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The language being used connects to the strategies being implemented.  The teacher uses:
Infer/predict
Think about the main idea
Summarize
Visualize
Connect
All of these are used across multiple subjects, which is an example of interdisciplinary instruction.

She also uses positive terminology to motivate students.

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The teacher encourages the students to reach their "goals" which are the NGLS learning standards. They discuss and work towards their 'I can' statements and reinforce them throughout lessons.

Their learning targets are reinforced multiple times not only throughout the lesson, but throughout the entire day. They are used to keep the students on track and working towards their end goal.

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The student to teacher ratio was 18:1, with the addition of a second teacher during their 'Words Their Way' workshops. This teacher is there to provide additional assistance, and lead a group when they are working in small groups.

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Literacy Learning from practicum Fall 2018

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The main form of assessment they use is the 'Words Their Way' assessment to group student based on levels for their workshops.  They also use the assessments such as running records to give a guided reading level for independent practice.

In addition, the teacher uses one-on-one teacher conferences during their writer's workshop to check up and guide them with their writing.

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The library consists of a plethora of books, organized by Lexile level.  This is so the students pick the appropriate books to read, and they are marked off by color.

There are also special sections within the class library that are separated by genres, and series, for students who are temporarily interested in one kind of book or series.

It is surrounded with resources and posters to encourage the students to read and how to become better readers.

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The use of chrome books is very prominent in this classroom. They use them directly within lessons, and to fill in down time between lessons.

They use websites such as abcya.com and others to practice literacy skills. They also use a website to record themselves reviewing a book, which they call "book commercials." They then share this to their classroom's page, where all the other classmates can watch. By doing this, they have a wide range of books reviewed by their peers they can read themselves.

The use of anchor charts and posters are all around the room, and are there for learners to reference. They also have prompts around the room by the word wall that give you substitute phrases. The use of anchor charts are ever-changing and are displayed on the easel on the carpet.

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The class uses Lucy Calkins' word study notebooks, used during their workshops to complete activities. This helps the teacher make sure they are meeting the learning targets.

The teacher uses: Use of Study, Reading and Writing Project to guide her literacy lessons.

She has referenced both Lucy Calkins, and Jennifer Serravallo, in which she uses to ensure she is touching upon the main points in these lessons, and executing them in the most optimal way.

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The third grade classrooms mix around during Words Their Way workshops, and are grouped together with a teacher based on their reading level, which was assessed beforehand.

The classroom also uses a class dojo system, with fake money to track good behavior. They track student success and improvement, as well as setbacks. They are rewarded accordingly, and have 'celebrations' where they can use their 'dojo dollars' to pick out prizes.

This seems to motivate the students to continuously work towards a higher goal.

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Students have schedules pull-out times that are for additional assistance in certain curriculum areas.

These scheduled times are written on the corner of each learner's desk, with a time and teacher in which they will meet with.

Some students receive extra support in reading or math, others are just general support for whatever work they need to get done in the class at the time.

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In total, the class dedicates three hours a day to literacy instruction.

This includes: reading, writing, talking, speaking and grammar. They engage in Lucy Calkins' mini lessons and writer's workshops, as well as words their way workshops, also known as word study.

I have been afforded the opportunity to observe and participate in both their morning literacy instruction and afternoon literacy activities. The class stresses the importance of literacy not only through this direct instruction, but how it integrates into all areas of the curriculum.