesstudy

on: PhonemicAwareness


Grade-levelLanguage

Artscomponents(Appropriatetograde

levelandinstructional

needsofstudents)

AppropriateWord

Wallsposted

(includinggrade

levelcontentwords)

UsesWordWallsas

partofwordwork

systematic

instruction

Occasionallyfocuses

studyon: PhonemicAwareness


Grade-levelLanguage

Artscomponents(Appropriatetograde

levelandinstructional

needsofstudents)

PostsgeneralWord

Wallwords

Postssomerandom

WordWallwords

Studentsengagework

onspellinglistswith

accompanyingspelling

tests

Postsnowordwalls Nowordworkor

spellingwork

Vocabularyinstructionsh

de.initionsofTierI,Tier

ouldfocusonTierIIwor

IandTierIIIwords

sWordsthatstudentsn

eedinreading/writinga

dlanguageSeeCCSSfor


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DesiredOutcome#8Provide

wringrubricforassessment

sdailywringinstruconthr

.

oughthewringprocess,inc

luding6+1Traits,appropriat

eforgradelevelandtheMs

4 3 2 1

Providesstudentswith

writinginstruction

throughK-2:12of12/

3-5:11of11

components Teacherprovides

studentfeedback

throughtheuseof

rubrics

Componentsof

Writing1-12

1Interactiveandshared

writing(K-2)

2Modeledwriting

3GuidedWriting

46+1Traits

5WritersWorkshop

6MiniLessons

7WritingProcess8IndependentWriting

o Journals

o Correspondence

o Reports,etc

9DifferentiatesInstruction

basedonidenti.iedneeds

10Displaysstudentwriting

intheclassroom

11Makesstudent

publishedbooksavailable

forotherstudentstoread

12Promotesstudent

authorschair/share


writinginstruction

through:K-2;9-11of12

listedin#1

3-5;8-10listedin#1

Displaysstudent

writinginthe

classroom


writinginstruction

through:K-2;9-11of12

listedin#1

3-5;8-10listedin#1

Littleornowriting

instructionisprovided

Componentsm yvaryfromday-to-dayb tallcomponentsshouldb eincludedinthewritingi structionplan


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Rubric to Guide the implementation of the Literacy Block:Things that a TPSD (6-12) Teacher Does:

Will be inserted here

Supporting Struggling Readers: A three tiered approach to readinginstruction and intervention

1-tpsd literacy model introduction & expectations draft-3!25!12

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