The Language Arts Literacy Department of the Passaic Public School District is committed to the pursuit of excellence for all, inclusive of ELL and Special Needs students. The Language Arts Literacy Department embraces scientifically based reading and writing research practices in a comprehensive integrated model. We seek to build a literate community of lifelong readers and writers who will become contributing members of a global society.
VISION AND CORE BELIEFS
Language Arts/Literacy Department seeks to ensure an instructional framework where:
· High expectations and rigor are encouraged while recognizing students’ unique abilities and needs.
· There exists a shared responsibility of integration of literacy across the content areas.
· Growth is promoted in reading comprehension and fluency. Students read and analyze a variety of genres including fiction and informational texts.
· The use of continuous formative and summative assessment and analysis of data drives instruction.
· Differentiated instruction is utilized in an extended uninterrupted block of time based on the three tier model of instruction focusing on direct, small group, and intervention component.
· Students are prepared through the use of the Writers’ Workshop model to write for a variety of purposes across genres.
· Literacy instruction maintains and progressively increases rigor and complexity of texts and assigned tasks to help students become critical and analytical thinkers.
· Conventions of language are incorporated strategically as a component of writing craft.
· Integration of technology and digital media enhances students’ ability to research and compete in higher education and the work force.
· Teachers’ knowledge of language/literacy content and pedagogy is continually enhanced through professional development.
The Sheltered Instruction Observation Protocol
Echevarria, Vogt, and Short, 2000, 2004
The Thirty Indicators for a Successful SIOP® Lesson
1. Clearly defined Content Objectives for students
2. Clearly defined Language Objectives for students
3. Content concepts appropriate for age and educational
background level of students
4. Supplemental materials used to a high degree, making the
lesson clear and meaningful (e.g., computer programs,
models, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels
of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g.,
surveys, letter writing, simulations, constructing models)
with language practice opportunities for reading, writing,
listening, and/or speaking.
II. Instruction –
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to see)
10. Speech appropriate for students’ proficiency level (e.g. slower rate and
enunciation, and simple sentence structure for beginners)
11. Explanation of academic task clear
12. Uses a variety of techniques to make content clear (e.g. modeling, visuals,
hands-on activities, demonstrations, gestures, body language)
13. Provides ample opportunities for students to use strategies
14. Consistent use of scaffolding techniques through-out lesson, assisting and
supporting student understanding, such as think-aloud
15. Teacher uses a variety of question types, including those that promotehigher–order thinking skills throughout the lesson (e.g. literal, analytical, interpretive questions)
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configurations support language and content objectives of the lesson
18. Consistently provides sufficient wait time for student response
19. Ample opportunities for students to clarify key concepts in L1
20. Provides hands-on materials and/or manipulatives for students to practice using new content knowledge
21. Provides activities for students to apply content and language knowledge in the classroom
22. Uses activities that integrate all language skills (i.e. reading, writing, listening, speaking)
23. Content objectives clearly supported by lesson delivery
24. Language objectives clearly supported by lesson delivery
25. Students engaged approximately 90% to 100% of the period
26. Pacing of the lesson appropriate to the students’ ability level
27. Comprehensive review of key vocabulary
28. Comprehensive review of key concepts
29. Regularly provides feedback to students on their output (e.g. language, content, work
30. Conducts assessment of student comprehension and learning of all lesson objectives (e.g. spot checking, group response) throughout the lesson