Comprehensive+Literacy+Instructional+Best+Practices

===Reflection is a powerful learning tool for both ourselves and our students. Please take a few minutes and watch the video below by *Stephen Heppell as he shares some valuable insights about the value of reflection:===
 * Professor Stephen Heppell is a leading voice on the role of Information and Communications Technology (ICT) in learning and is Professor of New Media Environments at the Centre for Excellence in Media Practice at Bournemouth University.

media type="youtube" key="7OsQ7ENMquM" width="560" height="315"

===Below is an overview of the instructional practice studied over the last few years. This list of practices should serve as learning targets for our instructional practice as we reflect on our teaching and students learning in our classrooms.===

** Comprehensive Literacy Best Practices **

Schedules

 * 1) A weekly schedule is established and posted outside the classroom. The schedule is generally followed as posted.
 * 2) A daily schedule is posted and shared with students in visible place of the classroom. Various elements of the literacy framework (shared reading, read aloud, etc.) are delineated within the schedule and are adjusted based on the needs of the class.

Learning Goals and Feedback

 * 1) Critical learning goals for each lesson/unit are clearly **posted** in student-friendly language (sometimes on anchor charts).
 * 2) Learning goal/ teaching point is **shared** with students at the onset of the lesson, referred to during the lesson, and **reflected** **upon** at the end of the lesson.
 * 3) Learning goals include both **content/skill goals** //(////What are you going to know or be able to do at the end?//) and **language goals** //(What language will students need to know and use to accomplish the content objective? For ELL's-// How can I move my students’ English language knowledge forward in this lesson//)//
 * 4) When asked, students can talk about the learning goal and its relationship to the work they are doing.
 * 5) Students receive specific feedback related to the learning goal(s).
 * 6) Regular “checks for understanding” are present during lessons to judge how students’ understanding is developing in relation to the learning goal(s).
 * 7) Adjustments are made as needed to help students achieve the desired learning goal.

Classroom Libraries

 * 1) The classroom library is organized by reading level, theme and genre. Books are labeled with clearly marked levels (following the district established color system- labeled on the outside front cover of books) and are accessible to students.
 * 2) Books utilized for the current Unit of Study are organized/arranged in a way that highlights the current work.

Reading Components
1. Through daily **Interactive Read Aloud**, students actively interact with text and each other, experiencing high quality reading.
 * **Accountable talk** is present.
 * A variety of texts are used to support upcoming Reading and Writing Units of Study.
 * Questioning and discourse leads to deeper understanding text while providing opportunities to talk and **write about reading.**

2. Through weekly **Shared Reading** students experience a variety of text genres and formats (often selected in support of upcoming Units of Study).
 * The teacher demonstrates, practices, and supports the use of specific comprehension, decoding and/or fluency strategies. Note: As applicable, the strategy of close reading are also modeled and practiced (i.e. repeated reading, text-dependent questions, annotation).

3. The structure of the **Independent Readers’ Workshop** is established and observable (mini-lesson, independent reading with conferring, and sharing period).
 * Students follow routines and procedures, and effortlessly transition from one portion of the workshop to the next.
 * Students are engaged in reading for extended periods of time. Students select “just right” books.
 * Reading logs and reading notebooks are utilized by students. (Grades 3-5 only)
 * Teaching is differentiated to meet the needs of the reader through individual conferring and small group instruction (strategy groups and guided reading groups).
 * **Conferring**: The teacher sits alongside students, listens to them read, talks about their books, and records observations. Teaching points are provided when appropriate. While conferring teachers research/compliment, teach and share next steps.
 * At the conclusion of workshop, the class convenes for a daily share session where the teacher highlights a previously selected student(s) to share his/her work/thinking. A specific strategy/technique is named and its use is encouraged.

4. Monthly reading units of study are evident in **anchor charts**.
 * Anchor charts are created with students to highlight the work of the indicators within the unit.
 * Charts are posted in a visible location for student reference during both lessons and independent work.
 * These charts are written using student-friendly language and include visuals to enhance understanding.

Writing Components
1. **Community Writing** (either shared writing or interactive writing) takes place daily K-2 (only):


 * **Shared Writing** is used to prepare students for the genre and structure in the upcoming Unit of Study.
 * **Interactive Writing** is used to support students’ growing use of conventions.

2. The structure of the **Independent Writers’ Workshop** is established and observable (mini-lesson, independent writing with conferring, and sharing period).
 * Students follow routines and procedures, and effortlessly transition from one portion of the workshop to the next.
 * A writing center is readily available and identifiable to and for student use.
 * Students independently manage their own writing tools and resources.
 * Primary aged students collect writing pieces in a folder, whereas intermediate students’ ideas are developed in a writer’s notebook and drafted on separate paper (and independently organized within a folder).
 * **Mini-lessons** guide students through the stages of the writing process.
 * The writing process is posted for teacher reference throughout the unit, and when asked, students can name the stage in which they are currently working.
 * Mini-Lessons are drawn from Indicators of the Writing Curricular Calendar. Supporting resources are utilized to develop mini-lessons as necessary
 * Teaching is differentiated to meet the needs of the writer through individual conferring and small group instruction (strategy groups and guided reading groups).
 * **Conferring**: While students are independently writing, the teacher works alongside students to notice their current writing abilities, and support the use of emerging skills. Records of observations and teaching points are recorded. Teaching toolkit is developed and utilized with student during writing conferences. Toolkits include learning progressions as well as various resources to support structure, development and language across opinion, informational and narrative types of writing. While conferring teachers research/compliment, teach and share next steps.
 * The teacher utilizes **mentor texts** (commercially published, teacher authored, class co-authored, or student mentors) to support specific teaching points.
 * Students are familiar with commercially published texts prior to the lesson so attention can be focused on the writing skill, not understanding the piece.
 * At the conclusion of workshop, the class convenes for a **daily share** session where the teacher highlights a previously selected student(s) to share his/her proves/product. A specific strategy/technique is named and its use is encouraged.

3. Monthly writing units of study are evident in **anchor charts**.
 * Anchor charts are created //with// students to highlight the work of the indicators within the unit.
 * Charts are posted in a visible location for student reference during both lessons and independent work.
 * These charts are written using student-friendly language and include visuals to enhance understanding.

** Word Study **

1. Focused, explicit **word study** instruction takes place daily.
 * Word study lessons are drawn from word study assessments, including Words Their Way Spelling Inventory, writing samples, the CCLS, and High Frequency Word Assessments.
 * A variety of resources are used to inform instruction (e.g. Words Their Way, Fountas & Pinnell Phonics, Phonics K-12, etc.). Instruction is delivered both in contextualized and decontextualized settings.
 * Word study instruction is kept alive throughout the classroom through the use of word walls, spelling feature charts, and/or student reference materials.
 * Connections to these resources are made during reading and writing instructional components.
 * **Try it notebooks** are part of word study/writing in all content areas and are assessable and utilized to encourage willingness/independence to spell words.
 * Word study instruction is differentiated for the needs of each learner.