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Phonics

Blending Routine

3rd Grade - 6th Grade Blending Routine

SMART Standards Alignment:  READING: ACCESS: Phonics and Word Recognition
 

The purpose of the blending routine is to teach the cognitive processes (thinking) of a proficient reader when decoding an unknown word. The McGraw-Hill  and decodable materials provide practice in reading those words in connected text.

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Multisyllabic Routine:

  • Content words that lead to decoding
  • Unfamiliar words in text

 

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Teacher Observation

Fluency

Fluency Strategies

SMART Standards Alignment:  READING: ACCESS: Fluency

Fluency is the ability to read with appropriate rate, accuracy, and expression to understand text.

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Fluency Strategies

(15 minutes) 

McGraw-Hill RWW, Anthology and Additional Readers

Vocabulary

Comprehension

Text Dependent Questioning

  Text Dependent Questions

SMART Standards Alignment: READING - WRITING - SPEAKING AND LISTENING 

Students revisit the text several times to answer a series of questions which are designed to build levels of understanding. The questions begin by establishing general understandings and then lead to deeper understanding of the text. Evidence from the text is used to support answers at all levels of questioning.

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Teacher Observation

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Informational Text Structure

Informational Text Structure

SMART Standards Alignment:  READING:  Understand, Analyze

Students learn the six types of informational text structure, and then learn to recognize which structure the author is using to organize information in any given text. This strategy helps students understand the author’s purpose and the main ideas and details in the text.

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Observation

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5th Grade - "Life on the Ice" Description Text

Close Reading

Close Reading

SMART Standards Alignment:  READING:  Understand
Students are exposed to complex text and are supported in their attempts to make meaning from that text. The teacher guides students in understanding the complex text by identifying what makes the text complex and by asking questions that follow the text dependent question sequence and lead to deeper understanding.

Question-Answer Relationships

Question - Answer Relationships (QAR)

SMART Standards Alignment:  READING:  Understand 

Show understanding of main ideas/details, text structure,or themes by questioning, recounting,and reciting textual evidence

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Teacher Observation

Science Texts

Science Text

The USOE texts in grades 3-6 have been reproduced with permission from the Utah State Office of Education.
2nd grade text written by Davis School District committee.

 

Open Educational Resource Textbooks
Follow Link and Select OER Textbooks
 

 

Four Square Perspectives

Four Square Perspective Strategy

SMART Standards Alignment:  READING:  Analyze

The Four Square Perspective is a strategy, with an accompanying graphic organizer, that teaches students to distinguish their own point of view from that of the narrator and/or characters in a text. This strategy and graphic organizer can also be used to teach students to distinguish their own point of view from that of the author of an informational text. 

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Teacher Observation

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Claim, Evidence, Interpretation

Claim, Evidence, Interpretation

Students identify a claim the author is making in a text, outline the evidence from the text, and determine how well the claim is supported by interpreting the quality of the evidence.
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Graphic Organizer

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Teacher Observation

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Comparing Literature

Comparing Literature

SMART Standards Alignment:  READING:  Transfer  WRITING:  Knowledge

Compare and contrast characters, adventures, and experiences of characters in stories.  This strategy guides students to identifying similarities and differences of various elements in literature.

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Observation of independent practice, writing, speaking and listening for understanding

Writing

Mentor Text

Mentor Text Routine

SMART Standards Alignment: READING:  Analyze - WRITING

Students and teacher read a quality text and analyze the text by making a map of the text, which outlines how the author composed his/her writing. The teacher and students then use the map to guide their own writing, emulating the author’s style, pattern, technique, etc. as outlined on the map.

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Just Ask It - Revision Strategy

Just Ask It

SMART Standards Alignment:  WRITING: Communication - SPEAKING AND LISTENING: Understand

Just Ask It! is a revision strategy that demonstrates the kind of thinking good writers go through as they draft and make on-going changes to the content of their writing. A student reads his piece of writing to the whole class, a small group, or a partner. As the students have questions about the piece, they “just ask it.” The writer chooses whether or not to revise his piece in response to the questions.

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Observations of techniques presented in student's own writing

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Provide an area where student's can sit comfortably and observe teacher writing and text is visible (writing board or document camera in the front of the class being projected).

Modeled Writing

Modeled Writing 

SMART Standards Alignment:  WRITING

Modeled writing is an ongoing practice that occurs during your sustained writing period. Teachers take a few minutes to model the thinking that goes into their own personal writing. They might model the thinking that goes into composing or revising a section of text (or any other step in the writing process), or the thinking that occurs when applying a particular strategy or technique. Teachers then have a discussion with their students that focuses on the question, “What did you see me do as a writer?”

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Modeled writing is an ongoing practice that occurs during your sustained writing period. Teachers take a few minutes to model the thinking that goes into their own personal writing. They might model the thinking that goes into composing or revising a section of text (or any other step in the writing process), or the thinking that occurs when applying a particular strategy or technique. Teachers then have a discussion with their students that focuses on the question, “What did you see me do as a writer?”

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Modeled writing is an ongoing practice that occurs during your sustained writing period. Teachers take a few minutes to model the thinking that goes into their own personal writing. They might model the thinking that goes into composing or revising a section of text (or any other step in the writing process), or the thinking that occurs when applying a particular strategy or technique. Teachers then have a discussion with their students that focuses on the question, “What did you see me do as a writer?”

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Observations of techniques presented in student's own writing

Environment Heading

Provide an area where student's can sit comfortably and observe teacher writing and text is visible (writing board or document camera in the front of the class being projected).

Challenge Word Spelling Routine

Challenge Word Spelling Strategy

SMART Standards Alignment:  WRITING: LANGUAGE: Spelling

Students are taught a strategy for sounding out challenging words and for making logical attempts at spelling those words. This strategy encourages students to use more difficult and exciting words in their writing, rather than stick with less exciting words that are easier to spell. It also helps students apply what they have learned about spelling patterns, and makes it easier for students and others to read their own writing.

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Observe student attempts

Informative Writing

Informative Writing 

SMART Standards Alignment:  WRITING: Product: Informative

Students learn to convey information accurately through informative/explanatory writing.  They learn a variety of structures, such as description, sequence, cause/effect, compare/contrast, problem/solution, and question/answer.  

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See specific grade level for resources

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See specific grade level for resources

Opinion Writing

Opinion Writing 

SMART Standards Alignment: WRITING: PRODUCT: Opinion

Students learn to logically present a position, belief, or conclusion in opinion writing.  They learn to provide reasons, examples, and explanations to support their opinion.

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See specific grade level for resources

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See specific grade level for resources

Narrative Writing

Narrative Writing 

SMART Standards Alignment:  WRITING: PRODUCT: Narrative

Students learn to convey experiences, either real or imaginary, through narrative writing.  They learn to provide visual details, to depict specific actions, to use dialogue, and to manipulate pace for effect.

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See Additional Resources

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See specific grade level for resources

Stop, Think and Write Techniques

Stop, Think, and Write Techniques

SMART Standards Alignment:  WRITING:  Knowledge

Students respond to a question or topic posed by the teacher through writing.  This is followed by a few minutes of sharing and classroom discussion.

 

 

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Technique

Description

Quick Write

Students respond to a question or topic posed by the teacher through sustained writing. (7-10 minutes)

Quick Jot

Very brief, informal opportunities to think and record a few thoughts, notes, ideas, opinions, or brainstorm.  (1-3 minutes)

Thinking Boxes

Students engage in several brief episodes of two-three minutes of thinking, jotting and sketching while working through material they are reading, watching/listening to, or otherwise learning. Simply have students fold a piece of paper into boxes and number them. After sharing, the teacher may clarify if needed based on student responses. (1-3 minutes per box)

Quick Tries

Quick opportunities for students to use informal writing to “try out” something that has been explicitly taught. (1-3 minutes)

Exit Slip

Students respond to a question posed at the end of a lesson.  This "slip" is turned into the teacher for an informal measure of how the students have understood a topic or lesson. (1-3 minutes)

 

Spelling Memorization Routine

Spelling Memorization Routine

SMART Standards Alignment: LANGUAGE: Spelling

The Spelling Memorization Routine is used....

Editing Circle

Editing Circles

SMART Standards Alignment:  LANGUAGE: Capitalization/Punctuation


The purpose of editing circles is to give students practice with editing for conventions in authentic writing. Students become a specialist in one area of editing: capitalization, punctuation, or spelling.

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Analyze student editing