Elementary Literacy Curriculum

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• Elementary Literacy Curriculum
• Building a Powerful Instructional Framework to
  Support all Learners and to Guarantee All
  Students are Promise Ready

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Goals of Todays Session

• Provide an Overview of the Foundational Framework
  and Pedagogy upon which the Elementary Literacy
  Curriculum is built.
• Preview the Elementary Literacy Curriculum.
• Explore Resources and Practices that support
  Teachers of Reading.

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Our Mission

• Pittsburgh Public Schools will be one of
  Americas premier school districts,
  student-focused, well-managed, and innovative.
• We will hold ourselves accountable for preparing
  all children to achieve academic excellence and
  strength of character, so that they have the
  opportunity to succeed in all aspects of life.

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Excellence for All A Roadmap for Success

• Accelerate Achievement to meet Federal and State
  Long Term Requirements
• Increase the Pursuit of Excellence
• Better Prepare Students for the Work Force
• Maximize Academic Achievement for All Students
• Ensure Efficient and Equitable Distribution of
  Resources to Address the Needs of All Students
• Develop a Managed Instruction Plan which provides
  a Rigorous Curriculum Aligned to State Standards,
  Assessments and Instruction with Implementation
  Support

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Pittsburgh PromiseEnsuring Promise
ReadyPractices and Activities

• The Pittsburgh Promise is a community commitment
  to help students and families of the Pittsburgh
  Public Schools plan, prepare, and pay for
  education beyond high school. It serves to
  inspire and motivate students to Dream Big and
  Work Hard by providing scholarships to more
  than 100 qualifying colleges and trade/technical
  schools in Pennsylvania.
• Pathways to The Promise, is a program to better
  monitor and communicate student progress at
  important learning transitions 3rd, 6th and 9th
  grade.

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The Elementary Literacy Curriculum Project
2008-2009

• Curriculum Writers designed Weekly Instructional
  Lesson Plans December, 2008 February, 2009
• Piloted Curriculum in 32 Buildings / 50
  Classrooms, March June, 2009
• Revised/Expanded Weekly Instructional Lessons
  Beyond 90 Minutes based on Pilot Feedback
  July/August, 2009
• Instructional Pathways - Differentiated
  Instruction
• Instructional Pathways - Writing and Grammar
  Across a Unit
• Gifted Projects Unit Level
• District Wide Dissemination K-5, 2009-2010

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Elementary Literacy Curriculum Writing Team

• Jenny Gadd / Lead Writer, 3-5
• Robert Allen / Lead Writer, K-2
• Naomi York / Lead Writer, Writing Grammar
• Patricia Falk / Lead Writer, Integrated
  Kindergarten Curriculum
• Anna Tarka Dinunzio / Editor, K Grade 2
• Jaime Smith, Editor / Editor, Grades 3-5

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Elementary Literacy Curriculum Writing Team

• Rachel Margherio, Kathryn Carroll, Eileen Nola /
  Kindergarten
• Renee Sunder / First Grade
• Patricia Falk, Phyllis Soroczak / Second Grade
• Cindy Hatok, Jackie Trevisan / Third Grade
• Lou Moorhead, Patricia Rygalski, Beth Cochran /
  Fourth Grade
• Susan Gradeck, Lea Hutson / Fifth Grade
• Christine Loeffert, Julie Love, Dawn Miller,
  Eileen Nola / Differentiated Instruction
• Merceda Gomez, Cheree Charmello / Gifted Projects

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Goals of Todays Session

• Overview the Foundational Framework and Pedagogy
  upon which the Elementary Literacy Curriculum is
  built.
• Preview the Elementary Literacy Curriculum.
• Explore Resources and Practices that Support
  Teachers of Reading.

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Foundational / Theoretical Framework

• Essential Components of Reading
• Phonemic Awareness ability to hear and
  manipulate sounds in words.
• Phonics and Advanced Phonics ability to
  associate sounds with let.
• Fluency with Text effortless, automatic ability
  to read words in connected text.
• Vocabulary ability to understand (receptive) and
  use (expressive) words to acquire and convey
  meaning.
• Comprehension complex cognitive process
  involving the intentional interaction between
  reader and text to convey meaning.

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Instructional Approaches and Design Informed by
Reading Research and Scientifically Validated
Pedagogy

• Principles of Learning
• University of Pittsburgh, Institute for Learning
• Improving Comprehension with Questioning the
  Author
• Isabel Beck, Margaret McKeown, Linda Kucan
  University of Pittsburgh
• Bringing Words to Life Robust Vocabulary
  Instruction
• Isabel Beck, Margaret McKeown, Linda Kucan
  University of Pittsburgh
• Creating Robust Vocabulary
• Isabel Beck, Margaret McKeown, Linda Kucan
  University of Pittsburgh

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Instructional Approaches and Design Informed by
Reading Research and Scientifically Validated
Pedagogy

• The Fluent Reader
• Timothy Rasinski
• Teaching Phonics and Word Study in the
  Intermediate Grades
• Wiley Blevins
• Understanding by Design
• Jay McTighe and Grant Wiggins
• Differentiated Instruction Groupings for Success
• Vicki Gibson and Jan Hasbrouck
• The Differentiated Classroom Responding to the
  Needs of All Learners
• Carol Tomlinson

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CHARACTERISTICS OF STRUGGLING AND STRONG READERS
BEFORE READING

• Struggling Readers
• reluctantly approach or resist reading tasks
• possess limited background knowledge
• inconsistently recall or use background knowledge
• read without a clear purpose
• read without considering how to approach the
  material
• set minimal or no goals

• Strong Readers
• confidently approach reading tasks
• activate their background knowledge on the
  subject before reading
• connect background knowledge to new learning
• know their purpose for reading
• make predictions and choose appropriate
  strategies
• set relevant, attainable goals

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CHARACTERISTICS OF STRUGGLING AND STRONG READERS
DURING READING

• Struggling Readers
• possess a limited attention span
• need guidance for reading tasks
• possess a limited vocabulary
• do not consistently apply word attack skills
• read word-by-word, lack fluency
• do not monitor their comprehension

• Strong Readers
• focus their complete attention on reading
• are able to read independently
• possess an extensive vocabulary
• use appropriate decoding or word attack skills
• read fluently
• monitor their comprehension

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CHARACTERISTICS OF STRUGGLING AND STRONG READERS
AFTER READING

• Struggling Readers
• forget or mix-up information
• only look for "the answer" and give verbatim
  responses
• do not read outside of school rely on the
  teacher for information

• Strong Readers
• reflect on what they have read and add new
  information to their knowledge base
• summarize major ideas and recall supporting
  details, make inferences, draw conclusions,
  paraphrase
• seek additional information from outside sources

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Instructional Approaches and Design Informed
by Reading Research and Scientifically Validated
Pedagogy
Quick Write After looking at the
characteristics of struggling and strong
readers make a list of the qualities an exemplary
reading teacher should possess.
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Goals of Todays Session

• Overview the Foundational Framework and Pedagogy
  upon which the Elementary Literacy Curriculum is
  built.
• Preview the Elementary Literacy Curriculum.
• Explore Resources and Practices that Support
  Teachers of Reading.

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Major Focus of Curriculum Work

• Theme Level
• Literacy Focus Across Theme/Unit- Focus Wall
• Vocabulary Connected to Unit Theme
• Enhanced 90 Minute Block Representative of
  Explicit, Systematic Instruction
• Infusion of Accountable Talk and Clear
  Expectations
• Differentiated Instruction Matrices

• Unit Level
• Standards Alignment at the Eligible Content Level
  (3-5)
• Early Literacy Standards Alignment (K-2)
• Stronger Unit Introduction and Theme Development
  (Road Maps)
• Infusion of Write Tools and PSSA Prompts
• Instructional Pathway for Grammar and Writing
  Across the Unit

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Major Focus of Curriculum WorkUnit Level

• Alignment of Content State Standards
• Early Literacy Learning Standards, K-2
• Unit Framework / Road Map
• Unit Theme with Overarching Question
• Theme Vocabulary and Guiding Questions
• Focus Strategy, Focus Skill for Each Domain
• Recommended Pacing Guide

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Sample Focus Wall(Classroom Example)
Overarching Question
Weekly Theme Comprehension Strategy
Theme Vocabulary
Comprehension Skill Graphic Organizer
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Your Turn!

• Think about how you want your Focus Wall to look.
  
• How will you make your Focus Wall a living
  artifact?
• How will you introduce the Focus Wall to your
  first graders?
• Turn and talk to a neighbor to share ideas.
• Share ideas with the large group.

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Major Focus of Curriculum Work Theme Level

• Literacy Focus Across Theme
• Enhanced 90 Minute Block
• Density
• Systematic Delivery
• Scaffolding
• Differentiation
• Enhanced Phonological Processing Routines and
  Word Study (Multi-Modal Approach)
• Robust Vocabulary Instruction Across the Theme

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Major Focus of Curriculum Work Theme Level

• 5. Explicit Guidelines for Comprehension Strategy
  / Skill Instruction
• 6. Rigorous Text Discussions
• 7. Infusion of Accountable Talk Moves
• 8. Enhanced Response to Text Active Reading
  Strategies
• 9. Infusion of Journal/ Quick Write as Formative
  Assessment
• 10. Differentiated Instructional Matrices that
  address the Five Components and Three Tiers of
  Reading Instruction

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Major Focus of Curriculum WorkTheme Level

• Robust Vocabulary Instruction Across Six Days
• Modeled after Becks Robust Vocabulary
  Instruction
• Provides Definitional and Contextual Information
• Active and Deep Processing
• Multiple Exposures

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Day 1 Launch Grade 1

• Oral Language
• Daily Communication Routine (Letter Name/Sound
  Routine/High Frequency Word Routine)
• Morning Message and Extensions
• Introducing theme and building background
  (picture prompt)
• Oral Vocabulary (introduce robust vocabulary
  using MacMillan day 1 routine)
• Listening Comprehension
• Share big book
• Phonemic Awareness
• Phonics
• Explicit introduction of sound/phonetic pattern
  
• Spelling
• Fifty Nifty Picture Perfect Spelling Routine

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Morning Message Sample

• Dear 105,
• Konichiwa! Today is September 4, 2009. It
  is Monday. We will see Mrs. Simmers later. I
  like to run. I like to hop. What do you like to
  do? Lets talk about the things we like to do!
• Love,
• Mrs. Sunder

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Day 1

• Fluency
• Phonics Fluency Transparency/Teaching Chart
• Decodable Reader
• Quick Write
• DI

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Day 2 Get Ready

• Oral Language
• Letter Name/Sound Routine
• High Frequency Word Routine
• Morning Message/Extensions
• Robust Vocabulary Define/Example/Ask
• Listening Comprehension
• Reread Big Book
• Quick Write
• Phonemic Awareness

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Day 2

• Phonics/Spelling
• Word building
• Modeled Word Sort
• High Frequency Words
• Introduction
• Vocabulary in Context/Get Ready Story
• DI

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Day 3 Main Selection

• Oral Language
• Letter Name/Sound Routine
• High Frequency Word Routine
• Morning Message/Extensions
• Robust Vocabulary Example/Non Example
• Listening Comprehension
• Read Aloud Anthology Selection with queries
• Phonemic Awareness
• Phonics/Spelling
• Physical Phonics Routine

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Day 3

• Build Fluency
• Word Sort
• High Frequency Words
• Practice
• Comprehension
• Main Selection
• Strategy
• Skill
• Quick Write
• DI

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Day 4 Paired Selection

• Oral Language
• Letter Name/Sound Routine
• High Frequency Word Routine
• Morning Message/Extensions
• Robust Vocabulary Questions
• Listening Comprehension
• Read Aloud Anthology Selection
• Phonemic Awareness
• Phonics/Spelling
• Blending
• Structural Analysis

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Day 4

• Word building
• Spelling Word practice
• High Frequency Words
• Practice/Fluency
• Comprehension
• Text Feature
• Paired Selection
• Quick Write
• DI

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Day 5 Main/Paired Selection

• Oral Language
• Letter Name/Sound Routine
• High Frequency Word Routine
• Morning Message/Extensions
• Extend weekly theme
• Robust Vocabulary Idea Completions
• Phonemic Awareness
• Phonics/Structural Analysis/Spelling
• Blend
• Structural Analysis
• Post test

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Day 5

• High Frequency Words
• Practice
• Word Automaticity
• Comprehension
• Review Strategy/Skill
• Reading/Writing Across Text
• Quick Write
• DI

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Day 6 Assessment/Review

• Oral Language
• Letter Name/Spelling Routine
• High Frequency Word Routine
• Morning Message (teacher generated)
• Weekly Assessment
• Re teaching and Review

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Sum it up

• Explicit Phonemic Awareness/Phonics and Spelling
• Multi-modal phonics instruction and practice
• Daily Routines
• Differentiated Instruction

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Sum it up

• Applying the Questioning the Author approach and
  the Core Issues of Lesson Design and Reflection
  to text discussion
• Identifying intended learning from the text
• Segmenting the text to build intended learning
• Developing queries to elicit thinking and talk
• Applying Questioning the Author to Macmillan
  texts
• Read-Aloud Anthology selections
• Main Selection texts
• Using a Main Selection two-day lesson planning
  protocol
• Developing Habits of Accountable Talk

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Goals of Todays Session

• Review the Foundational Framework and Pedagogy
  upon which the Elementary Literacy Curriculum is
  built.
• Preview the Elementary Literacy Curriculum.
• Explore Resources and Practices that Support
  Teachers of Reading.

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Fifty Nifty Activities

• Physical Phonics
• Picture Perfect Spelling

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• Distribute letters to students to stand in front
  of the room. ( white board or notebook for
  students at their seats)
• Students standing build words. (those in seats
  write the word)
• Students at their seats compare to see if their
  word matches the Physical Phonics
• team)

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