SALTA 5th grade

5 th Grade CSD Literacy Block

Literacy Component

Class Configuration

Range of Time

Focus of Instruction

Phonemic Awareness

• • • •

Foundations 30 minutes

Phonics

30 minutes

Word Analysis

Spelling

Content Knowledge Build Oral Language

• • • • • • •

Whole Group Cooperative Groups & Partners

5-20 minutes

Amazing Words Concept Map

Language & Reading Comprehension 60 minutes

Text Based Comprehension

15-25 minutes

Close Reading

Selection Vocabulary

15-30 minutes

Conventions

• •

Writing

60 minutes

Focus of Instruction

Group 1 Accurate & Benchmark Rate

Comprehension •

Monitoring for meaning

• Identifying, summarizing, and extending main ideas • Self-monitoring and fix-up strategies and awareness of reading for understanding • Teaching important words directly and word-learning strategies Extended reading and writing opportunities tied to core subjects Fluency • Building automaticity, but do not ignore making meaning • Repeated readings • Word or phrase level automaticity in addition to passages, if necessary • Grouping words to make meaning, pacing punctuation • Read for main idea, summarizing, and/or text elements

Met benchmark on DORF and accurate in Fall 98%, Winter 98%, Spring 99% Group 2 Accurate & Below Benchmark Rate Below benchmark on DORF and accurate in Fall 98%, Winter 98%, Spring 99% Group 3 Inaccurate & Benchmark Rate Met benchmark on DORF and accurate in Fall 98%, Winter 98%, Spring 99%

Skill-Based Instruction

Small Group

Additional skill-based instruction in small group setting with teacher. Other students engage in Practice

reinforce or extend. English Language development or

Self-Monitoring for Accuracy Digging Deeper into Needs • Explicit modeling of accurate reading • Self-monitoring — table tap when student makes an error. This will help the student slow down and read more accurately. • Challenge student to read a portion of the text with 2 or fewer errors • Teach student to adjust rate of reading to type of text and purpose for reading

instruction based on Individualized Education Plans will be provided for identified students.

Group 4 Inaccurate & Below Benchmark Rate Phonics and/or Phonological Awareness • Missing phonemic awareness skills • Missing decoding skills • Missing sight words skills • Missing multi-syllabic decoding skills • Applying skills to connected text at instructional level • Building fluency at independent level • Substantial practice applying phonics to new text and writing Note: Element 2 of the USBE Utah’s Literacy Framework states that a daily schedule includes “a minimum120 minutes of protected time Tier I universal core literacy component s. (i.e., phonological awareness phonics, vocabulary, fluency, oral language, comprehension and writing, including whole and small group differentiated instruction and content integration, (e.g., math, science, social studies, f ine arts, health) .” Below benchmark on DORF and less than Fall 98%, Winter 98%, Spring 99% accuracy