Putting all the Pieces Together
LBD/Lectura
Whole Group
Spelling for
Writers
Units of
Study
Theme/Unit
tests
LBD / Lectura
Small Group
Prompted
Writing
Samples
Differentiati
on
Oral Language
Development
6-TraitsMeaningful
Independent
Work
Units of
Study
An Example Schedule-Bilingual Schools• 8:40-8:45 Morning Business & Pledge• 8:45-9:30 Reading -Whole Group Instruction
– SFW, Vocabulary, Word Study, & Read & Comprehend
• 9:30-10:20 Reading - Small Group Instruction• 10:20-11:05 Specials• 11:05-11:55 Writing Workshop
– 4 days with Units of Study lessons & 1 day with grammar lesson
• 11:55-12:15 DEAR or Interactive Read Aloud• 12:15-1:00 Lunch• 1:00 – 2:15 Math Investigations• 2:15-2:30 recess• 2:30-3:15 Avenues• 3:15-3:20 Clean up
An Example Schedule• 8:40-8:45 Morning Business & Pledge• 8:45-9:30 Reading -Whole Group Instruction
– SFW, Vocabulary, Word Study, & Read & Comprehend
• 9:30-10:20 Reading - Small Group Instruction• 10:20-11:05 Specials• 11:05-11:55 Writing Workshop
– 4 days with Units of Study lessons & 1 day with grammar lesson
• 11:55-12:15 DEAR Time or Interactive Read Aloud• 12:15-1:00 Lunch• 1:00 – 2:15 Math Investigations• 2:15-2:30 Recess• 2:30-3:15 Science or Social Studies• 3:15-3:20 Clean up
Literacy by Design Whole Group
Think about this…• Standards Based
– What skills is the theme test assessing?
– Content vs. Skills• You should be focusing on SKILLS!
– Think about…• Do you have to read the entire story to
model the reading strategy/skill to the kids? NO.
• Ex. Theme 7 “Squid Attack” – do you really have to read the entire story to practice creating visual images?
Literacy by Design Whole Group
• Gradual Release of Responsibility– Lesson 1-4 teacher supported– Lessons 5-10 teacher becomes coach– What activities could we pull from
whole group instruction and plug into meaningful independent work?
• Some Word Study Activities – lessons 4-10
• Some Vocabulary Activities - lessons 4-10
– Picture It
• Some Interactive Reading - lesson 6-10
Menus, Centers, 4-Blocks…• Word Study
– Spelling for Writers– Word Study Activities– Vocabulary Activities
• Reading and Reflecting– Students read independent text while
completing a graphic organizer or just let them read and practice in their mind!
– Interactive Reading – if appropriate for students
• Content Area– Look up time– Integration with Science and Social Studies
• Independent Writing– LBD or Lectura prompts
Spelling For Writers• Lesson 1
– Pre-test– Shopping list– Home & school lists
• Lesson 2 – Word Sort
• Lesson 3– Generalization
• Lesson 4– Spelling for Writing
• Lesson 5– Post-test
Whole GroupLesson 1• 3 min -Introduce Academic
Language• 7 min - Spelling pretest• 10 min -Vocabulary• 5 min -Word Study • 20 min –Read & Comprehend
Whole GroupLesson 2• 10 min -Vocabulary• 10 min -Word Study • 25 min –Read & Comprehend
Whole GroupLesson 3• 5-7 min -Spelling Generalization• 7 min -Vocabulary• 5 min -Word Study • 20 min –Read & Comprehend
Whole GroupLesson 4 & 5• 10 min -Vocabulary• 0-5 min -Word Study • 20-25 min –Read &
Comprehend
Lectura Whole Group Instruction
• Word Study Work– Cognates– Word patterns in English
• Vocabulary – Use the Marazano’s 6-steps to Academic
Language that is embedded in LBD– Spanish words related to unit– English words related to unit
• Read & comprehend– Think aloud by the teacher modeling the
reading strategy/skill being taught in unit– Use the Interactive Reading Strategies
provided by LBD – quality instructional practices
Literacy by Design & Lectura
Small Group• Students small group
instruction should be at instructional level
• Integrate - use leveled books about science or social studies
• 45 minutes - lessons 1-52-21 minute groups per day
• 55 minutes - lessons 6-10• 2 - 25 minute groups (lower level)• 1-10-15 minute group (higher level)
Small Group ScheduleDay 1
– 25 min. Group 1 (Below Level)
– 25 min. Group 2 (Below Level)
Day 2– 25 min. Group 3 (At Level)– 25 min. Group 1 (Below
Level) Group 2 during DEAR time (Below Level)
Day 3– 25 min. Group 4
(Advanced)– 25 min. Group 2 (Below
Level) Group 1 during DEAR time (Below Level)
Day 4– 25 min. Group 1 (Below Level)– 25 min. Group 2 (Below Level)
10-15 min. Group 3 (At Level)
Day 5– 25 min. Group 1 (Below Level)
25 min. Group 2 (Below Level) 10-15 min. Group 4 (Advancedd)
Day 6-10– 25 min. Group 1 (Below Level)– 25 min. Group 2 (Below Level)
10-15 min. Group 3 (At Level)*Alternate groups 3 & 4
Theme/Unit Tests
• Literacy by Design Theme Tests– Look at theme test before beginning of
the unit…what skills are being assessed?– Every 10-11 days– Analyze data
• What did all the kids do successfully?• What areas did students struggle?• Is any re-teaching necessary?
– A day to Re-teach • Independent-during DEAR or small reading
group• Small group – flexible small reading group• Whole class – “lesson 12”
Theme/Unit Tests
• Lectura Unit Tests– Look at unit test before beginning of the
unit…what skills are being assessed?– Every 6 weeks– Analyze data
• What did all the kids do successfully?• What areas did students struggle?• Is any re-teaching necessary?
– Re-teach • Independent-during DEAR or small reading
group• Small group – flexible small reading group• Whole class
Prompted Writing
• Use the LBD and Lectura prompts that were created last year by the Writing Leadership Team
• This is another meaningful independent activity
• Can be found on my blog
English Language Development• Bilingual Schools will use
Avenues every day:– Kinder 30 minutes per day– 1-5 45 minutes per day
• The goal in using Avenues is for our second language learners to be reading, writing, listening and speaking in English.
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