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Foundational
Literacy
and
Language
Routines,
Language
and
Literacy
Series,
Part
I
Local
District
4
Administrators
Meeting
Language and Literacy Series Building upon o instruc5on, this ur prior work sin literacy and language three month eries will deepen our
understanding
and
increase
our
capacity
to
lead
school
site
instruc5onal
conversa5ons.
We
will
explore
the
Treasures
programs
use
of
instruc5onal
rou5nes
in
both
English
Language
Development
and
Literacy.
This
judicious
review
will:
Iden5fy
observable
instruc5onal
procedures
in
the
program
Increase
academically
engaged
par5cipa5on
by
more
learners
Build
school-wide
expecta5ons
for
gradual
release
Enable
school
sites
to
calibrate
their
expecta5ons
across
classrooms
2
Series
Descriptions
April
Rou5nes
and
Procedures
in
the
Primary
Grades
Building
founda5onal
literacy
and
language
rou5nes
May
Part
1
-
Rou5nes
in
Grades
3-6
Applying
the
same
rou5nes
to
more
demanding
content
in
context
June
Voluntary
Session
PuYng
all
the
Parts
Together
for
2012-2013
Alignment
of
our
program
resources
Implica5ons
of
the
periodic
assessments
SeYng
up
a
strategic
plan
for
language
and
literacy
3
Instructional
Routines
What
Are
Instruc<onal
Rou<nes?
According
to
the
American
Heritage
Dic5onary
of
the
English
Language
(2000)
rou5nes
are
prescribed,
detailed
courses
of
ac5on
to
be
followed
regularly;
a
standard
procedure;
a
set
of
customary
and
oaen
mechanically
performed
procedures
or
ac5vi5es.
Instructional
Routines
Why
Are
Instruc<onal
Rou<nes
Important?
Rou5nes
reect
best
classroom
prac5ces
and
help
students
focus
on
the
new
learning
tasks,
rather
than
learning
a
new
way
to
do
something.
They
are
eec5ve
at
organizing
instruc5on
in
seYng
clear
expecta5ons
for
students.
Rou5nes
help
teachers
scaold
instruc5on,
minimize
instruc5onal
5me
and
teacher
talk,
maximize
student
par5cipa5on,
and
overall
make
learning
a
new
skill
easier.
7
11
13
15
16
17
Dig-in
Protocol
Choose
a
partner.
You
and
your
partner
will
analyze
the
same
instruc5onal
rou5ne
and
write
a
synopsis
of
the
rou5ne.
When
the
three
pairs
at
your
table
are
done,
each
pair
will
explain
their
rou5ne
to
the
rest
of
the
table.
When
your
table
is
done,
you
will
exchange
your
rou5ne
synopses
with
a
table
that
did
dierent
rou5nes.
Each
pair
reviews
one
of
the
new
rou5nes.
Each
pair
shares
with
the
table
the
new
rou5ne.
19
ReOlection
Reec5ng
on
todays
process
how
has
your
understanding
of
Start
Smart
deepened?
Why
is
this
process
of
iden5ca5on,
deni5on,
and
evalua5on
of
rou5nes
important
to
ensuring
student
success
in
all
content
areas?
20