secondary ela instructional framework -...

Secondary ELA Instructional FrameworkPurpose Best Practices

Fluency, Volume & Stamina

Teacher models fluent reading with complex grade level text at least twice per week for 10-15 minutes during modeled reading.

Students read at least two short texts per week, in addition to their independent reading novels (short stories, informational text, poetry, new literacies, etc.)

Students read at least four extended complex texts in addition to their independent reading novels over the course of the school year.

Students self- select independent reading books based on interest & level monthly. Students read independent texts for at least 15 minutes three times per week during class. Students partner read texts at independent or instructional level at least twice per week. Teacher conferences with students at least once per month to discuss independent reading level goals

and independent reading texts.

Comprehension & Textual Analysis

Teacher unpacks reading standard & strategy to develop objective for every lesson. Teacher provides a purpose for reading, aligned to a standard and/or strategy for every lesson. Teacher models through think aloud reading standard and/or strategy every day with a complex, grade

level text. Effective strategies include:o activating and building prior knowledge,o answering and generating questions about text,o monitoring comprehension and applying appropriate fix-up strategies when comprehension

breaks down,o summarizing and paraphrasing text,o making inferences,o using graphic organizers,o using text structure knowledge, ando using text feature knowledge.

Teacher provides multiple guided practice opportunities for applying reading standard and/or strategy with feedback throughout every class period.

Teacher utilizes text dependent questions, annotation protocols, and graphic organizers to check for understanding at least twice per week.

Teachers model and teach students to combine several individually taught strategies and standards to help them comprehend and analyze text (i.e. using inferencing and questioning the author to analyze tone and author’s purpose).

Writing Students produce at least 4 extended writing/ performance tasks over the course of the school year (1 narrative, 1 informational, and 2 argumentative). The tasks involve student research gathering, are

based in textual evidence, and include a speaking component. Students respond to a text in writing at least three times per week through constructed responses,

summaries, reading response journals, or other forms of writing. Teachers provide direct, explicit instruction in writing skills and processes at least once every week

through modeling and the use of mentor texts. Explicit lessons may include:o the writing process,o paragraph and sentence construction skills,o text structures used for writing,o spelling skills, ando word processing and other technology-related skills.

Students analyze exemplars from different types/genres of writing, and emulate the elements, features, and characteristics they identified as most effective in their own writing, as least once a week.

Vocabulary Development

Teachers provide direct, explicit instruction in strategies that promote independent word learning at least three times a week. Effective strategies may include:

o morphemic analysis: using knowledge of word parts like prefixed, roots, suffixes to infer or predict what a word means,

o using context clues to infer or predict word meaning,o combining morphemic and textual analysis to approximate the meaning of an unknown word,o and teaching additional word-level strategies to help student decode multi-syllabic words.

Teachers introduce new target words using student-friendly definition and examples that put them in contexts familiar to students.

Teachers use a variety of vocabulary strategies for teaching new target words, selecting the most appropriate strategy for teaching a specific target word.

o Frayer models can be useful in teaching a math or science word like polygon or compound.o Semantic maps are useful when teaching difficult concepts or words with multi-faceted meanings

like integrity or democracy.o Linear arrays can be useful in helping students understand the degree or intensity of words with

similar meanings like debate, quibble, bicker, altercate, or spar.o Word pair matrices can be used as a cumulative review of vocabulary learned over multiple

lessons, chapters, or units of study.

Speaking & Listening

Students engage in high quality discussion of text meaning and interpretation daily with their peers through structured turn & talk, group work, seminars, etc.

Students should prepare for discussions in advance using textual evidence and ask follow-up questions designed to extend the discussion.

INSTRUCTIONAL MODELSThe Secondary ELA classroom in AZ/SLC schools should follow one of the three instructional models provided below. Teachers should select the appropriate model daily based on student need and lesson purpose. In middle school ELA, students should be exposed to the Pre, during & after, reading workshop model, and writing workshop model at least once per week, respectively. Middle school Reading classrooms should use the reading workshop model daily. High school ELA classrooms should use the pre, during, & after model the majority of the time, with the use of writing workshop to produce writing tasks. Reading workshop may be used sparingly.

Model DescriptionPre, During, & After Reading

Best for use with complex texts & teacher modeling of specific strategies Builds mastery of on-grade level and complex text Supports students with reading analysis skills & Milestones aligned instruction

Reading Workshop Model

Best for use with independent reading & book clubs Students must have time to read independently and the opportunity to self-select text at their level Provides teachers with opportunities to confer with students about their independent reading and to

provide strategic instruction to small groups with leveled text Builds stamina and joy

Writing Workshop Model

Best for use with writing instruction, especially with extended writing projects and the writing process

Regardless of the instructional model chosen, all lessons should follow the gradual release model.

Students should also be exposed to all of the components of the balanced literacy framework. These are evident in the instructional models provided below.

PRE, DURING, & AFTER READING INSTRUCTIONAL MODEL

Title & Time

Standards Addressed

Balanced Literacy

Framework Components

Suggested Instruction Text Types

Activating Strategy10 Mins

Reading Standards

Writing Standards

Language Standards

Independent Reading

Independent Writing

Word Study

Students complete one of the following: Journal Response about reading or in response to

essential question Grammar activity with student writing sample or in

context of reading/writing Independent Reading w/ student selected text

(response log) Word study with Greek/Latin root words or

academic vocabulary building Analysis of short passage and application of

previously learning strategy or standard that will be connected to today’s lesson or reviewed

Teacher completes one of the following: Observes students’ completion of the above as a

check for understanding Reading or writing conferences with students to

discuss goals, independent work, or to hear students’ read

Review of student work through sharing, turn & talk, or modeling.

Note: teachers should provide feedback on students’ writing or work at least weekly.

Student writing or mentor texts for grammar study

Student self-selected independent reading text (extended literary text)

Short complex texts

Pre- Reading Instruction15 Mins

Reading Standards

Language Standards

Modeled Reading

Word Study

Teacher explicitly introduces lesson objectives. Teacher provides explicit instruction to support student

background knowledge needed for today’s lesson. Teacher may infuse non-fiction text analysis or use of media to provide background knowledge. Teacher may use an anticipation guide or “hook” question to engage students.

Teacher introduces vocabulary for today’s lesson (no more than 3-5 words) using student friendly language and models vocabulary strategy.

Students engage in vocabulary strategy.

Informational Text

New literacies (media texts)

Vocabulary in context

During Reading Instruction45 Mins

Reading Standards

Writing Standards

Modeled Reading/ Read Aloud

Shared Reading

Teacher provides explicit purpose for reading. Teacher may even tell students what they will do at the end of class to show their mastery so that they know exactly what they are reading for.

Complex on-grade level text (novels, short literary and

READING WORKSHOP INSTRUCTIONAL MODEL

Title & Time

Standards Addressed

Balanced Literacy




Reading Standards

Language Standards

Independent Reading

Independent Writing

Word Study

Students complete one of the following: Journal Response about reading Independent Reading w/ student selected text

(response log) Word study with Greek/Latin root words or

academic vocabulary building Analysis of short passage and application of

previously learning strategy or standard that will be connected to today’s lesson or reviewed


check for understanding Reading conferences with students to discuss

goals, independent work, or to complete Running Records

Review of student work through sharing, turn & talk, or modeling.



Student self-selected independent reading text (extended literary text)

Short complex texts

Mini Lesson15 Mins

Reading Standards

Foundational Reading Standards (fluency)

Language Standards

**Reading strategies

Modeled Reading

Shared Reading

Teacher provides a mini-lesson focused on reading strategies, vocabulary, fluency, comprehension, or

literary and informational standards. The mini lesson is meant to equip learners with a skill/strategy/habit they can use not only that day but whenever they need it

The teacher reads aloud from a complex text (above grade level) in a whole group setting.

The teacher models fluent and expressive reading, as well as their thinking, through think aloud.

Mini Lessons should include: 1 minute Connection: Students learn why today’s

instruction is important to them as readers/writers and how the lesson relates to their prior work. The teaching point is stated.

6 minutes Teaching Point: The teacher shows the

On or above grade level literary or informational text (suggested novel or extended text)

WRITING WORKSHOP INSTRUCTIONAL MODEL

Title & Time

Standards Addressed

Balanced Literacy




Writing Standards

Language Standards

Independent Writing

Word Study

Students complete one of the following: Journal Response Grammar activity with student writing sample or

in context of reading/writing Analysis of short passage (mentor text) and

application of previously standard that will be connected to today’s lesson or reviewed

Revision of writing with specific teaching point


check for understanding Writing conferences with students to discuss

goals, independent work, or feedback. Review of student work through sharing, turn &

talk, or modeling.



Short complex texts

Mini Lesson15 Mins

Writing Standards

Language Standards

Modeled Writing

Shared Writing

Teacher provides a mini-lesson focused on writing standards, purpose of text type, structure of text type,

integration of text-based evidence, or craft and technique The mini lesson is meant to equip learners with a skill/strategy/habit they can use not only that day but whenever they need it.

The teacher may often include a mentor text in a whole group setting. Students participate in collaborative conversations related to the teaching point.

Mini Lessons should include: 1 minute Connection: Students learn why

today’s instruction is important to them as writers and how the lesson relates to their prior work. The teaching point is stated.

6 minutes Teaching Point: The teacher shows the students how to go about doing whatever is being taught. Teachers may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather

Mentor texts from literary and informational reading

Mentor texts from teacher or student writing

SAMPLE WEEKLY PLANSThese plans are just provided as an example for how the instructional models may be balanced over the course of a week. This may be adapted based on teacher and student need. For example, some weeks may involve multiple days of writing workshop at the conclusion of the unit in order to complete an extended writing task, or a teacher may choose to have multiple days with ½ reading workshop and ½ writing workshop. Teachers may also choose to have days dedicated to Socratic Seminars, or the first week of a novel or complex text dedicated to the pre, during, and post model. Teachers are encouraged to plan their instructional models as they develop their units to ensure a balance throughout the unit of all three models. Sample ELA Weekly Plan

Monday Tuesday Wednesday Thursday FridayPre, During, Post Model to introduce standard & strategy of the week.

Text focus will be a chunk of an extended novel or a short literary/informational complex text.

Activating Strategy: Essential question for the week journal response

Pre- Reading: Introduce vocabulary and apply vocabulary strategy.

During Reading:10 minutes of modeling of strategy and standard with first chunk of text; 2 turn & talk opportunities

15 minutes of shared reading with reading

Pre, During, Post Model to build on standard & strategy from yesterday.

Text focus will be a chunk of an extended novel or a short literary/informational complex text.

Activating Strategy: Word study activity with root words

Pre-Reading: Background knowledge with short informational text, application of yesterday’s strategy

During Reading:10 minutes of modeling of strategy and standard with first chunk of text; 2 turn & talk opportunities

10 minutes of shared reading with reading

Reading workshop model to apply standard & strategy to their own texts.

Text focus will be on texts at student instructional and independent level.

Activating Strategy: Grammar lesson through daily edits or revisions of students work.

Mini-Lesson: 8 minutes: Teacher reads aloud from extended text and provides an explicit teaching point on reading strategy and/or standard. This should connect to the standard and/or strategy discussed the past two days. 6 minutes: Students share reading and add

½ Reading workshop model to apply standard & strategy to their own texts.

½ writing workshop to apply their reading from the week to writing.

Activating Strategy: Journal response in preparation for writing activity.

Reading Mini-lesson:5 minutes: Teacher reads aloud from extended text and provides an explicit teaching point on reading strategy and/or standard. This should connect to the standard and/or strategy discussed the past two days.5 minutes: Students share reading and add to strategy

Writing Workshop to continue their writing assignment and assessment to demonstrate their mastery of the week instruction.

Activating Strategy: Grammar lesson through daily edits or revisions of students work.

Writing Mini-Lesson:8 minutes: Teacher provides an explicit teaching point for writing standard. This should connect to the reading standard and/or strategy discussed the past four days. Teacher uses mentor text or writes in front of students to model. 6 minutes: Students share writing and add

chunked into paragraphs for partner reading and completion of graphic organizer

20 minutes of small group work to continue analyzing text and completing graphic organizer

After reading:Partner writing response using graphic organizer; Collected & reviewed for tomorrow’s lesson

chunked into paragraphs for partner reading and completion of text dependent questions

25 minutes of small group work to continue analyzing text and completing text dependent questions; or application to a different text for each group

After reading:Independent completion of graphic organizer or constructed response using text dependent questions; teacher provides modeling as needed. Collected & graded.

to strategy1 minute: Teacher provides explicit directions for instruction

Guided Practice:Teacher works with 2-3 groups of students to provide explicit instruction with a text at their instructional level.

Students spend 30 minutes independent reading and applying the standard/ strategy modeled during the mini-lesson.

Students work with partners to analyze a paired text, or continue working on the text from yesterday.

Teacher confers with students.

Share:Teacher reviews mini-lesson and students share with partners their learning.

1 minute: Teacher provides explicit directions for instruction

Guided Practice:Teacher works with 1 group of students to provide explicit instruction with a text at their instructional level.

Students spend 20 minutes independent reading and applying the standard/ strategy modeled during the mini-lesson.

Writing Mini-Lesson:8 minutes: Teacher provides an explicit teaching point for writing standard. This should connect to the reading standard and/or strategy discussed the past three days. Teacher uses mentor text or writes in front of students to model. 6 minutes: Students share writing and add to strategy1 minute: Teacher provides explicit directions for instruction

Guided Practice:

to strategy1 minute: Teacher provides explicit directions for instruction

Guided Practice:Teacher works with 2 groups of students to provide explicit writing instruction.

Students spend 50 minutes independent writing and applying the standard/ strategy modeled during the mini-lesson.

Teacher confers with independent students on writing. Share: Teacher reviews reading and writing mini-lessons for the week.

Assessment:20 minutes: Students apply their reading and writing learning from the week to a cold passage, 9 selected response, and 1 constructed response question.

Teacher works with 3 groups of students to provide explicit writing instruction.

Students spend 20 minutes independently writing and applying the standard/ strategy modeled during the mini-lesson.

Share:Teacher reviews mini-lessons and students share with partners their learning.

Sample Middle School Reading Weekly PlanThe middle school reading classroom should follow the reading workshop model every day. If the class is on an A/B day schedule, than the plan below would be over the course of two weeks. Monday Tuesday Wednesday Thursday FridayActivating Strategy: Students complete a Word study activity with Greek/Latin root words or academic vocabulary building

Teacher reviews the root words and provides the word in

Activating strategy: Students complete a journal response about reading.

Teacher circulates to observe journal writing and holds a reading conference.

Activating strategy:Students read independent w/ student selected text and add to their response logs.

Teacher circulates to observe reading and holds a reading conference.

Activating Strategy:Students complete analysis of short passage and application of previously learning strategy or standard that will be connected to today’s lesson or reviewed.

Activating Strategy:Students complete an “article of the week” activity in which they read leveled non-fiction articles.

Students respond and discuss two questions from the article with

context of their reading Students pair-share their journal responses. Students share their

logs with a partner. Teacher circulates to observe completion and selects two students to “think aloud” their answers for the class.

peers.

Mini-Lesson:Teacher provides a mini-lesson on a reading strategy & standard.

Teacher reads aloud when modeling.

Teacher begins an anchor chart.

Students pair-share their understanding of the mini-lesson.

Mini-Lesson:Teacher builds on yesterday’s mini-lesson by going “deeper” into the standard.

Teacher shares the reading with the students as they support the teacher in completing the teaching point.

Students assist teacher in adding to the anchor chart.

Students write about their understanding of the mini-lesson.

Mini-Lesson:Teacher provides a mini-lesson on a reading strategy & standard.


Teacher begins an anchor chart for the week.


Mini-Lesson:Teacher builds on yesterday’s mini-lesson by going “deeper” into the standard.




Mini-Lesson: Teacher builds on yesterday’s mini-lesson by going “deeper” into the standard.




Guided & Independent Work Time:

10 minutes:All group shared application of strategy. (Beginning of the week, so extra step towards gradual release).

3 cycles of 15 minutes


15 minutes: Finish the one station that was not addressed yesterday.

2 cycles of 15 minutes (total 30 minutes):


10 minutes:Independent reading and adding to their writing journals.

Teacher holds independent conferences.


15 minutes: Finish the one station that was not addressed yesterday.

2 cycles of 15 minutes (total 30 minutes):


3 cycles of 15 minutes (total 45 minutes): Teacher meets group for guided instruction based on student deficits, or teacher holds individual conferences/ conducts

(total 45 minutes): Teacher meets group for guided instruction based on student deficits.

Students work in leveled group to apply the word study skill from the activating strategy.

Students read independently and apply the comprehension strategy.

Students partner read leveled texts for fluency practice.

Teacher meets with group for guided instruction based on student deficits.

Students work in groups to apply strategy/standard to short text.

Students independently write about their independent reading.

3 cycles of 15 minutes (total 45 minutes): Teacher meets group for guided instruction based on student deficits.

Students work in leveled group to apply the word study skill.



Teacher meets with group for guided instruction based on student deficits.

Students work in groups to apply strategy/standard to short text.

Students independently write about their independent reading.

running records.

Students work in leveled group to apply the word study skill.



10 minutes:All group sharing of writing from the week.

Closing & Sharing:Teacher reviews mini-lesson from the day.

Students pair-share how they applied the mini-lesson to the reading.

Students complete an exit slip on the word study.

Closing & Sharing:Students meet in collaborative groups to discuss shared texts.

Students complete a shared writing in groups to apply the mini-lesson from the day.

Closing & Sharing:Teacher reviews mini-lesson from the day.


Students complete an exit slip on the word study.

Closing & Sharing:Students meet in collaborative groups to discuss shared texts.


Closing & Sharing: Teacher reviews mini-lesson from the day.


Students complete an assessment from the week.

Sample A/B Reading Class Schedule with Literacy Programs

Day 1 Day 2 Day 3 (if three days that week)

Activating Strategy: 5 Minutes

Journal response about reading

Book Talk Journal response about reading

Mini- Lesson: 10- 15 Minutes

Teacher provides a mini-lesson on a reading strategy & standard.


Teacher begins an anchor chart.


Teacher builds on yesterday’s mini-lesson by going “deeper” into the standard.




Either new strategy/ standard or continuation from earlier in the week.

Guided Instruction & Stations Rotation 1: 35 Minutes

Group A: LLI instruction

Group B: Reading Plus

Group C: Independent Reading, Literature Circles or Book Clubs

Group D: Partner work targeted at student reading deficits

Group C: LLI instruction

Group D: Reading Plus

Group A: Independent Reading, Literature Circles or Book Clubs

Group B: Partner work targeted at student reading deficits

LLI instruction with most struggling students, running records assessment, or independent reading conferences.

Students either on reading plus, independent reading, or doing partner work depending on data.

Guided Instruction & Stations Rotation 2: 35 Minutes

Group B: LLI instruction

Group C: Reading Plus

Group D: Independent

Group D: LLI instruction

Group A: Reading Plus

Group B: Independent

LLI instruction with 2nd most struggling students, running records assessment, or independent reading conferences.

Reading, Literature Circles or Book Clubs

Group A: Partner work targeted at student reading deficits

Reading, Literature Circles or Book Clubs

Group C: Partner work targeted at student reading deficits

Students either on reading plus, independent reading, or doing partner work depending on data.

Closing & Share: 5 Minutes

Teacher reviews mini-lesson from the day.


Students meet in collaborative groups to discuss shared texts.


Teacher/ student review of week learning.

Sample High School ELA Week PlanThe high school ELA classroom should follow the pre, during & post model most often. Within the 90 minute block, students should be exposed to complex texts every day, and receive opportunities to write about their reading. If the class is on an A/B day schedule, than the plan below would be over the course of two weeks. The reading workshop model may be used for book club specific days, or for independent reading cycles. Independent reading and book clubs are still suggested for high school classrooms to build volume and stamina of students, but the majority of instructional time should be grounded in on grade level complex text.

secondary ela instructional framework -...

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