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In each of these plastic sleeves the teacher fills with specific focus sections for the week, or weeks. The folders include grammar, vocabulary, sight words, spelling words, phonics, essential questions, comprehension, and comprehension strategies. It was noted that the teacher will say and include our goals for today is... or say the I can statements. They decided that as a first grade team having a few I can statements for every couple lessons was a bit overwhelming for first graders. So opting with the charts all the students key information they would have been learning about the past week would have been in the slots.

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This is Wonder Works Intervention, and was used for the students in the class who needed extra support. The classroom teacher used the basic wonder for the rest of her students, and then in small groups would go over  concepts with the inclusion students using Wonder Works Intervention. This is a McGrawhill program and they have different ways to explain the lessons to the students within the book. This is used generally for ELA, for phonics instruction the teacher uses BLAST which is on the smartboard has the students emphasis their phonologically awareness as a class.  The Blast kit opens up and has phonics tiles that the students use to find phonemes and vowels within words.

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Identify any textbooks or instructional programs used for literacy instruction.  Specifically  state  their  names. If  a  program  is  not used, then what is the model used?

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Identify any textbooks or instructional programs used for literacy instruction.  Specifically  state  their  names. If  a  program  is  not used, then what is the model used?

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How   much   time   is   devoted   to   literacy   instruction   in   the classroom?What components are involved? (e.g. reading/writing workshop, centers, whole group)

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How   much   time   is   devoted   to   literacy   instruction   in   the classroom?What components are involved? (e.g. reading/writing workshop, centers, whole group)

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To break down the students day and amount of ELA, reading, writing, centers, and whole group that they do in a day it looks something like this, the students have the Daily 5 in the morning which will consist of the teacher opening with a teaching piece, the the students breaking off into 4 different groups for about 15 minutes a piece. In the afternoon, the students have 20 minutes of whole group and table group phonics instructions. After that they move into around 30 minutes of writing. Writing is done differently everyday, sometimes it was reviewing letters, now it is working on COPS which is to help the students remember to to create complete sentences. In total that is around 110 minutes a day.

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Students have recently been taking weekly spelling tests at the end of every week, on Friday. They consist of about 5 to 6 words. They have also practiced spelling out sentences that they hear when the teacher reads them aloud and checking with COPS, capitalization, organization, punctuation, and spelling. The students also just took their first Unit 1 test over a period of 2 days. The teacher read aloud the short stories within the book, and the students answered the questions. The test booklet came from Wonders, so the teacher had decided that some of the questions were not appropriate, or to basic to ask so she had blacked them out with a marker. They are considering rewriting it for next year.  In First Grade, they use running records every trimester to check up on the student's progress over the course of the year.

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Information  on  a  reading  interventionist  that  works  with  the students. What is their title? Push-in or pull-out students?

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Information  on  a  reading  interventionist  that  works  with  the students. What is their title? Push-in or pull-out students?

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At Alexander Elementary they call their reading interventionist a reading teacher they use LLI to match the students needs and then pull out the students who need more support. LLI is in supplementary onto the students general education ELA time as well. They often call it "triple dip" when the students visit the reading teacher, they then work with their general education teacher, on similar material, and then in centers do more reinforcement, and often practice those same skills again with the special education teacher.

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Is there any ability grouping or tracking?Describe what that looks like and how that affects the classroom?

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Is there any ability grouping or tracking?Describe what that looks like and how that affects the classroom?

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The students are grouped, and their leveled readers that they take home are based off of the F&P leveling system. When the students rotate for ELA, the generally are in a mix of levels. The students who need more support, have less students in their group, and also get more rotations during centers with a teacher!

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Describe  other  resources  used  in  the  classroom  to  support literacy instruction (technology, anchor charts, strategies)

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Describe  other  resources  used  in  the  classroom  to  support literacy instruction (technology, anchor charts, strategies)

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The teacher has a myriad of different support tools to help the students succeed. Different games for ELA to help practice Vowel recognition, and charts to help with referencing.  The students also have access to about 5, 6 iPads(one iPad is specifically for one student), on those iPads the students login into a ELA account and can play games to enhance their knowledge on CVC vocab and sight words, by trying to beat the clock, or jump on to a log as a ninja.

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What language/terminology is being used in the classroom?(e.g. name of strategies)

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What language/terminology is being used in the classroom?(e.g. name of strategies)

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Some language and terminology that is being used around in the class room are phonemes, digraphs, blend, and morphed. When teaching the vowels the teacher has a hand motion and a phrase to go with each vowel, some of them are, a apple, * make a half circle around the front of your mouth* then there is the letter i, they say, "ih" like in itch and have their arm in a right angle and are pretending to itch it.

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How   is   the Next   Generation   Learning   Standards   (NGLS) represented in the classroom? (e.g. learning targets)

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How   is   the Next   Generation   Learning   Standards   (NGLS) represented in the classroom? (e.g. learning targets)

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How many Teachers/ Students in Classroom?

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How many Teachers/ Students in Classroom?

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There are two adults in the rooms at all times, one general education teacher, one special education teacher that rotates out with a special education aide. There are 14 students in the classroom, and the classroom is a inclusion classroom, in Alexander, NY.  Two of the students pull out for speech pathology and PT/OT. One of the students gets scheduled breaks with another aide, and also pulls out for PT.

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Describe the classroom library and how it is organized.

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Describe the classroom library and how it is organized.

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This teacher has two different sections to her classroom library she has her leveled reader side which is shown in the picture below and in the pictures to the right and below. She labeled them and leveled as A, B, C, according to F& P. The students are generally told when to go grab a book from that bin, and which letter as well. The big blue shelf is always fair game. It has a variety of books, again from easy readers to complex books. Students love looking at picture books, or eye spy and reading the words. Within the big blue shelf it is organized into the genre, and also book series, like Junie B. Jones, and the Magic tree house they both have their own section. There is a label section for science books, books written by Dr. Suess. The teacher had also included a book return dropbox for the students so that she can go in and reorganize the books for them so that they are always in the correct place, and level for the students. Students also have a book basket that changes out every week. They choose three books from there correct F&P level, and they can choose three books from anywhere on the blue shelf.