June 2017 Scoop

June 2017
NCDPI
THE ELA SCOOP
NC DEPARTMENT OF PUBLIC INSTRUCTION
12 INSTRUCTIONAL
PRACTICES

Instructional
04
#1
Practice
Instructional
05
#2
Practice
Instructional
06
#3
Practice
Instructional
07
#4
Practice
Instructional
08
#5
Practice
Instructional
09
#6
Practice
Instructional
10
#7
Practice
Instructional
11
#8
Practice
Instructional
12
#9
Practice
Instructional
13
#10
Practice
Instructional
14
#11
Practice
TABLE OF
CONTENTS
THE SCOOP
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03 Introduction
Browse Like Follow
Visit
Instructional
15
#12
Practice
CONTACT US
Join
16 Resources
Julie Joslin, ELA Section Chief julie.joslin@dpi.nc.gov
Lisa Llewellyn McIntosh, K-5 ELA Consultant lisa.llewellyn@dpi.nc.gov
17 ELA Updates
Kristi Day, K-5 ELA Consultant kristi.day@dpi.nc.gov
Stacy Miller, Grades 9-12 ELA Consultant
Teresa Parker, ELA Administrative Assistant

Scoop provides an overview of 12 instructional
This
important to the ELA classroom. These essential
practices
provide a framework for strongly aligned teaching
actions
learning.
and
the editions that follow, each Scoop will take a close and
In
look at four instructional practices.
in-depth
here to download
Click
hardcopy to share
a
INSTRUCTIONAL PRACTICES
IN THE ELA CLASSROOM
THE ELA SCOOP
PAGE 3

plays a central role in ELA instruction. It is essential to
Text
texts that are rich and worthy of close, careful reading. It
use
also important to provide all students with the opportunity
is
work with complex texts. Assessing a texts’ complexity is a
to
part of planning effective instruction. In the ELA
valuable
students should be reading and spending 50
classroom,
of their time with informational texts and 50 percent
percent
their time with literary texts. Often pairing informational
of
the image to access
Click
video on text complexity.
a
#1
Teachers use high-quality, appropriately complex
text as the center of instruction. There is a balance
of informational and literary texts.
ABOVE
texts with literature enriches both.
THE ELA SCOOP
PAGE 4

is hard to imagine not pairing reading with writing
It
or even language with writing instruction! Since
instruction
strands support each other, integrating standards rather
the
teaching each in isolation is an efficient and effective
than
for instruction. Rich tasks included in instruction
model
target more than a single standard. Students need to
should
the deep connections between all strands to
experience
how language works.
understand
the image to access a
Click
on integration.
video
#2
Teachers integrate the reading, writing, speaking
and listening, and language standards effectively.
ABOVE
THE ELA SCOOP
PAGE 5

uild vocabulary through a wide range of reading
Students
through intentional, explicit instruction of specific
and
and word-learning strategies. It is critical to carefully
words
deliberately choose the most important words to teach!
and
planning instruction, choose academic vocabulary
When
– tier 2 words - that are central to the meaning of the
words
the image to access a
Click
on vocabulary.
video
#3
Activities and instruction support building
academic vocabulary systematically.
ABOVE
text to teach.
THE ELA SCOOP
PAGE 6

a sequence of texts around a coherent topic or
Arranging
of inquiry supports both knowledge acquisition as well
line
vocabulary development. Organizing a text set with a
as
of complexities supports students as they work
range
reading the anchor or main text. Each selected text
toward
support the understanding of the main text by
should
key terms or providing needed information.
introducing
different types of text such as infographics,
Combining
narrative, graphs, and memoirs creates a rich set
poetry,
engages many readers’ interests!
that
the image to access a
Click
on text sets.
video
#4
Texts are organized around conceptually-related
topics (at a range of complexities) to build
students' knowledge and vocabulary.
ABOVE
THE ELA SCOOP
PAGE 7

students with opportunities to investigate, inquire,
Providing
challenge opens the door to engagement and learning!
and
is a perfect companion to research and offers a
Technology
for rich discussion as well as resources that can take
venue
thinking beyond the four walls of the classroom.
students’
research and technology (use of digital tools) are visible
Both
the ELA standards. Integrating them seamlessly
throughout
instruction enriches teaching and learning.
in
the image to access a
Click
on technology.
video
#5
Teachers integrate technology and research
throughout instruction.
ABOVE
THE ELA SCOOP
PAGE 8

ELA classroom is not a quiet library! Strong instruction
An
opportunities for students to communicate effectively
includes
routinely. This includes modeling how students should
and
to each other as well as setting up classroom rules for
respond
and interaction. Active listening plays an important
discussions
in communication, too.
role
the image to access a
Click
on communication.
video
#6
There are opportunities for students to engage
in effective communication as a part of daily practice.
ABOVE
THE ELA SCOOP
PAGE 9

create opportunities for students to think critically
Teachers
texts they are reading. Teachers ask students why
about
works, look for reasons, find limits and exceptions,
something
the value, or discover errors. Students should be
judge
in meaningful activities that support critical thinking,
engaged
are worth the time. Activities should challenge students to
and
the image to access a
Click
on critical thinking.
video
#7
Students think critically while reading, writing,
speaking, and listening to texts.
ABOVE
think beyond the obvious and the “right there” responses.
THE ELA SCOOP
PAGE 10

do you know if your students understand? Taking
How
to assess students along the way provides a wealth
time
information. A simple question or a small activity can
of
you if the stars are aligned and all is well! Formative
tell
is a valuable tool for both students and
assessment
that keeps everyone on track and informed
teachers,
the image to access a video
Click
formative assessment.
on
#8
Teachers apply formative assessment practices to
gauge student mastery and inform instruction.
ABOVE
about what to do next in teaching and learning.
THE ELA SCOOP
PAGE 11

key words here are “as needed.” We want all students
The
have opportunities to grapple with and understand
to
text. The teacher provides these opportunities by
complex
building on students’ experiences and
systematically
as they are learning new skills or completing
knowledge
Scaffolds should be temporary and adjustable. As
tasks.
master the assigned task or skill, the supports are
students
removed.
gradually
the image to access a
Click
on scaffolding.
video
#9
Scaffolds are provided as needed so that all
students have access to complex texts.
ABOVE
THE ELA SCOOP
PAGE 12

are more engaged when they can relate to what is
Students
taught and when they believe that the lessons and
being
have real-world application and are worth knowing.
tasks
true authentic learning, students are problem-solving
For
the image to access a
Click
on relevance.
video
#10
Examples, lessons, and tasks are authentic
and relevant.
ABOVE
and analyzing.
THE ELA SCOOP
PAGE 13

strong instruction and learning, teachers need to ask the
For
questions. Providing opportunities for students to ask
right
answer text-dependent questions encourages deeper
and
Students need to use textual evidence to support
thinking.
ideas, inferences, and conclusions. Teachers need to
their
this by creating questions that require close and
support
the image to access a
Click
on textual evidence.
video
#11
Students return to the text for evidence to support
their ideas, inferences, and conclusions.
ABOVE
careful reading and rereading.
THE ELA SCOOP
PAGE 14

est develop language skills through the practice
Students
context of writing– not in isolation or stacks of
and
worksheets. To advance the understanding of a
grammar
concept, teachers use targeted lessons that
grammatical
the image to access a
Click
on language.
video
#12
Language skills are developed through student
writing and supported through mentor texts.
ABOVE
then apply to their own writing. Mentor texts –
students
that offer exceptional examples of author’s craft –
those
can provide concrete and powerful examples.
THE ELA SCOOP
PAGE 15

13
R E S O U R C E S
Practice #1 Practice #2 Practice #3
Practice #4 Practice #5 Practice #6
Practice #7 Practice #8 Practice #9
Practice #10 Practice #11 Practice #12
THE ELA SCOOP
PAGE 16

April 6, 2017, the State Board of Education approved Draft 3 of
On
English Language Arts Standard Course of Study for 2018-2019
the
The approved standards and implementation
implementation.
can be found below. The NCDPI ELA Section looks forward
supports
supporting educators during the implementation process. We will
to
working closely with stakeholders to develop implementation
be
is forming teams of educators (Digital Supports Writers) who
NCDPI
create digital resources to support stakeholders in the
will
of the new ELA Standard Course of Study. These
implementation
will be a part of the virtual implementation tool kit that
resources
ELA
UPDATES
supports noted below. We also will provide monthly updates.
Our Next Step:
Local Education Agencies will receive in January 2018.
Stay updated by visiting our wiki!
Click the icon for more information.
THE ELA SCOOP
PAGE 17

HAPPY
THE ELA TEAM WISHES YOU A
SUMMER!