Instructional Framework for English 9-10

Instructional Framework for English 9-10

48-Minute Block Option 1 48-Minute Block Option 2 48-Minute Block Option 3
Alternate between A Day and B Day One day of whole group followed by four days One day of whole group followed by four days
A Day: 24-minute whole group and then one with two rotations with rotations
24-minute small group rotation (A, B, C) Day 1: 48-minute whole group instruction Day 1: 48-minute whole group instruction
B Day: Two 24-minute small group rotations Days 2 - 5: Two 24-minute small group rotations Days 2 - 5: Two groups have two 24-minute
(A, B, or C) (A, B, or C) small groups (A and B) and one group has 48-
minute sustained computer-based rotation (C)
Suggested
Options Instructional Delivery Curriculum Materials Aligned Data
Time
Option 1 24 minutes Whole Group SpringBoard ELA
A Day Literacy Design Collaborative
24 minutes Small Group Rotation A Curriculum or skills-based Instruction based on current
Teacher-led instruction data, common assessments, or
(One Small Group Rotation B Independent or collaborative Achieve3000 data
24-minute Independent/ reading, writing, or skills-based
rotation) Collaborative practice
Small Group Rotation C Achieve3000 Achieve3000
Computer-based SpringBoard Revision Assistant SpringBoard Revision Assistant

Option 1 48 minutes Small Group Rotation A Curriculum or skills-based

B Day Teacher-led instruction Instruction based on current
(Two Small Group Rotation B Independent or collaborative data, common assessments, or
24-minute Independent/ reading, writing, or skills-based Achieve3000 data
rotations) Collaborative practice
Small Group Rotation C Achieve3000 Achieve3000
Computer-based SpringBoard Revision Assistant SpringBoard Revision Assistant

Option 2 48 minutes Whole Group SpringBoard ELA Instruction based on current

Day 1 Literacy Design Collaborative data, common assessments, or
Achieve3000 data

Option 2 48 minutes Small Group Rotation A Curriculum or skills-based

Day 2-5 Teacher-led instruction Instruction based on current
(Two 24- Small Group Rotation B Independent or collaborative data, common assessments, or
minute Independent/ reading, writing, or skills-based Achieve3000 data
rotations) Collaborative practice
Small Group Rotation C Achieve3000 Achieve3000
Computer-based SpringBoard Revision Assistant SpringBoard Revision Assistant

Option 3 48 minutes Whole Group SpringBoard ELA Instruction based on current

Day 1 Literacy Design Collaborative data, common assessments, or
Achieve3000 data

Option 3 Small Group Day 2 Day 3 Day 4 Day 5

Day 2-5 1 (High Support) TL I/C TL I/C Computer TL I/C
2 (Mid Support) I/C TL Computer TL I/C I/C TL
3 (Low Support) Computer I/C TL I/C TL Computer
Groups will be formed based upon TL = Teacher-led (24-minute rotation)
data and the content focus for the I/C = Independent or Collaborative (24-minute rotation)
week. Computer = Computer-based/Does not rotate (48-minute session)
 Instructional Framework for English 9-10

Instructional Delivery Component

Whole Group Instruction
This option may be used when you are presenting skills-based mini lessons, introducing a new concept, or modeling
instruction before moving into small group rotations.
What are teachers doing?
 Introducing standards-based learning target, activating knowledge, and connecting to previous learning
 Setting the purpose for the learning target and how learning will be measured
 Explicitly teaching skills using the Gradual Release of Responsibility Model “I Do”, “We Do”, “You Do”
o “I Do” should include explicit instruction including teacher modeling and teacher think-alouds using
academic language
o “We Do” should include guided instruction and checks for understanding to adjust instruction and modify
providing additional modeling if necessary. The “We Do” segment can be integrated into teacher-led
small groups.
o “You Do” provides additional practice for students to engage in new learning. The “You Do” segment can
be integrated into small group independent practice.
 Continual use of checks for understanding allowing for the modification of instruction and identification of when
students need to be released to productively struggle with texts using strategies.
 Questioning and probing students to build higher-order thinking
 Providing appropriate think time and discussion time for students to process learning
 Conferring with groups or individual students, prompting, cueing, questioning as needed, and recording students’
responses anecdotally
 Using checks for understanding to determine independent practice and/or the need for differentiated instruction
within a teacher-led small group
 Concluding lesson with assessment of learning
What are students doing?
 Engaging with new learning in opening task collaboratively with peers
 Connecting with the rationale for learning the new concept/skill
 Engaging with the learning and application of the concept/skill
 Working with partners or with the teacher through whole group guided instruction

Small Groups:
 Providing direct instruction to a small group of students in a teacher-led rotation
 Ensuring students are engaged in appropriate tasks at each rotation based upon the collected evidence of
learning and students’ instructional needs
 Monitoring student work in rotations, questioning and modeling thinking where appropriate to move learning
forward
 Purposefully assigning collaborative groups and differentiate tasks
 Maintaining classroom environment conducive to productivity and engagement

What are students doing? (Small Group Rotations)

 Engaging in independent or collaborative learning
 Demonstrating proficiency on skills and concepts related to content standards
 Completing conceptually rich performance tasks, research, and guided practice
 Conferencing with teacher to receive and apply standards-based feedback
 Engaging in goal setting, problem solving, and self-assessing progress toward goals

Small Group Rotation A: Teacher-led

Small Group Rotation B: Independent/Collaborative
Small Group Rotation C: Computer
 Instructional Framework for English 9-10
Small Group Rotation A
Teacher-Led Small Group
 Teacher provides instruction
based on current data, common
assessments, or Achieve3000
data.
 Teacher provides targeted,
differentiated instruction
focused on standards-based or
skills-based needs of students
 Teacher provides differentiated
instruction using standards-
based remediation strategies.
 Small group instruction is
structured using the Gradual
Release of Responsibility Model
to ensure students obtain the
necessary skills and/or concepts
aligned with grade-level
standards.
 Teachers may continue the
Gradual Release of Responsibility
Model focusing on the “We Do”
or guided instruction phase.
 Teachers may also use small
periods of time during teacher-
led small groups to conduct data
chats and/or writing conferences
following an assessment or
writing instruction.
 Teacher may review
Achieve3000 activities with
students (only as needed).
Small Group Rotation B Small Group Rotation C
Independent/Collaborative Computer-based
 Students will work on follow up  All 9th and 10th grade students will
work presented during whole group work in Achieve3000 a minimum
or small group. of 40 minutes per week.
 Students work in collaborative work  Students will complete a minimum
based on whole group instruction or of one Achieve3000 article per
skills practice. week based on articles and
 Students work on writing prompt or activities selected by the teacher.
formal writing task.  Students may type SpringBoard
 Students engage in peer review Embedded Assessments that
using scoring guides or rubrics. utilize Revision Assistant.
 Students engage in independent
reading and respond in writing to a
prompt based on the standards
being taught during small group and
whole group.
 Students may also be provided
Achieve3000 printed lessons at
their independent lexile level to
support skill development based
upon the current instructional
focus.