INSTRUCTIONAL FRAMEWORK RESOURCES Intensive Reading + Framework 9th & 10th Grades Warmup Primary SIPPS Challenge Benchmark:  Warm up Activity (15 mins): Common Board Based on the ETO o SIPPS ½ of the Challenge Lesson Essential Question Instructional Focus (driven by objective) Calendar WHOLE GROUP (30 mins): Higher order questions  Focus Lesson (30 mins) Data Driven—(Refer to “before, during, and after reading strategies on the (plan 3-5 to promote attached sheet) This lesson must be taught explicitly and deeply by the teacher, student discourse during Secondary  Explicit instruction in FCAT Benchmark Vocabulary, Focus Lesson Vocabulary or FAIR Vocabulary whole group and teacher Benchmark:  Review CBC: Objective, Essential Question (EQ), Agenda lead group) Identify the text from  Use Discovery Education to activate and/or build prior knowledge about the passage or topic they are going to cover. Agenda (the objectives Edge that aligns with the Or other activities based on FAIR data results and activities being benchmark being  Discuss benchmark focus using transparencies, Promethean/SMART boards and/or other appropriate materials: covered in whole group covered and/or based on (Setting the purpose for the lesson). Can use a thematic approach teaching the standards, incorporating novels and and DI) Edge selection needs to BBA and interim data informational text during whole group. (70/30)  Teacher models fluency by reading aloud and students read choral reading, buddy reading, cloze reading, finish the be explicitly taught sentence, echo reading, and theatre reading and provides guided instruction utilizing explicit instruction (“I do”, “We following the Focus Weekly lesson Instructional do”, and “You do” model). (The teacher models the reading and thinking process aloud and walks through how he or Routines. In no way Vocabulary Words she processes the text.-repeat during teacher led session using EDGE libraries at students’ levels) should these materials Vocabulary from the Edge OR be given to students to materials, along with Socratic Circles/Literature Circles/Novel Study complete independently. schoolwide vocabulary or Teacher assigns roles to each student and allows students to read with their roles in mind. Eg. As the word wizard is After the materials are vocabulary from FAIR data reading, he or she is thinking about unfamiliar vocabulary words he or she can share during the discussion portion of the explicitly taught literature circle. students may complete the assignment in the Teacher can also infuse informational text related to the novel or themes being discussed Independent group.

Suggested Before, Teacher Lead Plan 3-5 During and After Individual Daily Reading (IDR) (15 mins) Students should choose books at their Lexile level teachers circulate and Higher order Reading conference with the students to practice SIPPS skills. questions Strategies Fair Box resources, Small group, differentiated instruction see attached schedule Students who need the most assistance (see attached) Lexiled Passaages from should be in Groups A & B •Preview text features Tool Kit, Task Cards,  Small Groups (One rotation daily) •S.W.A.G. FCRR Student Centered Teacher Led: (25 mins.) (can provide “suggested” materials that can be used to enhance and impact •W.I.N. Activities, SIPPS Plus, instruction) •Explicit Instruction FAIR Tool Kit, EDGE  Select resources and activities based on FAIR data. The teacher can use SIPPS plus for students who require Leveled Libraries (for M.O.P.P additional Phonics support. Guided Reading) as well Think  Teacher draws students’ attention to unfamiliar vocabulary terms and their meanings. as the EDGE fluency Alouds  Teacher provides immediate and explicit feedback. passages to practice •Reciprocal Teaching  Teacher Led should focus on specific deficiencies based on FAIR, i.e.. advanced phonics, and fluency. rate, expression, and Computerized Instruction (25 mins.) intonation  Students will work on tailored lessons from River Deep Evaluation  Teachers will monitor students’ progress through Riverdeep reports. Computerized Independent Group: (25 mins.) This assignment needs to have a purpose and be data-driven. Instruction Riverdeep-Tailored  Students will work on activities that have been pre-selected by the teacher (based on FAIR data results). lessons based on  Students will work on follow-up work presented during the whole-group instruction. deficiencies  Independent Reading with Lexiled library, followed by a writing activity Home Learning Independent Work  Closure: (5 mins.) Lexiled Library selection,  Wrap-up lesson, review learning objectives, relate back to Essential Question, assign Home learning, Exit Slip, Reading Log prompt, etc… Follow-up from Teacher Led, Whole group after Reading/Writing Assignment Intensive Reading + Framework 9th & 10th Grades *Students who need the most assistance should be in groups A & B

Edge Rotation Schedule Students Groups Monday Tuesday Wednesday Thursday Friday Group A * Teacher Led A- Teacher Led B-Teacher Led C-Teacher Led A-Teacher Led B-Teacher Led Group B* Independent B-Technology C-Technology A-Technology B-Technology C-Technology Group C Riverdeep C-Independent A-Independent B-Independent C-Independent A-Independent Model the Strategy (I DO) Before Reading  Teacher will explain and set the tone for the EGDE lesson  Preview selection by scanning the Edge piece-: Look for Text features- (Find one and model and discuss why you chose it.)  Then We Do-have some students volunteer point out a text feature, read and star them, providing corrective feedback  You Do-Have them find the rest and then go over, have a discussion about text features, and the reasons it is important to read them first-(They are details that support the main idea).  Discuss the things we know about the reading by looking at the text features (activating and/or building background knowledge).  Discuss what other text features they might see in a passage.  Set a purpose for reading, by turning the title into a question, or looking at the text features and what they learned from the text features, I Do model for the students in your own think aloud.  We Do: Poll the room and ask for purpose/prediction-ask them to justify why.  Preview the questions and underline the key words in the question -Come up with a code for each question if you are able to identify the benchmark, for example cause/ effect c./e. If the benchmark does not stand out, tell students not to worry about it. The reason to do this is if the teachers have taught specific strategies for teaching for example cause and effect they can recall those strategies.  Remember to follow the I DO, WE DO, YOU DO-You do one, do some together and then have the students do a few, go over.  Stress to the students that these are pre-reading strategies.

Model the Strategy (I DO) During Reading (teacher will determine how the article will be read (partner reading, cloze reading ) )  Read the 1st part of the passage and think aloud, Intensive Reading + Framework 9th & 10th Grades  Discuss the WIN strategy-W-Who or What is this section of text about.  I=what is the most important about the who and the what and N= write the main idea in the least amount of words (5 or less words) this is the GIST. (2 column notes  Important MODEL: I do-Think aloud, show your thought process. Write a gist on the two column note after reading sections of text. Do the 1st two paragraphs as an I DO (Model the process). Stress to the students that the GIST should only be 1-5 words.  Important MODEL: I do-Think aloud, show your thought process  While doing the GIST continue to use the Win strategy to get at the GIST.  W=The Who or the What the article/passage is about. I=The most important information about the Who or the What. N=In the least amount of words possible.  Continue to read the story together-using CLOZE reading, choral reading, partner reading and discuss- Do not have 1 student read while everyone else reads> this practice does not encourage active engagement.  MOPP –Explicitly model discuss Text Structure: How is the article organized? How do you know? Signal Words….Review text structure after each one has been taught explicitly: What is the author’s perspective/point of view? How do you know? What word choice and examples does the author use to let you know? What is the author’s purpose in writing this article? How do you know? Important MODEL: I do-Think aloud, show your thought process, when students get used to it : gradual release to We Do and You Do.  We Do: Continue to verbally discuss WIN and write a GIST together after each section of text…provide corrective feedback when needed. Use this to indicate students who need additional assistance during small group session  You Do: Have the students try 1 or two paragraphs on their own and write or underline the GIST, go over their answers.  If there are questions, remind them of the key words that they identified: What is the question asking? Use this same process to teach the Edge lesson objectives, be EXPLICIT Active Reading Strategies (SWAG)  Scan the article & star all features – Before Reading  Words-Preview the questions and identify key words Before Reading  And….  GIST using the WIN strategy During Reading During Reading  Selective Underlining  WIN  Gist  MOPP Intensive Reading + Framework 9th & 10th Grades MOPP  Identify Main Idea  Organizational Pattern (Text Structure, Methods of Development)  Perspective of the Author  Purpose (What is the author’s purpose in writing this article?)

After Reading  MOPP  Review the text structure. Ask students reflect on why the author chose this method of development/pattern of organization to support the main idea of the article.  Answer the questions together by covering the answer choices and formulate an answer in your head from looking at the text. Go back to GIST that might lead you to the right answer (unless the question stem says Which statement would the author most likely….. or which words mean…..).  Remember model this!!!!  Look at the choices and choose the answer that most closely matches what you are thinking in your head. Again follow I DO WE DO YOU DO  Discuss distracters and reason one answer is better than another.

Other After Reading Stategies: (Can be done in Independent Group)  RAFT assignment  Quick Writes on the Essential Question  Write student-generated questions with the Task Cards  Socratic Circles  Writing assignments-reflection of the Edge piece