Embedded Files
Explore a 1st grade classroom example illustrating Structured Literacy instruction with opportunities for targeted small group instruction and opportunities for students to practice skills to mastery based on individual students’ current assessment data.
Asynchronous Session: Explore Structured Literacy Block in Action
Asynchronous Session: Explore Structured Literacy Block in Action
Our recommendation is to start with the teacher’s story section and then step through each instructional element (whole group, small group, personalized practice and goal setting). The videos are snapshots of various aspects of instruction and therefore are not fully comprehensive of all aspects of literacy instruction.
Step 2: Reflection questions to consider as you explore
Step 2: Reflection questions to consider as you explore
Which instruction aligns to word recognition? Language comprehension?
What does the teacher do during small group instruction?
How is the classroom organized to enable students to practice skills to mastery based on their most pressing needs according to current, reliable data?
What role do students play in their learning?
How does weekly goal setting impact student motivation?
What expertise and support do teachers need to do this work well?
Synchronous Session: Making Meaning of the Structured Literacy Block
Synchronous Session: Making Meaning of the Structured Literacy Block
Making Connections Part I: Mapping 5Es to Schedule
Making Connections Part I: Mapping 5Es to Schedule
Making Connections Part II: Key Noticings
Making Connections Part II: Key Noticings
Teacher Led Instruction
Teacher Led Instruction
Personalized Practice
Personalized Practice
Whole Group Instruction
Focus: Weekly playlist targets grade level skill development in WR & LC.
Content directly from HMH (previous week).
Teacher provides scaffolding/ accommodations for selected students.
Students complete 2 activities daily (3x/week) and then move on to adaptive online content.
Small Group Instruction
Focus: Providing targeted WR & LC instruction on specific skills based on current universal screening results.
Monthly iStation (now Amira/iStation) informs student groupings based on skills mastery.
A few HQIM are highly leveraged according to each group’s instructional objective.
#1 - Grade Level Practice Activities
Focus: Providing practice on grade level skills.
Weekly playlist targets grade level skill development in WR & LC.
Content directly from HMH (previous week).
Teacher provides scaffolding/ accommodations for selected students.
Students complete 2 activities daily (3x/week) and then move on to adaptive online content.
#2 - Adaptive Content
Focus: Online practice to fill skill gaps and accelerate learning.
Students have a “daily minute” target.
Teacher has a protocol for help seeking when students get stuck.
Teacher meets weekly to discuss iStation (Amira) report with students and celebrates progress.
#3 - Listening/ Reading Bins
Focus: Extra practice on text fluency and language comprehension.
Grade level playlist and adaptive content must be completed first.
Bins hold grade level texts organized in text sets, and decodable texts.
Students listen to a recorded book or read aloud with a partner depending on their skills.
Team Discussion - Making Connections
Team Discussion - Making Connections
Guiding Question: Which features of the 1st grade structured literacy classroom example stood out as important to embed in your K-3 Literacy Block approach?
For example, you may have noticed...
the teacher utilizing a few high priority HQIM repeatedly throughout various instructional elements (WG, SG, playlist); or
the use of one monthly universal assessment (iStation ISIP in this case) to determine student groupings for small group instruction and to guide students to select personalized practice activities aligned to what they have NOT yet mastered.
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