Minds on.

Guide for Effective Instruction DPS Elementary Teaching, Learning, & Leadership

Revised 8.11.16

Table of Contents Introduction ...................................................................................................................................................... 2 Vision and Mission ............................................................................................................................................. 2 Bottom Line Expectations................................................................................................................................... 2 Literacy Instruction ............................................................................................................................................ 3 Literacy Instruction Overview ............................................................................................................................. 4 Literacy Block Instruction .................................................................................................................................. 3 Overview of Whole Group Instruction .................................................................................................................... 6 Whole Group Instruction Look-Fors ........................................................................................................................ 7 Overview of Small Group Instruction ...................................................................................................................... 8 Small Group Instruction Look-Fors ........................................................................................................................ 10 Guided Reading Look-Fors ..................................................................................................................................... 11 Overview of Independent Practice ........................................................................................................................ 12 Overview of Word Study ....................................................................................................................................... 13 Word Study Look-Fors ........................................................................................................................................... 14 Overview of Read Aloud with Accountable Talk ................................................................................................... 14 Read Aloud with Accountable Talks Look-Fors ..................................................................................................... 15 Overview of Writing Instruction ............................................................................................................................ 16 Writing Instruction Look-Fors ................................................................................................................................ 18 Mathematics Instruction Overview ................................................................................................................... 19 Mathematics Block Instruction ........................................................................................................................ 20 DPS Talk Moves ..................................................................................................................................................... 21 Overview of Problem-Solving Lesson .................................................................................................................... 22 Problem-Solving Lesson Look-Fors ........................................................................................................................ 24 Overview of Mini-Lessons .................................................................................................................................... 25 Mini-Lesson Look-Fors ........................................................................................................................................... 26 Overview of Independent Practice ...................................................................................................................... 26 Independent Practice Look-Fors............................................................................................................................ 27 Overview of Workstations ..................................................................................................................................... 27 Workstation Look-Fors .......................................................................................................................................... 28 Overview of Guided Math ..................................................................................................................................... 29 Guided Math Look-Fors ......................................................................................................................................... 29 Overview of Summarize ........................................................................................................................................ 30 Summarize Look-Fors ............................................................................................................................................ 30 Overview of Number Talks .................................................................................................................................... 31 Number Talks Look-Fors ........................................................................................................................................ 32 Science Instruction Overview ........................................................................................................................... 33 Social Studies Instruction Overview .................................................................................................................. 37 MTSS Resources ............................................................................................................................................... 41 CFIP Resources ................................................................................................................................................. 44

Elementary Guide for Effective Instruction

Introduction The North Carolina Department of Education adopted the Common Core State Standards for English Language Arts and Mathematics and the Essential Standards for Science and Social Studies. The Guide for Effective Instruction defines the local expectations for teaching these standards in Durham Public Schools.

Vision Schools will experience continual momentum as a result of collaboration through PLCs and PD provided by district personnel. Empowered educators will make school-level, informed decisions that support the learning of all students. Elementary Teaching, Learning, and Leadership will be a service oriented team that actively participates in the education of students.

Mission Provide support to schools in their efforts to equip students with content knowledge and essential skills such as problem solving, critical thinking, communicating effectively, exploring creativity, and nurturing habits that lead to life-long learning.

DPS Bottom Line Expectations

Using Data to Drive Decisions Optimizing Instructional Processes

•Implementing processes to analyze data sets and guide decision to improve student achievement •Using evidence-based practices to guide and engage highquality instruction

Leading Strategically for Innovation

•Aligning cutting edge practices with design thinking, a purposeful method of brainstorming that yields creative ideas

Monitoring for Excellence

•Embedding daily practices and strategies that yield consistency in instruction and overall school management

Coaching for Sustained Success Establishing a Culture of High Performance

•Providing quality feedback that increases both teaching and learning •Fostering conversations and dialogue that lead to continuous school improvement and success in an authentic, nurturing way

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Literacy Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Literacy Instruction Overview Literacy instruction in Durham Public Schools provides a structure necessary for students to gain mastery in the English Language Arts Common Core State Standards. The key anchors of literacy instruction include Reading (Foundational Skills, Literature, and Informational Text), Writing, Language, and Speaking & Listening. The Literacy Block provides for a balanced approach to teaching skills related to reading, writing and word study through independent, modeled, guided and shared instructional approaches. Teachers use whole group, small group and individual conferences to provide instruction during the Literacy Block time frame. Modeled instruction – Teacher models reading and writing processes through demonstration, explicit instruction and think-alouds. Guided practice – Teacher guides students as they practice reading and writing strategies and apply problem solving behaviors. Shared instruction – Teacher and students practice reading and writing processes together through interactive activities and discussion. Independent practice – Students practice reading and writing strategies independently. Teacher assesses learning and reteaches as necessary.

Reading

Literacy Instruction Speaking & Listening

modeled shared guided practice independent practice

Language

Writing

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

K-5 Daily Literacy Block Instruction Components

Allotted Time

Whole Group Instruction (Reading Standards: Literature and Informational, Speaking and Listening Standards)  Comprehension  Fluency and Prosody  Text Structures Reading and Word Study Lessons

 

Word Study

Writing

Small Groups/Flexible Groups Guided Reading or Strategy Groups Teacher led instruction differentiated by text or skill level for combined reading skills Independent or small group practice with comprehension or fluency

Whole Group Instruction (Reading Foundation and Language Standards)  Phonemic Awareness  Phonics  Vocabulary Small Groups/Flexible Groups Guided Reading or Strategy Groups  Teacher led instruction differentiated by text or skill level for combined word study skills  Independent or small group practice with phonics, phonemic awareness or vocabulary Whole Group Instruction (Writing Standards, integrating Listening and Speaking Standards) Small Groups/Flexible Groups  Teacher led instruction differentiated by skill level for combined writing or language skills.  Independent writing  Writing conference Total Instructional Time

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

15 – 30 minutes (daily) Whole Group lessons for Word Study occur during the regular whole group reading block as needed 60 – 75 minutes (daily) - Small group lessons in Word Study are integrated with the Guided Reading lessons

45 - 60 minutes (daily)

150 minutes 5

Elementary Guide for Effective Instruction

Overview of Literacy Whole Group Instruction Why do it? Whole group instruction provides time for explicit instruction of grade level standards as specified by the Common Core State Standards in reading, writing, language, speaking and listening.

What is it? Whole group instruction is a grouping model that allows opportunity for teaching grade level concepts applicable to all or the majority of the students and is not a repetition of those they have mastered. Literacy whole group instruction provides time for explicit instruction of strategies and skills related to phonemic awareness, phonics, vocabulary, fluency, comprehension and writing. This includes modeling and guided practice with teacher coaching to assess students’ transfer of the modeled skills and strategy. Modeling and teacher think-alouds support students in how to use the strategies and skills in order to decode, comprehend and write text. It is concise, brief, and purposeful while keeping students engaged.

What does it look like? The whole group lesson will range from 15 to 30 minutes in length. Typically, teachers set specific protocols and possibly designated meeting places for this instructional format. The whole group lessons focus on answering a specific essential question and incorporate the following components: •







Activating Strategy: The activating strategy is a brief introduction to the whole group lesson. It engages students, helps them connect prior knowledge to new concepts, helps them prepare to organize the new content they will learn. It makes the upcoming learning purposeful and could possibly be a real-world application to the teaching or tie to previous whole group lessons. Teaching (I Do): The lesson focus for the teaching is called an essential question, teaching point, or learning target. It is like the chorus of a song because it is repeated throughout the whole group lesson. The essential question (teaching point, learning target) should include the skill that students need to be able to transfer into their reading or writing. It also should include a strategy that they can use to be able to do the skill. “Today I am going to teach you how to (skill) by (strategy).” During the teaching, the teacher models the skill using the strategy for students. Active Engagement (We Do): During the active engagement component, students have the opportunity to practice the modeled skill and strategy under the guidance of the teacher. This practice may be in the form of accountable talk such as turning and talking with a partner, or writing about their learning on a sticky note, notebook, response journal or graphic organizer. Extended Practice (You Do): End the lesson by linking the lesson to the work students will do during independent reading and writing tasks. Restate your teaching point (learning target, essential question) and direct the students to the work they will practice. Use the same language in the extended practice as you have in your activating strategy and teaching. Use this language consistently. For example, if you are going to describe writing a strong first sentence as a “good lead,” then use those words each time you refer to this craft. If you are going to call visualizing “making mental images,” use this wording consistently. For students who are not ready to practice independently without frequent feedback, continue to teach the skill in a small group until they are ready to practice correctly with limited feedback.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Look-Fors in Whole Group Instruction Teacher

Evident

Students

Has established routines and procedures for whole group instruction that include seating expectations, protocols for discussions and asking or responding to questions, and required materials for the lesson.

Have knowledge of and access to reviewed procedures and protocols.

Relates the lesson instruction to current grade level standard(s) in Reading, Language, and Reading Foundations.

Participate in shared or guided practice using the skill or strategy.

Begins the lesson with the essential question (teaching point, learning target). References the essential question (teaching point, learning target) during the lesson.

Evident

Summarize learning at check points distributed throughout instruction.

Engage in accountable talk with peers. Have a graphic organizer or other note taking structure to capture learning.

Begins the lesson with an Activating Strategy. Provides an explicit model or example of the skill or strategy being taught. Utilizes a mentor or example text as an example. Provides a visual model or organizer to support instruction. Monitors students’ understanding through responses during the distributed summarizing and adjusts instruction accordingly. Structures questions from low to more complex levels to scaffold the thinking process. Links the learning to the students’ application during independent or additional guided practice.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Small Group Instruction Why do it? Pulling students into small groups provides teachers with a greater opportunity to scaffold their instruction. It allows teachers to work with students who are similar in their reading, writing, or instructional needs. It is designed to help students learn how to use strategies and skills to master practices and concepts with the goal of learning how to independently use these strategies and skills successfully. It meets the needs of all students, both struggling and independent, through its varied instruction focusing on constructing meaning and understanding of concepts not previously encountered. It allows for ongoing observation and assessment that informs the teacher’s interactions with individuals in the group and helps the teacher determine subsequent teaching points and areas of focus. Small group instruction provides an opportunity for teachers to reteach or provide enrichment to students as needed.

What is it? In literacy, small group instruction takes place in guided reading and strategy groups. The teacher supports students’ reading development by focusing on effective strategies for processing texts at levels of increasing difficulty. Small group instruction during writing focuses on effective strategies to improve each stage of the writing process. Decisions can be made through work analysis, anecdotal notes, and formative assessments.

Guided Reading Guided reading occurs during the small group portion of the literacy block. The teacher works with a small group of students reading at their instructional level, as indicated by mCLASS TRC levels or iReady Lexile levels. The students should be able to use the strategies they currently have, but the more challenging text should provide opportunities for new learning. Guided reading lessons are based on using the same book for 2 -3 days depending on the length and complexity of the text at various levels. The lessons follow these basic components:  Gist Statement and Story Walk: (1-2 minutes, day 1 only) The teacher should point out any character names and give a brief overview of the problem. During a brief story walk, the students and teacher attend to selected pages of the book providing students an opportunity to construct an understanding of the structure of the text, and providing teachers the opportunity to attend to unfamiliar concept vocabulary, not accessible through context clues, and sight words the students may not be ready to decode. With this introduction, they can focus on constructing meaning while using problem-solving strategies.  Reading Aloud with Coaching: (10-12 minutes) The teacher asks the student to start reading at various times. This allows the students to read the whole text on their own without reading just certain parts (taking turns). The teacher then listens in to individual students while the others whisper read. During this time, the teacher is listening for any part of the text that might be giving the child difficulty. He/She might conference with the child to teach and support readers in using specific reading strategies. When children finish they are to re-read the book until the teacher says stop.  Teaching Point: (1-2 minutes) After the reading, the teacher teaches the group one reading strategy to move readers forward. This might be a reading strategy to use when figuring out the meaning of unknown words, decoding challenging words, building fluency, or a strategy to build comprehension.  Comprehension Prompts: (1-2 minutes) The teacher prepares 1 or 2 questions that require students to make inferences or draw conclusions about the text, using the text to justify answers.  Word Study: (5-8 minutes) for readers P or below, during day 1 of a two-day lesson; during day 1 and 2 of a three-day lesson) The teacher provides a targeted lesson based on a phonics or phonemic awareness deficit noticed in assessments or while listening to readers. Adapted from Cabarrus County Schools by 8 DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

Elementary Guide for Effective Instruction  Teach One Sight Word: (1 minute, for levels E and below) Follow these four steps to teach the same sight word each day in a 2-day lesson. 1. What’s Missing? - Write the whole word on a white board, say the word and point to each letter as students spell and then say the word. Turn the board away from students view and erase one letter, turn the board around and ask the students and say “What’s missing? Prompt a student for the missing letter or letters and then replace the letter and say the word. Continue by erasing additional letters each time until all the letters are missing. 2. Mix and Fix - Students practice 2 or 3 times of building the word with letters or letter tiles, mixing them, and then fixing them. With each try, students say the word slowly and build the word. Then check the word by saying it slowly and running their finger under the word. 3. Table Writing - Students use their finger to say the word slowly while writing it on the table top with their finger. 4. Whiteboards - Students write the word on the whiteboard while saying it slowly. Check the word by running their finger under the word as they say it slowly. (discourage spelling letters)  Guided Writing: (8-10 Minutes, last day of the lesson only) The guided writing lesson provides a time for students to respond in writing to a text providing the teacher an opportunity to coach as necessary, for content, language, and mechanics.

Strategy Groups Strategy lessons are taught to small groups of students who need similar instruction of strategies for reading or writing. These groups are flexible and are based on ongoing assessments such as conference notes, observations, running records, and guided reading anecdotal notes/observations. Students may use a common text or they may use their own. The teacher demonstrates the strategy as he/she would during a whole group lesson and scaffolds the readers/writers as they try it out during the strategy lesson. These lessons are rather like small group lessons in the middle of the reading or writing block. Teachers may choose to keep/carry a record/planning form during conferring time to keep track of those students they notice are in need of a particular strategy lesson. This type of form will help in planning for strategy lessons and will allow the teacher to group students based on what strategies they need to learn or have reinforced.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Look-Fors in Small Group and Independent Practice Teacher Works with an individual or small group, but exemplifies “withitness” (describes the teacher’s awareness of what is going on in all parts of the classroom at all times). Provides practice of skills with materials in small groups at students’ instructional level. Assigns End-of-Unit task.

Evident

Students

Evident

Practice skills independently with materials at their independent level using a variety of modalities (tactile, verbal, or written). Build reading stamina with accountability measures. Engage in fluency practice with partners, computer read text, or self-timed. Access content text beyond their independent reading level with recorded versions. Practice vocabulary (academic and content specific). Engage in paired reading with partners on a similar level. Read independently and respond to reading.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Guided Reading Look- Fors Evident Uncluttered work space for reading and writing is provided. Strategically engages students in a book walk when beginning a new book to:  introduce the book (title, character, problem or topic for nonfiction).  introduce new vocabulary.  allow students to build a schema for the story or text structure.  set a purpose for reading. During Reading:  Students read softly and independently.  Teacher listens to individual readers and takes anecdotal notes.  Teacher appropriately prompts each student for monitoring, decoding, fluency or comprehension. After Reading:  Discussion prompts promotes higher level thinking.  Students use text to support answers. Teaching Points  Teacher models, using the text, one specific reading skill related to decoding, fluency, vocabulary, or comprehension. Teaching and Reviewing High Frequency Words (use mClass to determine if needed)  Teacher follows 4 steps to teach a new high frequency word (What’s Missing, Mix and Fix, Table Writing, Whiteboard Writing).  Students write 3 high frequency words for review at the beginning of each lesson. Word Study (optional after level P only if students show no decoding or vocabulary and word solving deficits )  Teacher models and students participate in a word study activity based on a phonemic awareness or phonics pattern. Guided Writing (final day of the lesson)  Students write in response to the book (retell, summary, character analysis, main idea with details, describing character’s feelings, summary of learning from nonfiction, etc.).

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Independent Practice and Small Group Work Stations Why do it? Independent Practice allows the teacher time to be flexible, intentional, and adaptive to the students’ needs. It also provides time to practice with peers. Research tells us that complex knowledge and skills are learned through social interaction. It allows teachers to assess students’ transfer of the modeled skill and strategy. For literacy, reading volume is a strong indicator of reading achievement. The more students read, the better they read. In order to become better readers, they need to have a lot of opportunity to read. Time needs to be built into reading instructional time for students to read on their own and practice using strategies in selfselected text that they can and want to read. Higher-achieving students spend much more time reading than their lower achieving counterparts, providing evidence that time spent in independent reading makes a difference.

What is it? In literacy, independent practice addresses the most important goal of good instruction—to provide students with practice in applying skills and information in new ways. As students transfer their learning to subsequent tasks, they synthesize information, transform ideas, and solidify their understanding.

What does this look like? In literacy, students practice strategies learned during whole group or small group instruction, using materials and skills rated at their independent level. During this time, the teacher may confer with students oneon-one, or in small groups to monitor their progress and provide feedback. Possible Independent or Small Group Practice:  Comprehension: Students may read independently, with a partner as a part of a Literature Circle to read and respond to text using skills taught during whole or small group lessons.  Vocabulary and Word Study: Students may work independently, in pairs or small groups practicing vocabulary, or word study strategies related to phonics, phonemic awareness or morphemic structures of language.  Fluency: Students reread familiar books to build porosity and fluency. This type of reading can be accomplished with students reading a computer based text with read aloud capability, or by reading in pairs or groups with a common text, or reader’s theatre script.  Self-Selected Reading: Students participate in reading books on their independent level and may participate in reflecting in reading journals, or participate with others in a Literature Circle, reading the same book. Some type of accountability measure should accompany this time.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Word Study Why do it? Effective reading requires two types of vocabulary, word recognition vocabulary and word meaning. Word recognition is the readers’ ability to pronounce or figure out the word by using word attack strategies. Word meaning refers to words students know or can define. Word study builds the supporting foundation for students to develop important strategies to decode -- read words, and encode -- write words. Word study provides the time necessary to teach reading skills and strategies included in Phonemic Awareness, Phonics and Vocabulary and relate to Common Core standards in Reading Foundations and Language.

What is it? Word Study is systematic instruction in phonemic awareness, phonics, spelling, and vocabulary. The purpose of word study is to examine words in order to reveal consistencies within our written language system and to help students master the recognition, spelling, and meaning of specific words.

What does it look like? Word study will be taught during the Whole Group and the Small Group portion of the Literacy Block.  Whole Group - 30 to 45 minutes of instructional time per week is devoted to Word Study. During these lessons the focus is on a grade level standard from Reading Foundations, or Language, and may also follow a research-based program that follows a prescribe scope and sequence for developing literacy skills in phonemic awareness, phonics and vocabulary. Whole group lessons offer a specific teaching point modeled by the teacher, and include time for guided and independent practice.  Small Group - Guided Reading lessons and Strategy Group lessons provide for a more tailored and differentiated approach to instruction of word study skills. The analysis of students’ attempts to decode and determine meaning of words when reading, and spelling attempts when writing, are all evidence that inform a teacher’s next steps for instruction. Guided reading lessons should include word study as a regular part of the lesson through level P, and beyond as students show the need. Word study lessons include a specific teaching point, with guided practice as students are actively engaged in manipulating word parts related to specific sound-letter patterns, or morphemic elements related to word meaning.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Look-Fors in Word Study Teacher

Evident

Facilitates whole-group lessons that last 3045 minutes. Selects grade level appropriate word study lessons based on the Common Core Standards.

Students

Evident

Actively engage in manipulating word parts during the lesson with teacher support. Actively engage in manipulating word parts during independent practice.

Provides daily small-group instruction in guided reading or strategy groups. Targets instruction to teach a specific pattern or concept in phonemic awareness, phonics or morphemic structure.

Overview of Read Aloud with Accountable Talk Why do it? Reading aloud is seen as the single most influential factor in young children’s success in learning to read. It improves listening skills, builds vocabulary, aids reading comprehension, and has a positive impact on students’ attitudes toward reading. It is the easiest component to incorporate into any language program at any grade level. It provides students an opportunity to extend and synthesize their understandings through speaking and listening. This talk provides evidence of their thinking. Having students “turn and talk” during the read aloud gives individuals the opportunity to engage in more talk than would otherwise be possible in a whole-group discussion. After spending some time talking in this type of setting, students will become skilled to have small group discussions in literature discussion groups or book clubs. The read aloud with accountable talk model also utilizes many of Marzano’s research-based strategies for increasing student achievement through identifying similarities and differences, reinforcing effort and providing recognition, offering appropriate practice during the shaping phase, allowing for cooperative learning, and utilizing questioning that elicits inferences and analysis. Additionally, the model supports many SIOP principles, including adapting content to all levels of student proficiency, explicitly linking to students’ background experiences, providing a variety of questions that promote higher thinking skills and frequent opportunity for interaction and discussion, and increasing student engagement time.

What is it? Read-aloud with accountable talk is a whole group instructional portion of balanced literacy. It is a teaching context in which students are actively listening and responding to an oral reading of a text. This structure allows teachers to model fluent reading and necessary higher-level thinking skills and strategies in a scaffolded manner that allows students to interact with text at the higher end of the text complexity band. It is the time where Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

teachers show their students what readers can think and talk about, how to use text evidence to support their thinking, and how to have good conversations that focus one idea at a time and include both partner’s ideas.

What does it look like? The teacher reads text to the whole class, pausing at pre-determined places in text to model thinking or engage students in the work of higher-level comprehension. Students sit beside their reading partner in an established place on the carpet or at their desks. The read-aloud may fit into the literacy block or be tucked into an extra 15 minutes at another time of the day. Either way, it supports the work of the literacy block. Students need to build stamina with this type of active listening as they may only be used to listening to read alouds in a passive way. At first, students might be unable to answer questions immediately and ask for repeats of the text to do the work. They should soon come to know that participation requires active thinking at all times so that they are ready when a question is posed. They may respond to questions by turning and talking with a partner, stopping and jotting, or participating in a larger group discussion at the conclusion.

Read Aloud with Accountable Talk Look-Fors Teacher Selects text at an appropriate level of complexity. Utilizes appropriate before-reading strategies. Poses both literal and interpretive questions that are appropriate for the level of text and allows students to stay inside the text. Implements various discussion strategies and routines (pairs, small group, full class, turn and talk, think-pair-share, fishbowl, inside/outside circles, jigsaw) appropriate to the lesson’s learning objective and the learning needs of the students.

Evident

Students

Evident

Gather in the meeting area. Actively participate in discussions that are primarily studentcentered. Engage in the text by turning and talking to a partner or recording their thinking. Respond to and further develop what others in the group have said.

Listens in on partnerships and records observations.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Writing Instruction Why do it? Any one of the following quotes provides enough evidence of why we should be teaching writing to all students in elementary classrooms. As we consider the importance of writing instruction and the impact that writing well will have on the lives of each student we have in our care, we must ensure that both writing to learn and writing to communicate are in the forefront of our instructional plan.    

“Because writing can support a high level of learning in all core subjects, it matters in any classroom where inquiry, knowledge, and expression are valued and recognized by students and teachers.” --Because Writing Matters: Improving Student Writing in Our Schools “Highly successful leaders in every business and profession believe that their skill in writing contributed significantly to their success.” --Writing: A Ticket to Work...or a Ticket Out, A Survey of Business Leaders “According to most corporate leaders, employees who are skilled in writing are the most likely to be promoted and the least likely to be outsourced or eliminated.”--Writing: A Ticket to Work...or a Ticket Out, A Survey of Business Leaders “For students of color, the ability to write offers not only a chance for a better life, but a voice, and a way of expressing identity. Writing can enable those students, who are often marginalized by society, to move from the periphery to the center of society. Those who are able to write can contribute their ideas to the public discourse.... In a culture as diverse as ours, it is crucial that all groups and all strata of society be able to articulate their perspectives.” -- “A Skill Essential to Progress: Writing, Race, and Education, A Community College Perspective” Ronald A. Williams

What is it? Writing to Learn is a strategy incorporated into daily instruction that helps students to deepen understanding and improve retention. They are usually short pieces of writing meant to summarize or document learning and relate specifically to important information that was just taught. Stop and Jot, summaries of graphic organizers, exit tickets, summarizing notes, etc. are a few examples. Learning to write for the purpose of communication is more formal, and involves teaching the academic standards from the Common Core in three genres- opinion, informational and narrative.

What does it look like? Writing to learn should be seen in every classroom and every content area in the elementary classroom. It may take on many forms from exit tickets to summaries of notes or reading journals. The objective is for students to take the time to review what they have learned, think through and synthesize the information into a new written format. These opportunities may happen at the end of one chunk of a lesson, the entire lesson, or the end of a unit. In best practice, allowing students to share and discuss their written responses with others and to revise their writing based on new understandings, can help students to correct errors in thinking and deepen understanding of the concept. Learning to write for communication in three genres, opinion, informational and narrative takes place during a 45-60 minute segment of the Literacy Block. Whole group instruction on a particular component of writing Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction may last 15-30 minutes and additional time is devoted to students writing independently applying the skill or concept taught during the lesson. Teaching the writing process is an important piece of writing instruction. In elementary school the process always occurs with support of the classroom teacher. Teaching the writing process begins in kindergarten with peers and teacher making suggestions to add details, and continues to advance into full process writing with revisions, editing, rewriting or trying a new approach in fifth grade. The Curriculum Overview will provide the year long view of the correct standards and genres to be taught for each unit of instruction. Best practice includes collecting one independent writing sample per quarter for analysis using the Durham Public Schools Standards Based Writing Rubric.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Look-Fors Whole Group Writing Teacher Evident Students Has established routines and procedures for Have knowledge of and access to reviewed whole group instruction that include seating procedures and protocols. expectations, protocols for discussions and asking or responding to questions, and Summarize learning at check points required materials for the lesson. distributed throughout instruction. Relates the lesson instruction to current grade level standard(s) in Writing.

Participate in shared or guided practice using the skill or strategy.

Begins the lesson with the essential question (teaching point, learning target).

Engage in accountable talk with peers.

References the essential question (teaching point, learning target) during the lesson. Begins the lesson with an Activating Strategy.

Evident

Have a writing graphic organizer to support planning. Participate in independent writing following the lesson, or during small group portion of the literacy block.

Provides an explicit model or example of the skill or strategy being taught. Utilizes a mentor or example text as an example. Provides a visual model or organizer to support instruction. Monitors students’ understanding through responses during the distributed summarizing and adjusts instruction accordingly. Structures questions from low to more complex levels to scaffold the thinking process. Links the learning to the students’ application during independent or additional guided practice.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

18

Elementary Guide for Effective Instruction

Mathematics Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Mathematics Instruction Math instruction should focus on developing number sense and reasoning through a balance of procedural fluency and conceptual understanding. It includes application of mathematical skills and concepts learned and an integration of Standards for Mathematical Practice with content standards. DPS mathematics instruction supports student exploration of new concepts before receiving direct instruction focused on a particular concept. Additionally math instruction should provide initial instruction of a skill/procedure through meaningful context (i.e., story problems) before receiving procedural instruction without context. The district recommendation for duration of daily mathematics instruction is 60-75 minutes for students in grades K-2 and 75-90 minutes for students in grades 3-5.

Math Instruction

Problem-Solving Lesson

Workshop

(2-3 times weekly)

(2-3 times weekly)

Sample Problem-Solving (Initial Concept/Skill Exposure) Mathematics Block: Component Duration Introduce

7-10 minutes

Explore

15-20 minutes

Summarize

10-15 minutes

Formative Assessment

5-7 minutes

Sample Workshop Mathematics Block: Component

Duration

Mini-Lesson

10-12 minutes

Independent Practice/ Skill Stations

20-30minutes

Small-Group Instruction

10-12 minutes

Summarize

7-10 minutes

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

DPS Talk Moves When teachers pose an important question for students to consider, wait time is critical in order to provide all students with an invitation to think before impulsively answering or waiting for another student to answer the question for the class. Once a student responds to an important question, the teacher then must decide how to proceed based on the student’s response. Before moving on the teacher should consider the following question: “Is the student’s response something all students should hear?” If the answer is yes (And it usually will be when a higher order thinking question is posed!), a Talk Move is appropriate. Talk Moves promote student discourse and engage students in the thinking and reasoning of others, which is critical to the development of understanding. The DPS Talk Moves provide opportunities for students to summarize learning throughout the lesson (distributed summarizing).

DPS Talk Move Teacher Action

Student Action

Example Sentence Frames

Repeating

Everyone take a few moments to think about the question. Who can say what _______ just said in your own words? Why do you agree/disagree?

Wait Time

Reasoning Adding On

Who can add onto ________’s thinking/idea? So what you’re saying is… Is that correct?

Numbered Heads

Ones tell twos ______. Twos tell ones why you agree or disagree.

Revoicing

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Initial Exposure to Concepts and Skills Instruction A Problem-Solving Lesson format should be utilized for initial instruction of all new concepts and skills as identified by the CCSSM content standards.

Problem-Solving Lesson Introduce

Summarize

Explore

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

Assess

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Elementary Guide for Effective Instruction

Overview of Problem-Solving Lesson Why do it? Introducing students to a new concept or skill should allow for exploration of the concept/skill as presented in a meaningful context or through the use of previously learned skills. Presenting new information in this format allows for authentic exposure to mathematics language and the development of connections of experiences to new mathematics vocabulary. This lesson format promotes the use of formative assessment to inform decisions regarding Mini-Lesson focus, Workshop Skill/Strategy Stations, and small-group development.

What is it? A Problem-Solving Lesson is a format for instruction focused on a new concept or skill that allows students opportunities to consider the concept or skill in a familiar context before receiving explicit instruction from the teacher. The Problem-Solving Lesson format allows the teacher to identify areas of strength and possible struggle points for individuals and groups of students in order to better inform explicit instruction. Explicit instruction from the teacher comes at the end of a Problem-Solving Lesson through the use of questioning techniques to support students in sharing their findings and thought processes from the Explore portion of the lesson. Also during the Summarize (explicit instruction) portion of the lesson, the teacher should utilize appropriate DPS Talk Moves to promote student understanding and engagement.

What does it look like? Introduce     

Present a problem for students try, provided both orally and in writing. Pose questions to ensure some level of access by all students. Encourage students to consider their own solutions and strategies. Facilitate students sharing their thought processes for solving. Ensure all students understand what they are to do during the Explore portion.

Explore    

Provide students time to independently (or in small groups) solve 3-4 problems that maintain the learning target and format of the problem presented during the Introduce portion. Provide individual support as needed, keeping in mind that the students’ thought processes are the focus, not the teacher’s. Provide extension opportunities for early finishers who correctly solved all problems. Observe students’ strategies and ask probing questions to understand their thinking.

Summarize      

Provide a format for organizing students’ findings. Individual students present their solution(s), strategy, and thought processes. Encourage students to look for patterns and make conjectures. Pose questions to promote consideration of other students’ thinking and discussion. Utilize DPS Talk Moves to promote student understanding and engagement. Ensure all students are exposed to the correct solutions.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Assess   

Provide a maximum of 2 problems for students to solve independently. One problem should address the Student Learning Target as presented in the lesson. One problem should require transfer of the Student Learning Target.

Problem-Solving Lesson Look-Fors Teacher Articulates the lesson focus [i.e., SLT (Student Learning Target), LEQ (Lesson Essential Question)].

Evident

Students

Evident

Has access to appropriate tools (manipulatives, calculators, etc.).

Utilizes DPS Talk Moves to facilitate student discourse.

Meet as a whole group to share their findings and summarize the learning.

Provides an example problem allows for some level of access by all students.

Share their thought processes as well as solutions.

Teacher/student-generated anchor charts in the room are referenced by the teacher and/or students. Provides instruction that is concise, providing students with the minimum amount of teacher input in order to access the problems independently. Observes students’ strategies and mannerisms as they work. Provides support, through the use of probing questions, to individual students. Provides opportunities to extend the thinking of individual students as appropriate. Provides an appropriate format for organizing students’ findings/strategies. Focuses the discussion on students’ thought processes and strategies.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Mathematics Workshop Instruction A workshop framework for mathematics instruction should be utilized 2-3 times per week in order to provide whole-group explicit instruction, targeted small-group instruction, and individualized strategy and skill practice.

Workshop

Mini-Lesson

Independent Practice/WorkStations

Guided Math

Summarize

Overview of Mini-Lessons Why do it? Mini-lessons provide time for explicit, whole group instruction. In mathematics, this includes presenting a problem, within or without context, and/or analyzing problem strategies and comparing related problems. This removes the guesswork for what students are expected to do independently. Additionally, this supports dependent students who have not intuited or deduced how to think strategically about solving unfamiliar problems and/or operations. The shortened time allotted for a mini-lesson allows for increased student engagement time, not only during the mini-lesson, but also during independent practice.

What is it? A mini-lesson is an opportunity for explicit teaching of a strategy. It should be applicable to all or the majority of the students and is not a repetition of those they already know how to do. In mathematics, it should target math content, math process skills, strategies for successful collaboration, or any other understanding that students may need prior to small group instruction and independent practice (Hoffer, 2012). Student data should dictate the mathematics skills and strategies on which the mini-lesson focuses. It is concise, brief, and purposeful, providing students with a clear example of how to engage in the independent practice that follows.

What does it look like? The mathematics mini-lesson is around 10-12 minutes. It typically occurs at a designated meeting place in the classroom. The teacher’s role is to present the problem or task that embodies important mathematical ideas and can be solved in multiple ways. The teacher introduces students to the problem, the tools that are available for working on it, and the nature of the products that the students will be expected to produce (Smith and Stein, 2011). Student talk should be to clarify questions. The teacher may or may not explicitly suggest particular strategies that will lead students to solve problems during independent practice.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction The mini-lesson may include a visual representation of conceptual problem(s), any related skills needed to solve the problem, compare related problems, or analyze problem strategies from previous lessons. The minilesson should include explicit teaching as students have engaged in task exploration and problem solving previously during the Problem-Solving Lesson. It is important to be purposeful in planning to achieve a balance of setting the stage for tasks and explicit instruction. Instead of “Here’s how to do this math,” it is about, “Here’s how to think as a mathematician about this situation.” (Hoffer, 2012)

Mathematics Mini-Lesson Look-Fors Teacher

Evident

Connects the work the students have been doing with the new learning they are about to do in the mini-lesson. Ensures that the students understand the task before sending them off to work independently.

Students

Evident

Respond to questions posed by the teacher. Summarize their learning at strategic points in the lesson. Ask questions for clarity.

Poses thoughtful questions and utilizes DPS Talk Moves to ensure student engagement and inform next steps for instruction. The duration of the mini-lesson is 10-12 minutes. Models the use of appropriate mathematics tools. Models thought processes for considering a problem.

Overview of Independent Practice Why do it? Independent Practice allows the teacher time to be flexible, intentional, and adaptive to the students’ needs. It also provides time for students to practice newly acquired skills independently before articulating their thinking and solutions with others. This time allows the teacher to observe students’ mannerisms and strategies, ask clarifying questions, provide individual support, and work with small groups of students on prerequisite concepts and skills. Additionally, the teacher is able to reflect on the direction of the task/assignment, reevaluate the lesson for the next day, and determine if the students are engaged and mastering the standards being taught.

What is it? Independent practice includes tasks and assignments that provide access for students to engage in independently based on the instruction provided at the beginning of the lesson. Assignments for independent practice may focus on a portion of a standard or the entire standard, based on the learning progression required by Adapted from Cabarrus County Schools by 26 DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

Elementary Guide for Effective Instruction the standard. Tasks completed during this time include those that “demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas which lead to a different set of opportunities for student thinking” (Stein, Smith, Henningsen, & Silver, 2000). Characteristics of tasks may include: challenging the learners to think for themselves, different levels of challenge, opportunities for collaboration and discussion, potential for revealing patterns or leading to generalizations, decision making, accessibility to a wide range of learners, something to make sense of, requiring justifications and explanations for answers and methods, making sense of the mathematics involved and thereby increasing understanding (Van de Walle & Lovin, 2004).

What does this look like? Students work independently or in small groups, utilizing appropriate mathematical tools and resources provided. Students may discuss and revise their ideas. The teacher questions, makes observations, and evaluates the effectiveness of the lesson and students’ understanding. The teacher decides which students will share strategies to further the learning of the class. The teacher may also work with a small group of students on guided math at this time.

Mathematics Independent Practice Look-Fors Teacher

Evident

Students

Provides students with a task or set of problems that directly relates to the learning target.

Engage in a task or set of problems that directly relates to the learning target.

Monitors students’ strategies and asks questions to further students’ thinking.

Discuss their findings and/or thoughts with students near them.

Articulates and maintains high expectations for student engagement and collaboration.

Work independently or in small groups.

Keeps track of student strategies used in order to identify students to share strategies during the Summarize portion of the lesson.

Have access to appropriate mathematical tools for support.

Evident

Overview of Mathematics Workstations Why do it? Workstations provide the teacher with the opportunity to meet the needs of individual learners. This time also allows students to practice critical math skills with peers. Research tells us that complex knowledge and skills are learned through social interaction (Vygotsky 1978;Lave and Wagner 1991).

What is it? Students, working independently, in pairs, or in small groups, engage in activities that promote the development of computational fluency and conceptual understanding of number relationships at their individual level. Workstations may be placed around the room at various locations where groups of students will travel at the indicated time, or the workstations may be mobile, allowing students to remain in a location while the activities Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

27

Elementary Guide for Effective Instruction rotate. Grouping may be heterogeneous or homogenous, depending on the focus of the workstation activities. All activities should include a means for students to determine if their solutions are correct or incorrect. The teacher should work with guided math groups during this time and monitor students’ progress in workstation activities.

What does this look like? Students may move into workstation groups/locations after completing the independent practice corresponding to a mini-lesson or at the completion of a mini-lesson (after the summary). “In the elementary classroom, the workshop is a place where students are busily engaged in intensive study of skills and manufacturing of understanding” (Siena, 2009, p. 70). This description of a workshop captures what should take place while students engage in workstations. According to Siena (2009), “Since children must know basic facts and computation strategies in order to engage in any other math, this often takes center stage in the math workshop” (p. 84). This too holds true for workstations. Workstation learning activities that focus on fluency development should remain available for students for longer than one week. Richardson (1999) provides the following guidelines for knowing when to remove a workstation from the rotation: After you have introduced a set of activities, you will notice that it usually takes two to three days for children to really settle in and focus on the tasks. When the tasks are appropriate for them, you will see most children working hard, making a few mistakes, and double-checking their work to see if they did it correctly. After many days or weeks, you will notice that the children are working less intensely as the tasks become easier for them. You will begin to see less concentration and sense some restlessness. When the children know the answers to your questions quickly, without having to figure them out, then it is time to move on. (p. xvi)

Mathematics Workstations Look-Fors Teacher

Evident

Students

Has a support procedure in place for students who become unsure of what to do.

Know what materials to get and how to do the activity they are working on.

Monitors students as they work.

Maintain a collective volume that allows others to think and communicate within their group.

Has structures in place to ensure collaborative work among students. Organizes the classroom to support collaborative student work. Makes a variety of manipulatives and other math tools available for students to utilize as needed.

Evident

Ask questions of each other to gain clarification. Articulate their thinking processes to other group members.

Keeps track of student strategies used in order to identify students to share strategies during the Summary. Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Guided Math Why do it? Providing instruction to small groups of students with similar math behaviors or instructional needs allows students to receive differentiated instruction based on their needs. It is designed to help students learn how to use strategies and skills to master practices and concepts with the goal of learning how to independently use these strategies and skills successfully. It meets the needs of all students, both struggling and independent, through its varied instruction focusing on constructing meaning and understanding of concepts not previously encountered. It allows for ongoing observation and assessment that informs the teacher’s interactions with individuals in the group and helps the teacher determine subsequent teaching points and areas of focus. Guided math instruction provides an opportunity for teachers to reteach or provide enrichment to students as needed.

What is it? Students receive targeted instruction focused on a particular skill or strategy they have not yet mastered. Identification of strategies and skills as well as formation of groups is based on current student data.

What does this look like? The teacher works with groups of 3-5 students having similar instructional needs. In mathematics, groups may be organized based on strategy or skill instruction. The teacher provides instruction, models thinking processes, provides the opportunity for students to practice the strategy or skill independently, provides support for individuals as needed, and facilitates the summarizing of the learning experience by having students share their findings and thinking.

Guided Math Look-Fors Teacher

Evident

Students

Focuses on a specific student learning target based on student needs.

Practice utilizing a skill/exploring a concept.

Models a strategy as well as thinking processes.

Share their thinking processes.

Provides individualized support as students practice the skill/concept. Records notable observations. Provides feedback to students.

Evident

Actively listen to other students as they share their solutions and thinking. Utilize appropriate tools to support their thinking, draw models, and practice articulating their thinking in writing.

Facilitates students summarizing the learning. Asks questions that require critical thinking and utilizes Talk Moves to facilitate discourse and engagement. Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Summarize Why do it? All learners need to know when their thinking is correct and when it is incorrect. In order to promote the development of these critical meta-cognitive processes, students need daily opportunities to summarize their understanding of new learning and connections to previous learning. When students’ thinking is made available, other students benefit, as they are privy to alternative explanations and perspectives of concepts/skills. Additionally, teachers benefit from students thinking made public, as misunderstandings are unveiled. Chapin, O’Connor, and Anderson (2009) posit, “The mathematical thinking of many students is aided by hearing what their peers are thinking. Putting thoughts into words pushes students to clarify their thinking. Teachers can spot misunderstandings much more easily when they are revealed through discussion instead of remaining unspoken” (p. 5).

What is it? Following independent practice or group work, students meet as a whole group to share their findings. The teacher provides an organizing structure to record students’ findings and utilizes appropriate Talk Moves based on student responses. The teacher ensures that all students are exposed to mathematical vocabulary, correct solutions, and various perspectives based on the student learning target.

What does this look like? Students return to their seats or gather in a meeting place to share their findings. The teacher models the organization structure before supporting students in modeling their own thinking and strategies using the organizing structure. Students share their solutions and actively listen as others share. The teacher encourages students to analyze and evaluate the strategies and thinking of others and consider personal efficiency.

Summarize Look-Fors Teacher Facilitates various students sharing strategies and thinking processes. Utilizes Talk Moves to promote discourse, engagement, and understanding. Models using an organizing structure to record students’ findings/strategies. Encourages students to look for patterns and make conjectures. Encourages students to evaluate strategies shares by others.

Evident

Students

Evident

Share their thinking processes. Actively listen to other students as they share their solutions and thinking. Utilize appropriate tools to support their thinking, draw models, and practice articulating their thinking in writing. Record notes/strategies in their math notebook.

Maintains a safe and reflective learning environment. Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Overview of Number Talks Why do it? Through Number Talks students develop expertise in Standards for Mathematical Practice 1-8 while building conceptual understanding of numbers, operations, and properties of operations and procedural fluency.

What is it? Number Talks are “classroom conversations around purposefully crafted computation problems that are solved mentally” (Parrish, 2010). The problems selected by the teacher are designed to elicit specific strategies that focus on number relationships. During number talks, students are asked to communicate their thinking when presenting and justifying solutions to problems they solve mentally.

What does this look like? The teacher presents an image for students to determine the number or objects or an equation for students to solve mentally. Students consider the solution, using a pre-determined signal to let the teacher know they have a solution. The teacher provides a short amount of time for students to determine a solution mentally in order to encourage the development of efficiency. The teacher records all solutions as students share them, and then facilitates the sharing of student strategies. The teacher models students’ strategies as they share, recording each step. The teacher asks clarifying questions and encourages students to ask questions of each other. The Number Talk should last for a maximum of 10 minutes, 3 to 5 days per week.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Number Talk Look-Fors Teacher

Evident

Students

Maintains a safe and reflective learning environment.

Attempt to solve all problems mentally.

Presents problems that are accessible to all students.

Share strategies and justifications with the class.

Utilizes Talk Moves to facilitate student engagement, discourse, and understanding.

Listen to classmates’ strategies and justifications shared with the class.

Evident

Encourages students to evaluate the strategies of other students. Records students’ strategies. Emphasizes understanding of strategies, not just finding an answer. Uses wrong answers as opportunities to unearth misconceptions, consider reasonableness, and for students to learn from their mistakes. Accepts, respects, and considers all answers.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

32

Elementary Guide for Effective Instruction

Science Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

33

Elementary Guide for Effective Instruction

Overview of Science Instruction The Durham Public Schools K-5 Science Department uses the 5E Model for their science instruction. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. 3. This can sometimes include digital media from Discovery Education Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. DPS uses materials provided in their museum science kits for this phase. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Using the spotlight on strategies help students show their understanding. Examples such as: AEIOU, 3 Truths and 1 Lie, Tweet Tweet, and Visualize this are commonly used. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Students utilize digital media and technology to share their information learned. Many classrooms will use the Discovery Education Board Builder tool for their elaboration. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development. Using the Paige Keely probes and NGSS formative assessments allow teachers to assess learning.

Instructional Considerations: Scientific Debates Controversial issues provide opportunities to promote and practice civil discourse in the classroom. Established guidelines for civil discourse help structure and neutralize students' interactions during discussions about controversial topics. The following guidelines are offered:  Everyone should participate and offer ideas.  Seek to understand before being understood.  Ask clarifying questions.  Separate yourself from your ideas.  Challenge ideas, but respect each other's views.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction Complex Instruction Complex instruction is a teaching method in which students work together in small groups to enhance their learning experience and to ensure full participation by every member of the group. Each student in the group is assigned one of the following roles:  A group facilitator who keeps the group on task  A harmonizer who ensures participation and civility  A materials manager who gathers materials needed for the group product  A reporter who explains the group process during the presentation  A resource manager who gathers any additional resources or content materials needed Essential Questions Essential questions are used to engage students and encourage in-depth study. Essential questions can make connections between units of study and lead to the integration of disciplines. Essential questions have the following characteristics:  They are broad in nature.  They are central to the content of the unit or subject.  They have no single correct or obvious answer.  They invite higher-order thinking, including analyzing, synthesizing, and evaluating.  They provoke student interest and allow students to draw from experience. Graphic Organizers Graphic organizers give students a concrete, hands-on activity in which to identify and compare otherwise abstract concepts. A graphic organizer is a visual representation of information that shows at a glance how key concepts are related. Graphic organizers illustrate the chronological order of events over time (timelines), compare and contrast (Venn diagrams), or serve as useful tools for brainstorming (concept maps). Recording information in a graphic organizer helps students focus on important points and clarify relationships. It also helps students retain what they learn. Integrated Curriculum An integrated curriculum can include elements of science, art, and English language arts. An integrated curriculum is more reflective of the real world, in which subjects are not always defined and categorized by separate disciplines. Integrating subjects in the classroom allows students to make natural connections between content areas without being limited by artificial boundaries. In doing so, students construct their own meaning and develop skills they will need in the workplace. An integrated curriculum may involve one or all of the following:  Examining a topic from different points of view (disciplines)  Placing greater emphasis on projects  Using a variety of sources and materials in addition to the class textbook  Encouraging students to recognize the relationships among and between concepts  Using thematic units as organizing principles  Flexible schedules  Flexible student groupings

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

35

Elementary Guide for Effective Instruction Learning by Doing K-5 students learn best when they have direct, hands-on experiences and when they can relate what they learn to what they already know.

Virtual Field Trips Students participate in weekly virtual field trips that take them outside the classroom in order to learn more about the science around them. Examples of VFTS from DPS include: International Space Station, the remains of the Titanic, The Louvre, Antarctica, and more. Presentation & Examples Presentations, also called direct instruction, can be used to introduce new topics, build background knowledge about an unfamiliar topic, orient students to complete an activity, or review content. When presenting information, teachers can organize their presentations into a logical sequence, ask a variety of types of questions, use rich examples such as metaphors and analogies that link to the lives of students, and respond to students' questions and comments. Examples can help students link new learning with what they already know. Teachers can recall personal experiences or use analogies, metaphors, and similes to help students create vivid pictures of what they are learning, clarify complex topics, or think about content in unique and memorable ways. Primary Sources Students can work together to organize and translate primary sources. Students work in small groups to find information related to categories supplied by the teacher. Working together helps students decode the often archaic language in primary sources, discover the multiple, sometimes changing meanings of words, and in the process, improve their reading comprehension skills. Role-Playing & Simulations Interactive teaching strategies like role playing and simulations work best when they're presented spontaneously to students. Effective use of role playing, however, requires preparation, a well-defined format, clearly defined goals and outcomes, and time to debrief after the simulation. Role playing and simulations require students to improvise using the information available to them. In the process, they encourage critical thinking and cooperative learning. These teaching tools can also be effective in helping students clarify attitudes and ideologies and make connections between abstract concepts and real-world events. Technology as a Learning Tool Technology can contribute to any learning environment. Students may use the Internet, digital cameras, and computers for editing student-produced movies, to demonstrate how technology is changing the way today's students research, organize, and present their findings. Technology provides opportunities to make a learning environment more student-centered, collaborative, multi-sensory, inquiry-based, and reflective. More important, technology is making information more accessible to students and teachers.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

36

Elementary Guide for Effective Instruction

Social Studies

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

37

Elementary Guide for Effective Instruction

Overview of Social Studies Instruction K-5 Social Studies in Durham Public Schools is intended to be incorporated, primarily, through English/Language Arts instruction. As teachers integrate Social Studies into ELA instruction, they might utilize a similar format to that which is used in Science instruction – the 5E format. Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allow students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Students can use maps, historical photographs, play money, cultural artifacts, etc. during this phase. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Social Studies consumables or other texts can be used for this phase. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Students might utilize digital media and technology to share their information learned. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development. Performance tasks in the DPS unit maps provide evaluation ideas.

Instructional Considerations: Historical Debates Controversial issues provide opportunities to promote and practice civil discourse in the classroom. Established guidelines for civil discourse help structure and neutralize students' interactions during discussions about controversial topics. The following guidelines are offered:  Everyone should participate and offer ideas.  Seek to understand before being understood.  Ask clarifying questions.  Separate yourself from your ideas.  Challenge ideas, but respect each other's views.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

38

Elementary Guide for Effective Instruction Primary Sources Students can work together to organize and translate primary sources. Students work in small groups to find information related to categories supplied by the teacher. Working together helps students decode the often archaic language in primary sources, discover the multiple, sometimes changing meanings of words, and in the process, improve their reading comprehension skills. Integrated Curriculum An integrated curriculum can include elements of social studies, art, and English language arts. An integrated curriculum is more reflective of the real world, in which subjects are not always defined and categorized by separate disciplines. Integrating subjects in the classroom allows students to make natural connections between content areas without being limited by artificial boundaries. In doing so, students construct their own meaning and develop skills they will need in the workplace. An integrated curriculum may involve one or all of the following:  Examining a topic from different points of view (disciplines)  Placing greater emphasis on projects  Using a variety of sources and materials in addition to the class textbook  Encouraging students to recognize the relationships among and between concepts  Using thematic units as organizing principles  Flexible schedules  Flexible student groupings Complex Instruction Complex instruction is a teaching method in which students work together in small groups to enhance their learning experience and to ensure full participation by every member of the group. Each student in the group is assigned one of the following roles:  A group facilitator who keeps the group on task  A harmonizer who ensures participation and civility  A materials manager who gathers materials needed for the group product  A reporter who explains the group process during the presentation  A resource manager who gathers any additional resources or content materials needed Essential Questions Essential questions are used to engage students and encourage in-depth study. Essential questions can make connections between units of study and lead to the integration of disciplines. Essential questions have the following characteristics:  They are broad in nature.  They are central to the content of the unit or subject.  They have no single correct or obvious answer.  They invite higher-order thinking, including analyzing, synthesizing, and evaluating.  They provoke student interest and allow students to draw from experience.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

39

Elementary Guide for Effective Instruction Graphic Organizers Graphic organizers give students a concrete, hands-on activity in which to identify and compare otherwise abstract concepts. A graphic organizer is a visual representation of information that shows at a glance how key concepts are related. Graphic organizers illustrate the chronological order of events over time (timelines), compare and contrast (Venn diagrams), or serve as useful tools for brainstorming (concept maps). Recording information in a graphic organizer helps students focus on important points and clarify relationships. It also helps students retain what they learn. Learning by Doing K-5 students learn best when they have direct, hands-on experiences and when they can relate what they learn to what they already know. Presentation & Examples Presentations, also called direct instruction, can be used to introduce new topics, build background knowledge about an unfamiliar topic, orient students to complete an activity, or review content. When presenting information, teachers can organize their presentations into a logical sequence, ask a variety of types of questions, use rich examples such as metaphors and analogies that link to the lives of students, and respond to students' questions and comments. Examples can help students link new learning with what they already know. Teachers can recall personal experiences or use analogies, metaphors, and similes to help students create vivid pictures of what they are learning, clarify complex topics, or think about content in unique and memorable ways. Role-Playing & Simulations Interactive teaching strategies like role-playing and simulations work best when they're presented spontaneously to students. Effective use of role-playing, however, requires preparation, a well-defined format, clearly defined goals and outcomes, and time to debrief after the simulation. Role-playing and simulations require students to improvise using the information available to them. In the process, they encourage critical thinking and cooperative learning. These teaching tools can also be effective in helping students clarify attitudes and ideologies and make connections between abstract concepts and real-world events. Technology as a Learning Tool Technology can contribute to any learning environment. Students may use the Internet, digital cameras, and computers for editing student-produced movies, to demonstrate how technology is changing the way today's students research, organize, and present their findings. Technology provides opportunities to make a learning environment more student-centered, collaborative, multi-sensory, inquiry-based, and reflective. More important, technology is making information more accessible to students and teachers.

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

MTSS Multi-Tiered System of Supports

Adapted from Cabarrus County Schools by DPS Elementary Teaching, Learning, & Leadership Revised 8.2016

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Elementary Guide for Effective Instruction

Tiers Differentiated Core Instruction

Recipients All Students receive Core Instruction

Instruction Core Instruction includes differentiation and flexible grouping

Measure of Success Successful core instruction should meet the needs of approximately 80% of students.

Core instruction is provided to all students , including those receiving supplemental and Intensive Instruction

Supplemental Instruction

Supplemental Instruction is delivered to the lowest 20% of students.

Supplemental instruction should include evidence based instructional practices and interventions. Interventions and progress monitoring are targeted to specific skills. Progress Monitoring is critical to provide data in order to adjust instruction accordingly.

Intensive Instruction

Intensive instruction is provided to approximately 5% of students who do not respond to supplemental instruction in addition to core instruction.

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

Intensive Instruction includes: Explicit instruction More Guided practice opportunities More frequent progress monitoring

For students receiving supplemental instruction at least 70-80% should succeed with core instruction plus supplemental.

If more than 20% of students are receiving support at this level, systemic problemsolving should be implemented. Effectiveness of intensive instruction is measured by academic progress toward performance in Core.

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Questions to Consider for Each Step Problem Identification What is the area of concern? What is the magnitude of the problem?

Plan Implementation What is our goal? What is the plan to meet the goal? Is the plan realistic? How will we measure the effectiveness of the plan? (i.e. what is the progress monitoring?) What is the frequency of progress monitoring?

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

Problem Analysis Is it a skill problem or a performance problem? What is your hypothesis about why the problem is occurring? Do we have data to confirm the hypothesis? Is the hypothesis related to things we can change? Plan Evaluation Was the plan successful? Did we implement the plan with fidelity? Do we need to revisit steps 1 and 2 of the process?

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Elementary Guide for Effective Instruction

CFIP Classroom-Focused Improvement Process

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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Elementary Guide for Effective Instruction

Overview of CFIP Why do it? CFIP is about instruction, not about numbers. The model was built on dialogue, protocol, and triangulation of data. Dialogue can be a powerful tool for building team learning. A protocol consists of guidelines for dialogue that everyone understands and agrees to. It helps teams navigate difficult and uncomfortable conversations. Triangulation brings together data from multiple sources. Because no single piece of student data gives a complete picture, several data sources are necessary to help provide a more balanced look at the results of a given assessment.

What is it? CFIP is a process, not a plan. It is a question-based protocol for data dialogue to be carried out by collaborative teams as they focus on planning their next instructional unit. The process uses real time, current data which is specific to each course or grade level. It incorporates planning by both collaborative teaching teams and individual teachers. The process also brings together data from several assessment sources and addresses individual students’ needs. The results in instructional improvements can be integrated into daily lesson plans. The process provides for inclass enrichments and interventions that can be re-directed frequently if they are not working. Teacher input is valued as they are the most important instructional decision makers. What does this look like? CFIP is a six-step process for increasing student achievement that is planned and carried out by teachers in a collaborative team as a part of their regular lesson planning cycle. The template of the data protocol used in the CFIP process is located in Appendix.

CFIP Look-Fors Teachers

Evident

Come prepared with current, analyzed data. Utilize the 6-step process (see pages 38-39) collaboratively. Begin discussion of step 3 by sharing patterns in students’ strengths. Collaboratively develop actionable steps to support students demonstrating various levels of understanding.

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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Classroom-Focused Improvement Process Template Step 1: Orientation SKILLS AND KNOWLEDGE ASSESSED What essential skills and knowledge are we analyzing? What do the terms in the data reports mean?

What do we need to know about these data before we analyze them?

Step 2: Question QUESTIONS TO BE ANSWERED What do we want to learn by analyzing the data?

Step 3: Patterns Skills and knowledge in which students did well

Students who performed particularly well

On what skills and knowledge did the students do the best?

Share specific student names with team members only if grade-wide regrouping will occur.

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

Specific steps we will take to enrich the learning of these students Who is ready for more independent work, and how will we provide this enrichment?

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Elementary Guide for Effective Instruction

Step 4: Action Skills and knowledge in which students were not proficient

Instructional strategies we will use to address the skill and knowledge needs of the class

(Identifying the learner centered problem) On what skills and knowledge did the students not do well?

(Identifying and responding to the problem of practice) What “problem of practice” most likely led to the patterns of weakness? How will we address the problem of practice and respond to the patterns of student needs?



Step 5: Differentiation Students who still need to work on these skills and knowledge after follow-up

Specific steps we will take in class to intervene with these students

Share specific student names with team member only if grade-wide re-grouping will occur.

These will be completed by

Step 6: Future Planning Specific instructional enhancements to the next topic

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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References Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2007). Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Prentice Hall. Beck, I. & McKeown, M. (2008). Creating Robust Vocabulary. New York: Guilford Press. Beers, K. (2003). When kids can’t read; What teachers can do. Portsmouth, NH: Heinemann. Calkins, L. (2003, 2007). Units of study for teaching writing. Portsmouth, NH: Heinemann. Calkins, Lucy. (2003). Launching the Writing Workshop. Portsmouth, NH: Heinemann. Chapin, S.H., O’Connor, C., and Anderson, N.C. (2009). Classroom discussions: Using math talk to help students learn. Sausalito, CA: Math Solutions. Classroom Focused Improvement Process. Retrieved from http://mdk12.msde.maryland.gov/process/cfip/ Collins, K. (2004). Growing Readers: Primary Units of Study. Portland, ME: Stenhouse. Cunningham, A., & Stanovich, K. (2003) “What Principals Need to Know About Reading.” Principal 83 (2): 3439. Fountas, I., & Pinnell, G. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Fountas, I., & Pinnell, G. (2001). Guiding readers and writers, grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Fountas, I., & Pinnell, G. (2004). Word Study Lessons: Phonics, Spelling and Vocabulary. Portsmouth, NH: Heinemann. Harvey, S., & Goudvis, A. (2007). Strategies That Work: Teaching Comprehension for Understanding and Engagement. Portland, ME: Stenhouse. Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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Hoyt, Linda. (2007). Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension. Portsmouth, NH: Heinemann. Lave, J., & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge [England], Cambridge University Press. Marzano, R., Pickering, D. & Pollock, J. (2007). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. N. (2013, March 13). NASA eClips: Innovative Real Learning. Retrieved April 21, 2016, from http://www.nasa.gov/audience/foreducators/nasaeclips/5eteachingmodels/

Pinnell, G. & Fountas, I. (2003). Phonics Lessons: Letters, Words, and How They Work. Portsmouth, NH: Heinemann. Pinnell, G. & Fountas, I. (2011).The Continuum of Literacy Learning: A Guide to Teaching. Portsmouth, NH: Heinemann. Richardson, J. (2009). The Next Steps in Guided Reading. New York, NY: Scholastic. Richardson, K. (1999). Developing Number Concepts. Parsippany, NJ: Pearson Education.

Van de Walle, J.A. and Lovin, L.H. (2006). Teaching Student-Centered Mathematics: Grades K-3. Boston, MA: Pearson Education.

Van de Walle, J.A. and Lovin, L.H. (2006). Teaching Student-Centered Mathematics: Grades 3-5. Boston, MA: Pearson Education. Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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Van de Walle, J.A. and Lovin, L.H. (2006). Teaching Student-Centered Mathematics: Grades 5-8. Boston, MA: Pearson Education.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Adapted from Cabarrus County Schools by DPS Elementary Teaching & Learning Revised 6.2016

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