Embedded Files
Differentiate Instructional Planning from HQIM Internalization | Clearly distinguish traditional instructional planning from HQIM internalization and rehearsal, and name why this shift is especially critical for K–3 structured literacy.
Mini Lesson: The Shift of Internalization
Mini Lesson: The Shift of Internalization
Shift in type of preparation
What internalization is
Priorities comparison - instructional planning vs internalization
How time allocation shifts
Table Discussion
Table Discussion
Individual Estimate
About what percentage of teacher prep time for the K–3 structured literacy block is currently spent on lesson internalization? Jot this down on a sticky note and wait until everyone is ready.
Table Discussion
What do you notice about our estimates?
Activity: Explore TXRL Internalization Protocol Playlist
Activity: Explore TXRL Internalization Protocol Playlist
Navigate to the TXRL Internalization Protocol Playlist
Step 1: Bluebonnet Learning Internalization Document Examples | Open Section 1 of the playlist to explore a sample internalization protocol. We're using the Bluebonnet Lesson Internalization Protocol and the Unit Internalization Protocol as our anchor examples.
As you read, pay attention to:
What the protocol is asking teachers to do — not just read, but actively engage with the lesson
How the steps are sequenced and what each one is building toward
Step 2: TXRL District Example - A Modified Internalization Document | In Section 2 of the playlist, you'll find an example of how a TXRL district adapted the Bluebonnet Internalization Protocol to better fit their context.
As you explore this example, notice:
What was modified and why it might have made the protocol more usable
What was preserved — and what that tells you about what's non-negotiable in internalization
Step 3: Guiding Questions -- District Reflection | Once you've explored both examples, use these questions to guide your team discussion:
How did exploring these examples make you think in a new way about your own Internalization Protocol?
What stands out as distinct from your current protocol?
Step 4: Exit Ticket | Each member of your team completes the exit ticket individually. Note: You will be asked to log in to your Google account to complete the form.
Activity: Internalization Systems Pressure Test
Activity: Internalization Systems Pressure Test
We’ve clarified what internalization is and why it matters.
We’ve looked at one strong internalization and rehearsal protocol and compared it to your current practice.
Now we’re going to ask a different question:
Do our systems and structures actually support leaders and teachers to do this work well and consistently?
Activity Materials & Flow
Activity Materials & Flow
Step 1: Individual Systems Pressure Test
Step 1: Individual Systems Pressure Test
Systems Pressure Test (Printed at your Table)
Step 2: Collective Pressure Test Data
Step 2: Collective Pressure Test Data
District Team Poster (On wall near your table)
Step 3: Group Sensemaking & Map Hotspots
Step 3: Group Sensemaking & Map Hotspots
District Team Poster - Internalization System Map (On wall near your table) + Sticky notes
Step 4: Name High-Leverage Moves
Step 4: Name High-Leverage Moves
District Team Poster - Internalization System Map (On wall near your table) + Sticky notes
Cohort Share Out
Cohort Share Out
Name one high leverage move you plan to make to improve internalization
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