Erlanger Elementary Schools

Focused ELA
I nstruction
K-5
Miles Elementary
Learning target
is to develop classroom
experiences/workstations
that provide ALL students with
challenging opportunities to
practice and master skills,
strategies and concepts addressed
in the
English Language Arts
Common Core Standards.

Tier 1 and 2 I nterventions
Based on individual student data
Map and Summative Assessment
Results
Screeners / Surveys / Inventories
Anecdotal Records
Formative Assessments
Daily Performance Records

Research-based Interventions with
progress monitoring.

Fluid movement between tiers,


Focus on I nstruction
EXPLICIT INSTRUCTION with
Formative Assessments
Teacher Think Alouds
Teacher Modeling
Guided Practice (large and small
groups)
Management system and
transition plan in place

ELA Foundational Skills
K/1Print Concepts
Phonological Awareness
Phonics, Word Recognition
2-5 Phonics, Word Recognition
(Systematic Approach to Phonics Instr.)
3-5--Common prefixes, derivational
suffixes, Latin suffixes, syllabication
patterns and morphology.
1-5Fluency to support comprehension
Spelling
Best Practices:
CAREFUL SELECTION OF WORDS
with a focus on academic and content words.
Teaching students how to study unknown
words including known word parts
Word Sorting
Spelling Journals/note books
Spelling and word games

I ntegrating Writing
On-going focus on the traits
Idea development
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Daily
Mentor texts and models
Publishing


BALANCE AND VARI ETY
Configuration
Whole group works in pods
with a common experience,
small groups, pairs. and
individually.
Duration
Teachers Role
Facilitator or Observer

FOCUS on the intent of the
standards,
is CHALLENGING
DIFFERENTATED, using
data to drive the assignments.
with STUDENT CHOICE
and ACCOUNTABILITY.
Workstation/Academic Activity
CHALLENGI NG
is defined as
Thought provoking
Interesting
Exciting
Puzzling
Stimulating
(age-appropriate)

DI FFERENTI ATI ON
TIERED LESSONS

1. Begin with common experience
2. Create an on-level activity that
reinforces the learning focus.
3. Adjust the activity by complexity,
readiness or student need.

STUDENT CHOI CE
How can student choice be
incorporated in workstation/group
assignments and preserve the
integrity of the task?
Graphic organizers
Products
Text Choice
Individual or group task
ACCOUNTABI LI TY
Student Goal Setting
Student Self-Assessment
Student Reflections
Peer Reviews
Exit Slips
Products
Graphic Organizers
Presentations
Teacher checklists

Summative Assessments
Value of Common Assessments.

Text Complexity and variety of text forms.

Text Dependent Questions and inclusion of
higher level thinking.


Putting it All Together
Team planning and support to
address needs of all students
Data analysis and sharing
Regular reflection of effectiveness
of instruction
Consistent communication with all
stakeholders
Student goal setting and reflections

Learning Target
is to develop classroom experiences/workstations
that provide ALL students with challenging
opportunities to practice and master skills,
strategies and concepts addressed in the
English Language Arts
Common Core Standards.

Teacher Reflections
Think, Pair, Share