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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
Meetswithbelowgradelevel
studentinguidedreading
groupsdaily Meetswithstudentsator
abovegradelevelingguided
readinggroupstwothree
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 Assessedfourtimesper
year
o Recordedonthereport
card
Meetswithbelowgradelevel
studentinguidedreading
groupsdaily Meetswithstudentsator
abovegradelevelingguided
readinggroupstwothree
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
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
Establishesaworkable
managementsystemfor
studentstomanagecenter/
independentworktime Helpsstudentbecome
responsiblefortheirown
learningduringcentertimethroughadequatepracticeand
training Ensuresthatstudentsare
engagedinreadingandwriting
duringthewholecenter/
independentworktime;little
integration
Establishesaworkable
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
(K-2) Phonics Vocabulary Spelling
Grade-levelLanguage
Artscomponents(Appropriatetograde
levelandinstructional
needsofstudents)
AppropriateWord
Wallsposted
(includinggrade
levelcontentwords)
UsesWordWallsas
partofwordwork
systematic
instruction
Occasionallyfocuses
studyon: PhonemicAwareness
(K-2) Phonics Vocabulary Spelling
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
Providesstudentswith
writinginstruction
through:K-2;9-11of12
listedin#1
3-5;8-10listedin#1
Displaysstudent
writinginthe
classroom
Providesstudentswith
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
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