Instructional Inquiry

Danielle Hajduk

Instructional InquiryI took a deeper look into a York Elementary School’s

classroom. It is a first grade classroom and consists of roughly 20 students. The teacher is very experienced with literacy and the York school system. York recently

adopted a new literacy program called Lead 21, therefore the teachers are still learning the program and working out the flaws. This teacher teaches the

Lead 21 program and includes extra literacy throughout the day.

Literacy Instruction Methods

• Lead 21 program – aligned with CCSS (50/50 fiction non-fiction texts) Lead 21 Program

• Lead 21 program is new to York, it divides the school year into units and takes a deeper look at ideas and topics. The program lays out exactly what the teacher should teach each day

• Units range from investigating different habitats to learning about your community

• Very rigorous, fast program helping kids prepare for their future

• Program has set units for teachers to follow – units include reading material based on content areas, author studies, etc.

• Some of the units are based on Science and Social Studies

Literacy Instruction Methods Cont.

• Writing is also incorporated into the program – takes ideas from both Lead 21 and Lucy Cauwkins

• Writing is trait based and moves very quickly

• Uses Cauwkins units of study to form the foundation of writing

• Launches writing through Cauwkins and adds in the traits slowly, not all at once

• Models writing workshop – not a rushed program

• All forms of writing – narrative, opinion, information, etc.

Literacy Instruction Methods Cont.

• Students have time during the day to read independently and with a buddy, choose their own books

• Guided reading groups occur daily• Teacher tries to meet with every differentiated

group daily• Groups range from 3-6 students• Occurs during center time

Materials

• Lead 21 comes with all the materials necessary

• Main staple is a teacher’s guide book that explains explicitly what to teach and how

• The program also includes “Big Books” that go along with each unit

• Includes work books for students on writing, phonics, vocabulary, etc.

• Additional writing worksheets are also added to this program

Grouping• This program incorporates both whole and

small group work

• This program also includes guided reading groups

• Centers is also included in small group work

• 1:1 occurs with specific children when necessary

Assessments • Variety of assessments – weekly, unit

assessments, assessments on certain skills

• DRA’s are given to children several times a year to monitor progress

• DIBELS

• When needed teacher gives more assessments to certain students

Goals & Expectations

• Print rich classroom, many visuals

• Teacher models everything so students know expectations – hands on approach, helps with skills like phonics, phonemic awareness, and spelling

• Incorporates hands on philosophy (multi approach)

Values

• Teaches children to value reading and enjoy it

• Children should learn that reading is fun and enjoyable, not a struggle or task you must complete

• Believes that reading occurs throughout all parts of life, therefore you should incorporate it throughout your entire day

Home-to-School Connection

• Lots of communication with home to keep parents up-to-date with what is occurring in school

• Newsletters, parent volunteers

• Students have planners that are signed daily from parent or guardian

• Constant communication with phone calls, both positive and negative

Types of Texts in Classroom

• Guided reading groups spend two days on each book – alternate types of books (fiction & non-fiction)

• Always uses a “Big Book” with each unit to teach information• The “big book” summarizes everything the students are going

to learn throughout that unit. Usually occurs in a story and includes new vocabulary and questions to get the children thinking

• The “big book” also includes a table of contents, dictionary in the back, etc. – all the components of a non-fiction text when appropriate

• Incorporates author studies when possible – teacher chooses which authors to include

• Students have book buddy books and browsing books (they choose)

• Books cover all different genres, levels, interests, and content

Analysis of Texts in Classroom

• Classroom is very text rich, reading is included in most areas of the day

• Teacher includes a variety of texts so all students interests are meet

• All students are exposed to well-written and a variety of texts

• Exposed to a variety of ways to look at and read a text – buddy reading, student choice text, author studies, read-alouds

• Guided reading groups texts are based on students level and what skills that group needs to work on

• Throughout the day includes both enjoyable text (read alouds) and instructional (“big book” and guided reading groups)

Instructional Time in Whole Group

• Calendar and morning meeting – students all read morning message together every morning, work on their fluency and expression

• Lead 21 whole group instruction – work on daily routines, oral language and vocabulary, reading and comprehension, word work

• Writing – teacher models the new skill

• Read alouds and author studies

• Math, Science, Social Studies, etc.

Instructional Time in Small Groups

• Writing – students practice what the teacher modeled

• Math – after lesson is taught sometimes the students are broken up into smaller groups based on ability

• Centers • Guided reading groups – broken up based on skill level• Flip charts – vocabulary, writer’s desk, phonics focus,

or book corner• Spelling/word work• Listening• Math games

Instructional Time Spent 1:1

• Writing – if student needs extra support with a skill

• Centers/reading – if student is struggling with a reading skill or behind in general

Analysis of Instructional Time

• Lead 21 Program• During this time the teacher is focused on explaining

and diving deeper into the unit they are working on. The students start off on the carpet and the teacher reads from the “big book”. Then as a class they discuss the main topic they are working on. During this time new vocabulary, comprehension, and oral language are being worked on. This program really focuses on moving the children forward and creating a well-rounded body of knowledge.

• Centers • During this time the students are all working in small

groups on a certain task. Guided reading groups also occur during this time. During this time all of the students are working on a new skill that they learned or worked on through the Lead 21 Program. The skills range from writing, vocabulary, phonics, reading, word work, etc.

Analysis of Instructional Time

Cont• Additional teaching time• During the rest of the day the teacher is

incorporating Math, Science, Social Studies, read alouds, author studies, and second step. During these instructional times the teacher is constantly incorporating reading. During second step the students work on building a good community and learning social skills. Throughout the day Lead 21 incorporates all these important skills the children need to know across all content areas.

Considerations/ Suggestions

This classroom is truly centered around literacy and helping the students succeed in school. Lead 21 is a great program to prepare students for their future. It really tries to create

well-rounded students with knowledge in all areas. The teacher is very focused on creating a fun, inviting, learning rich classroom. In this situation the teacher does not have very much wiggle room to change things, because she has to stick to the new Lead 21 program. However, I would try

to incorporate other things into my day. The Lead 21 program focuses on a lot of worksheets and seat-work. My suggestion is to find other activities or ways to accomplish

what is on the worksheet. Maybe through a game or activity the group of students can do together. Something other

than seat-work for the students.

Considerations/ Suggestions Cont.

I also recommend incorporating more projects for the students. The Lead 21 program does not include

projects for the students to work on. There are plenty opportunities with the units to add a project for the students to complete to further their understanding of that topic. Overall, I would try to add new items to

the Lead 21 program. It is a very rigorous, fast program and some of the students in this classroom need the extra time and support to digest what they are learning. Lead 21 is a great program to prepare

students, however in order to keep students attention and love for learning I believe the teacher

needs to add more exciting, fun activities.