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Student reflectiveness
Differentiated ways for students to reflection, student work,
Student criteria- What does this look like to be successful

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Explicit instruction in writing mechanics

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Explicit instruction in writing mechanics

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-provide specific instruction and feedback on punctuation
-modeling for editing mechanics and not just content.

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Effective Feedback with student goal setting

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Effective Feedback with student goal setting

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-writing conferences to help students set specific goals
-conference to the writer not the writing
-same but for reading

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Embedded, explicit, and relevant vocabulary and word study instruction

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Embedded, explicit, and relevant vocabulary and word study instruction

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-exposure to and integrations of common academic vocabulary
-exposure to higher level vocabulary in all grade levels
-integrate vocabulary into learning targets

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Daily opportunities to write for different purposes and topics

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Daily opportunities to write for different purposes and topics

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-opportunities for student choices in topic
-allow students different pathways to arrive at a final product
-provide more student driven prompts and examples
-use of multiple mentor texts as examples of writing styles

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-Allow students alternative avenues to display comprehension
-Using online media mediums (Powtoon)

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-various formats with provided explicit guidelines and criteria
-gradual release of expectations (I do, we do, you do)
-provide textual support and cross text examples (supports rigor)
-provide scaffolding opportunities: Graphic Organizers, Sentences
- Claim, Evidence, Reasoning.

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-student reflect on their own learning - strengths and areas for growth
-providing choice
-conferences
-student to student discussion and accountability
-independent reader's workshop success criteria

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Student Choice - allowing students to choose texts or topics that are meaningful to them

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Student Choice - allowing students to choose texts or topics that are meaningful to them

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-book clubs
-independent reading
-summative assessment final product
-writing

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Reading Workshop - implementing all aspects of the workshop with integrity 

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Reading Workshop - implementing all aspects of the workshop with integrity 

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-minilesson connected standards
-learning targets with success criteria
-opportunities for student discussion
-differentiated small groups
-conferences
-ongoing formative assessments
-student self-assessment
-returning back to the target

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utilize curriculum maps and team created unit maps 

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utilize curriculum maps and team created unit maps 

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-common learning expectations across classrooms
-common anchor examples of success criteria

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Ongoing Assessment - daily tool to respond to student learning and inform whole group, small group, and individual instruction

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Ongoing Assessment - daily tool to respond to student learning and inform whole group, small group, and individual instruction

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-conferring
-running records
-observations
-writing in response in reading
-summative assessment

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Targeted instruction based on student reading behaviors

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Targeted instruction based on student reading behaviors

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-Driven by assessment

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-opportunities for book talks where students share their opinions and thoughts about a book/passage
-modeling academic dialog
-student self-reflection in the area of speaking and listening (student to student dialog)
-honor student choice in reading materials

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Mirrors and windows: Students purposefully engaging in texts that they can see themselves and others represented in while also giving them perspectives other than their own. Connecting with one another around those texts.

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Mirrors and windows: Students purposefully engaging in texts that they can see themselves and others represented in while also giving them perspectives other than their own. Connecting with one another around those texts.

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-diverse classroom library
-diverse library and mentor text audit (all settings)
-consistency in language and expectations

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-academic dialog between texts (can you defend your way of thinking)
-model academic dialog between texts (finding commonalities, voicing opinions, defending ideas)

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Ensure Text Complexity - appropriate grade level text band

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Ensure Text Complexity - appropriate grade level text band

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-providing student access to complex text through differentiating/accommodations
-Jennifer Serravallo - Understanding Text and Readers: https://www.heinemann.com/products/e10892.aspx