Grades K-5 Planning Guide Phonological Writing Writing About Reading Interactive Spelling, Word Guided Volume of Awareness, and Text Reading/Small Accountable Days Phonics Discussion/Shared Vocabulary Group Independent and Performance and Language Instruction Student Reading Reading Use the Students Refer to the NVACS for the Draw from the Read-aloud Refer to Words Leveled texts Text Sets, library This need to guide systematic three text types. This Project resources, close Their Way, the that are books, and book develop a can be foundational component includes writing reading exemplars, and HMH spelling increasingly boxes with added adjusted skills about reading in the content BAP lessons. Close Reads knowledge to plan a and language challenging to accountability. instruction in areas (Writing to Sources). and BAP lessons are of the year, skills, Core students. HMH. Scaffolded writing lessons accessible at or ; RAPs are writing month, Formatively connected to HMH stories are accessible at . Core Knowledge for process or week monitor available at Knowledge can be mapped and to of vocabulary, instruction know how in this area. DBQs based the to vary the based on on Core Knowledge Comprehensive process for . student need. domains are available on different Further and HMH stories can be Phonics, genres and direction for included here with BAPs Spelling, and purposes. pacing can be and/or with adjustments to This Word Study found in Words questions so that they are includes Guide and/or Their Way by text dependent. shared, the Literacy Bear, interactive, and Invernizzi, Continuum by modeled Templeton, and Fountas and writing. Johnston or Pinnell. The Literacy Instruction Continuum, by Fountas and should be Pinnell. connected to text. Aug. Sept.
Grades K-5 Planning Guide Phonological Awareness, Phonics Writing Writing About Reading Interactive and Text Discussion/Shared and Performance Reading Spelling, Word Vocabulary and Language Guided Reading/Small Group Instruction Volume of Accountable Independent Student Reading Days Use the systematic foundational skills instruction in HMH. Formatively monitor instruction based on student need. Further direction for pacing can be found in Words Their Way by Bear, Invernizzi, Templeton, and Johnston or The Literacy Continuum, by Fountas and Pinnell. Students need to develop a knowledge of the writing process and to know how to vary the process for different genres and purposes. This includes shared, interactive, and modeled writing. Refer to the NVACS for the three text types. This component includes writing about reading in the content areas (Writing to Sources). Scaffolded writing lessons connected to HMH stories are available at Draw from the Read-aloud Project resources, close reading exemplars, and BAP lessons. Close Reads and BAP lessons are accessible at or ; RAPs are accessible at . Core Knowledge can be mapped in this area. DBQs based on Core Knowledge domains are available on and HMH stories can be included here with BAPs and/or with adjustments to questions so that they are text dependent. Refer to Words Their Way, the HMH spelling and language skills, Core Knowledge for vocabulary, the Comprehensive Phonics, Spelling, and Word Study Guide and/or the Literacy Continuum by Fountas and Pinnell. Instruction should be connected to text. Leveled texts that are increasingly challenging to students. Text Sets, library books, and book boxes with added accountability. This guide can be adjusted to plan a year, month, or week of . Aug. Sept.
The%20Literacy%20Framework%20Revised%20Aug.%202017.docx