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Print Concepts

Word Awareness

Word Awareness Routine 

SMART Standards Alignment:  READING: ACCESS: Phonological Awareness

Blend and Segment Words in sentences.

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Check: If students answer incorrectly or are not participating, provide a additional support and repeat skill as needed. 

Watch for students not answering in unison, specifically those that are answering just barely behind their peers. Provide those students with added support during the routine.

Watch students who will give you a good indication of how the class is learning the concept.  Do not just observe your best readers.

Phonological Awareness

Syllable Awareness

Syllable Awareness Routine 

SMART Standards Alignment:  READING: ACCESS: Phonological Awareness

Blend and Segment Syllables in Words.

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Check: If students answer incorrectly or are not participating, provide a additional support and repeat skill as needed. 

Watch for students not answering in unison, specifically those that are answering just barely behind their peers. Provide those students with added support during the routine.

Watch students who will give you a good indication of how the class is learning the concept.  Do not just observe your best readers.

Onset Rime Awareness

Onset Rime Awareness Routine 

SMART Standards Alignment:  READING: ACCESS: Phonological Awareness

Blend the Onset and Rime to make a word.

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Check: If students answer incorrectly or are not participating, provide a additional support and repeat skill as needed. 

Watch for students not answering in unison, specifically those that are answering just barely behind their peers. Provide those students with added support during the routine.

Watch students who will give you a good indication of how the class is learning the concept.  Do not just observe your best readers.

Phonemic Awareness

Phonemic Awareness Routine 

SMART Standards Alignment:  READING: ACCESS: Phonological Awareness

Blend, Segment and Manipulate the individual phonemes in a word.

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Check: If students answer incorrectly or are not participating, provide a additional support and repeat skill as needed. 

Watch for students not answering in unison, specifically those that are answering just barely behind their peers. Provide those students with added support during the routine.

Watch students who will give you a good indication of how the class is learning the concept.  Do not just observe your best readers.

Phonics

Vowel Phonogram Review

Vowel Phonogram Review

SMART Standards Alignment:  READING: ACCESS: Phonics

This review is used to develop automaticity in identifying the sounds of vowel patterns.  This knowledge assists students in successfully blending unknown words

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This review is used to develop automaticity in identifying the sounds of vowel patterns.  This knowledge assists students in successfully blending unknown words
 
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Monitor students' accuracy while reading

Blending Routine

1st 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 decoadable materials provide practice in reading those words in connected text. 

SPECIFIC TO K-2

  • Daily Phonics Elements:  The purpose of the blending PowerPoints is to memorize phonics elements, read those elements within words and in decodable sentences.
  • Daily Phonics Elements:  The purpose of the blending PowerPoints is to memorize phonics elements, read those elements within words and in decodable sentences.
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Teacher Script - Single Syllable
Teacher Script - Multisyllabic
 

Six Syllable Types

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Daily Phonics Element:

(10 minutes daily beginning term 1)

*Best viewed using iBooks or Adobe Reader

Word Recognition

Sight Word Routine

SMART Standards Alignment:  READING: ACCESS: Word Recognition - WRITING: Language

The sight word routine teaches students a strategy for learning sight words.  The steps and explicit teaching language of the routine are used to teach one to three sight words each day.  These words are brought into long-term memory as students cycle through the words several times during the year.

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Why teach sight words?

Zeno Word List            

Zeno Word Trackers: 1st Grade

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1st Grade  3 words / 15 minutes a day
 
*Best viewed using iBooks or Adobe Reader

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

(5-10 minutes)

Level A Books   Level B Books   Level C Books   

Sight Word Passages

McGraw-Hill RWW, Anthology and Additional Readers

Vocabulary

Vocabulary Routine

SMART Standards Alignment:  READING: ACCESS: Vocabulary

Build vocabulary knowledge by teaching unfamiliar words deeply

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Routine Template

(2 words/10 Minutes daily) 

Presentation Template (PPT)

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

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

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

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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N/A

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